A. Engage the Learner – L.6.4 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 11.

• Once all students have arrived, review the question and answer (gruesome memento – a frightening souvenir or reminder). Record on the academic word wall with translations in home languages, where appropriate ▲, and invite students to record words in their vocabulary logs.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

A. Mid-Unit 1 Assessment: Analyze Language and Point of View: The Lightning Thief, Chapter 9 (35 minutes)

• Distribute Mid-Unit 1 Assessment: Analyze Language and Point of View: The Lightning Thief, Chapter 9, and invite students to take out their copies of The Lightning Thief.

MEETING STUDENTS' NEEDS

To set themselves up for success for the mid-unit assessment, students need to generalize the skills that they learned from previous sessions. Before administering the assessment, activate their prior knowledge by recalling the learning targets from previous sessions and reflecting on the similar tasks that they have already completed.

• Tell students that for this assessment, they will independently read a new chapter in their anchor text. They will then answer questions to analyze language use and point of view.

• Read aloud the directions for each part of the assessment as students follow along, reading silently. Make sure students understand the assessment directions; paraphrase some instructions, if needed. ▲ Answer students’ questions, but refrain from supplying answers to the assessment questions themselves.

• Direct students’ attention to the following anchor charts:

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

  • Point of View anchor chart

• Remind students to refer to these anchor charts as they read the assessment text and answer the assessment questions.

• Focus students on the Work to Become Effective Learners anchor chart. Explain that it says at the top that effective learners are people who develop the mindsets and skills for success in college, career, and life.

• Read aloud the habit of character recorded:

“I persevere. This means I challenge myself. When something is difficult or demanding, I keep trying and ask for help if I need it.”

• Invite students to Turn and Talk to their partner. Then cold call students to share:

“What does perseverance look like? What might you see when someone is persevering?” (See Work to Become Effective Learners anchor chart [example for teacher reference].)

“What does perseverance sound like? What might you hear when someone is persevering?” (See Work to Become Effective Learners anchor chart [example for teacher reference].)

“Where have you seen examples of perseverance demonstrated in The Lightning Thief?” (Possible response: When Percy is attempting to find out what he is good at, he tries archery, racing, and wrestling before realizing he excelled at canoeing. He didn’t give up even when he was feeling frustrated.)

• As students share, record their responses in the appropriate column on the Work to Become Effective Learners anchor chart.

• Record perseverance on the academic word wall. Invite students to add translations of the words in their home languages in a different color next to the target vocabulary. ▲

• Remind students that because this is an assessment, they should complete it independently in silence. Remind students that because they will be reading and answering questions independently for the assessment, they may need to practice perseverance.

• Invite students to begin the assessment.

• While they are taking the assessment, circulate to monitor and document their test-taking skills. Refer to Synopsis: The Lightning Thief, Chapter 9 as necessary, but do not share this handout with students to avoid compromising the integrity of the assessment.

• Give students specific, positive feedback on their completion of the End of Unit 1 Assessment. Refer to Mid-Unit 1 Assessment: Analyze Language and Point of View: The Lightning Thief, Chapter 9 (example for teacher reference) to assess.

MEETING STUDENTS' NEEDS

Before the mid-unit assessment, allow students to review the language they have written on the word walls or in their vocabulary logs.

Underline key vocabulary in the mid-unit assessment directions, and read aloud together as a class to ensure that students understand each task included in the assessment.

Display a "map" of the assessment to reference while explaining directions to the mid-unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the "map" as needed. Example:

Part I: Use strategies to interpret words and sentences in The Lightning Thief. These strategies include: interpreting word relationships, looking at context, using a dictionary, or breaking down a word into its affixes.

Part II: Reread pages from The Lightning Thief. Answer questions about how the author develops Percy's point of view. Explain how Percy's point of view toward Chiron has changed.

A. Review Point of View – RL.6.6 (5 minutes)

• After 5 minutes, refocus the whole group. Focus students on the point of view questions on their assessments. Ask students to connect the learning represented on the Point of View anchor chart to the questions on the assessment. See Point of View anchor chart (example for teacher reference).

• If productive, ask students to discuss which assessment task was easiest and which was the most difficult, and why. In future lessons and for homework, focus on the language skills that will help students address these assessment challenges. ▲

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.