A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 7. Students will also need their Module 2 End of Unit 3 Assessment with feedback.

• Once all students are ready, invite them to share their "stars" and "steps" with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

• Using a preferred classroom routine, collect or review the answers to Homework: Integrate Information. Refer to Homework: Integrate Information (answers for teacher reference).

• 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 to or the same as previous lessons.

A. Mid-Unit 1 Assessment: Analyze Point of View and Integrate Information (35 minutes)

• Distribute Mid-Unit 1 Assessment: Analyze Point of View and Integrate Information.

• Tell students that for this assessment, they will read a new section, “The Cutting of My Long Hair,” of the first-person narrative by Zitkala-Sa. Remind students that they read a different section of this narrative, “The Land of Red Apples,” during the close read of Lesson 4. In this assessment, students analyze the author’s point of view and integrate information from the text with information from related photos.

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.

• Read the directions for each part of the assessment aloud as students follow along, reading silently. Ensure students understand the 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

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

• 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 what perseverance looks and sounds like. Remind students that because they will be reading and answering questions independently for the assessment, they may need to practice perseverance.

MEETING STUDENTS' NEEDS

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. Example:

Read "The Cutting of My Long Hair." Then answer the questions.

Questions 1 and 2: Use text evidence to determine the author's point of view.

Questions 3 and 4: Use understanding of word connotation to determine the author's point of view.

Question 5: Use understanding of figurative language to determine the author's point of view.

Question 6: Determine a central idea of the text.

Question 7: Examine photos related to the text and explain how they connect to a central idea.

• Invite students to begin the assessment.

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

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

A. Track Progress - RI.6.1 (5 minutes)

• Give students specific, positive feedback on their completion of the Mid-Unit 1 Assessment.

• Distribute Track Progress folders, Track Progress: Read, Understand, and Explain New Text, Writing Record, and sticky notes.

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

  • RI.6.1

  • RI.6.4

  • L.6.4

• Guide students through completing the form. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing. Direct students to complete Writing Record for the writing they did as part of the Mid-Unit 1 Assessment (QuickWrite to integrate understanding of topic).

• Repeated routine: Invite students to reflect on their habit of character focus for this lesson.