A. Return Mid-Unit 2 Assessments (5 minutes)

• As students enter the classroom, return students' Mid-Unit 2 Assessments with feedback. Direct students to write their name on the board if they need an explanation for the feedback provided.

B. Engage the Learner (5 minutes)

• 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.

• Remind students that they have seen this learning target in the previous lessons. Invite students to discuss what they think they will be doing in this lesson and the purpose of this work.

A. End of Unit 2 Assessment: Write Compare and Contrast Essay (65 minutes)

• Distribute devices with word-processing capabilities or lined paper on which students will compose their essay.

• Invite students to retrieve the following materials:

  • Compare and Contrast Film and Text: The Lightning Thief

  • Completed Informative/Explanatory Writing Plan graphic organizer

  • Informative Writing checklist

  • Compare and Contrast model essay

  • The Lightning Thief (text)

  • Painted Essay® template

• Direct students to also reference the Criteria for an Effective Informative Essay anchor chart, as needed. Display and distribute the Module 1: End of Unit 2 Assessment: Compare and Contrast Essay Directions.

MEETING STUDENTS' NEEDS

Before students begin writing their essays, display appropriate writing goals for individual students (e.g., two pages). Place a star or sticker at the goal point so they can self-monitor their progress as they write.

During the End of Unit 2 Assessment, encourage students to take advantage of the planning they have already done and begin writing immediately so that they have enough time to complete their essays.

• Read Part I aloud as students follow along, reading silently. Make sure students understand the assessment directions; paraphrase some instructions, if needed. ▲

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart, and review perseverance and what this looks and sounds like. Remind students that as they will be writing independently for the assessment, they may need to practice perseverance.

• Remind students that they planned this essay in the previous lessons.

• Invite students to begin the assessment.

• While students are taking the assessment, circulate to monitor and document their test-taking skills. As this assessment takes place over two periods, offer students a time warning before collecting them at the end of the first period. Redistribute the assessments for the next period.

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

• Repeat, inviting students to self-assess how well they persevered in this lesson.

A. Track Progress - W.6.2 (15 minutes)

• Give students specific, positive feedback on their completion of the End of Unit 2 Assessment.

• Distribute Track Progress folders, Track Progress: Informative Writing, and sticky notes.

• Tell students the sticky notes are for them to find evidence of the following criterion:

  • W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Guide students through completing Track Progress: Informative Writing.