A. Return Mid-Unit 3 Assessments - W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 15. Students will also need their 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 in previous lessons.

A. End of Unit 3 Assessment, Part I: QuickWrite (5 minutes)

• Distribute End of Unit 3 Assessment.

• Read aloud the directions for Part I of the assessment as students read silently to follow along. Ensure all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves.

• Remind students to use details and examples from The Boy Who Harnessed the Wind, their own research, and their Solution Symposium note-catcher to support and explain their thinking.

• Invite students to begin working on Part I of the assessment.

• After 5 minutes have passed, refocus students whole group.

• Inform students:

"Part I of the assessment has concluded. We will now prepare to begin Part II of the assessment."

MEETING STUDENTS' NEEDS 

Before the assessment of Work Time A and Work Time B, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

B. End of Unit 3 Assessment, Part II: Fishbowl Discussion - SL.6.1, SL.6.2, SL.6.6 (25 minutes)

• Focus students on the Discussion Norms anchor chart, specifically on the cues and responses. Remind students that a discussion is not just about saying what we want to say. Effective participation is about listening to others and asking and answering questions. Questions help us to be completely clear about what others are saying and to clarify our own points. Inform students that, in this fishbowl discussion, it's important they build off each other's ideas and ask questions of their peers to deepen their understanding throughout the discussion.

• Focus students on the Work to Become Ethical People anchor chart. Remind students that it is not easy for everyone to participate in a discussion. Uplift the habits of respect, compassion, and empathy in preparation for the discussion.

• Focus students on Part II of the assessment. Read aloud the directions as students read silently to follow along. Ensure all students understand the assessment directions.

• Display the End of Unit 3 Assessment: Modified Fishbowl Protocol instructions. Read aloud the steps of the protocol as students silently follow along. Ensure all students understand the protocol instructions. Answer their questions and clarify any misunderstanding about the protocol.

• Assign each student a partner. Situate students in an inner and an outer circle. Remind the students in the outer circle to observe their partner in the inner circle. Remind students that groups will switch after 7 minutes; each group will have 7 minutes in each of the circles.

• Begin the discussion with the inner circle participants by reminding them of the prompt:

"How do habits of character help people solve critical problems?"

• Monitor the flow of the discussion. Be sure to use the End of Unit 3 Assessment Part II: Fishbowl Discussion Recording Sheet to document the participation of students in the inner circle and mastery of standards for this section of the assessment.

• Remind students to utilize their Solution Symposium note-catcher and End of Unit 3 Assessment, Part I: QuickWrite: during the discussion. Use probing questions to restart the discussion if it stalls.

• Consider using these questions as a probing question to restart the discussion if it stalls:

"How are the innovators similar? How are they different?"

"Where do you see evidence of design thinking in the innovator's process?"

• Refocus whole group. Inform students:

"Part II of the assessment has concluded. We will now begin Part III of the assessment."

• Read aloud the directions for Part III of the assessment as students read follow along silently. Ensure all students understand the assessment directions.

• Invite students to begin Part III of the assessment.

• After 5 minutes have passed, refocus the whole group.

• Inform students:

"Part III of the assessment has concluded. We will now track progress of our learning."

MEETING STUDENTS' NEEDS 

Before the assessment of Work Time A and Work Time B, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

A. Track Progress: Collaborative Discussion - SL.6.1 (10 Minutes)

• Give students specific positive feedback on their completion of the End of Unit 3 Assessment (e.g., "I was pleased to see a lot of you referring to your note-catchers to find details").

• Distribute Track Progress: Collaborative Discussion and Track Progress folders. Tell students that successful learners keep track of and reflect on their own learning.

• Distribute sticky notes. Tell students to use these to identify evidence in their work from the unit of their progress toward each criterion.

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

  • SL.6.1a

  • SL.6.1b

  • SL.6.1c

• Instruct students to not complete rows on the tracker pertaining to SL.6.1d.

• Distribute the Writing Record. Explain that this form can help students to keep track of all of the writing they complete this year. Direct students to fill in the next row of the Writing Record about the QuickWrite they just completed for the End of Unit 3 Assessment.

• Invite students to place the form in their Track Progress folder, and collect students' folders.

MEETING STUDENTS' NEEDS 

To celebrate the end of Module 2, invite students to participate in an activity in which they draw other another student's name from a hat or bowl and publicly share one way in which that student has shown key habits of character during this module. Challenge students who need lighter support to generate sentence frames that students who need heavier support can use during the activity. These frames may include the following:

_____ has shown the habit of character of _____ by _____. [verb phrase using verb + -ing]