A. Engage the Learner – W.6.10 (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 to or the same as previous lessons.

A. Mid-Unit 3 Assessment: Write a Literary Argument Essay (65 minutes)

• Distribute devices with word-processing capabilities or lined paper on which students will compose their essay. Display the Characteristics of Effective Argument Writing anchor chart. Refer to Characteristics of Effective Argument Writing anchor chart (example for teacher reference).

• Invite students to retrieve the following materials. Refer to the examples for teacher reference of each as needed while students work:

  • Independent Literary Argument Writing Plan graphic organizer

  • Independent Argument Evidence note-catcher

  • Argument Writing checklist

  • Model Literary Argument Essay

• Display and distribute the Mid-Unit 3 Assessment: Write a Literary Argument 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. ▲

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.

• 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 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 any of the Unit 3 materials as necessary during the assessment.

MEETING STUDENTS' NEEDS 

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.

• 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.

• Refer to Mid-Unit 3 Assessment: Write a Literary Argument Essay: Annotated (example for teacher reference) and the Grade 6 Argument Writing rubric to assess.

A. Track Progress - W.6.1 (15 minutes)

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

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

• Guide students through completing the recording form.

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.

• 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 literary argument essay they just wrote for the Mid-Unit 3 Assessment.

• Distribute Performance Task Recording: Text List, and explain the homework instructions. Students should be familiar with the readings before the next lesson and have an idea of which they might like to use for the performance task.

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

MEETING STUDENTS' NEEDS 

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]

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