A. Return Mid-Unit 3 Assessments 5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 9. Students will also need Mid-Unit 3 Assessment with feedback.

• 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 saw a similar learning target in the previous lesson and that they've been planning their narratives. Today they will compose the narrative they have been planning.

A. End of Unit 3 Assessment: Write a Narrative (25 minutes)

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

• Invite students to retrieve the following materials:

  • Model Narrative: “Greek God: Hypnos”

  • Narrative Writing Plan graphic organizer

  • Narrative Writing checklist

  • Model Narrative Comparison with Text

  • The Lightning Thief

• 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; review perseverance and what this looks and sounds like. Remind students that as they will be writing their narratives independently for the assessment, they may need to practice perseverance.

MEETING STUDENTS' NEEDS

Before Work Time A, underline important vocabulary in the end of unit assessment directions. Prompt and encourage students to do the same. Read the instructions aloud as a class to ensure that students understand the expectations of the assessment.

• Display and distribute End of Unit 2 Assessment: Write a Narrative.

• Read aloud the directions as students follow along, reading silently. Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. ▲

• Invite students to begin the assessment.

• While students are taking the assessment, circulate to monitor and document their test-taking skills.

• After the assessment, ask students to discuss what was easiest and what was most difficult about writing their narratives. In future lessons and for homework, focus on the language skills that will help students address these challenges. ▲

A. Track Progress: Narrative Writing - W.6.3 (15 minutes)

• Give students specific, positive feedback on their completion of the End of Unit 3 Assessment.

• Distribute Track Progress folders, Track Progress: Narrative Writing, and sticky notes. Tell students the sticky notes are for them to find evidence of the following criteria:

  • W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  • W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

  • W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

  • W.6.3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

  • W.6.3e: Provide a conclusion that follows from the narrated experiences or events.

• Guide students through completing the recording form.

MEETING STUDENTS' NEEDS

Encourage ELLs to locate specific language-related successes onto their Track Progress: Narrative Writing handouts. Provide examples and suggestions.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.