A. Return End of Unit 2 Assessments (10 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lessons 8–9. Students will also need their End of Unit 2 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. Mid-Unit 3 Assessment: Write a Problem-Solution 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:

  • Completed Problem-Solution Writing Planner: Research

  • Their research sources

  • Informative Writing checklist

• Display and distribute Mid-Unit 3 Assessment: Write a Problem-Solution Essay.

• Invite students to follow along, reading silently in their heads, while it is read aloud. 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. Remind students that they may refer to the any of the Unit 3 materials as necessary during the assessment.

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses and make note of students who might need support. Check in with them moving forward.

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

• Give students specific, positive feedback on their completion of the Mid-Unit 3 Assessment. Refer to Mid-Unit 3 Assessment: Write a Problem-Solution Essay (example for teacher reference) to assess.

MEETING STUDENTS' NEEDS 

Before the assessment of Work Time A, 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.

Before the mid-unit assessment of Work Time A, review the criteria on Track Progress: Informative Writing to help clarify the objectives. This will help students understand expectations as well as offer a way for students to review the learning that has taken place throughout the unit to prepare them for the assessment.

It may be challenging for students who need heavier support to adequately gauge their own speed and progress during the mid-unit assessment. If productive, incorporate a classroom "pause" halfway through the allotted time and inviting the class to take a stretch break or have a drink of water. Use this time to check in with students who need heavier support and help them celebrate their progress, adjust their goals, implement new writing strategies, and/or move past roadblocks.

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

• Give students specific, positive feedback on their completion of the Mid-Unit 3 Assessment: Write a Problem-Solution Essay.

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

• Guide students through completing the recording form.

• Direct students to retrieve their Writing Record. Explain that this form is to help students 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 problem-solution essay they just wrote for the Mid-Unit 3 Assessment.

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

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

MEETING STUDENTS' NEEDS 

If feasible, arrange small group conferences with students to revisit their answers to the Entrance Ticket: Unit 3, Lessons 8–9. Invite students who need lighter support to reflect aloud on their achievements and set further writing goals.

If feasible, arrange one-on-one conferences with students to revisit their answers to the Entrance Ticket: Unit 3, Lessons 8–9. Provide simple sentence frames to students who need heavier support to help them reflect aloud on their performance on the mid-unit assessment. These frames may include the following:

One star I wanted to continue to show in today’s assessment was _____.

One step that I wanted to work toward in today’s assessment was _____.

After the assessment, I feel that I _____.

I am proud of myself because _____.

One thing I still want to work toward in future essays in _____.

I think I can do this by _____. [verb phrase using verb + -ing]