A. Engage the Learner - W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 16. Students will also need their Module 4 Mid-Unit 2 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.

• Repeated routine: Follow the same routine as in 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. Invite students to choose a habit of character focus for themselves for this lesson.

A. End of Unit 2 Assessment: Compare and Contrast Presentations of Events: Hidden Figures and "Katherine Johnson: A Lifetime of STEM" (35 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can compare and contrast two authors' presentation of events in terms of content, author methods, and point of view."

• Distribute End of Unit 2 Assessment: Compare and Contrast Presentations of Events: Hidden Figures and "Katherine Johnson: A Lifetime of STEM."

• Tell students that for this assessment, they will reread an excerpt of Hidden Figures and read an excerpt of a new text that details the same events as the anchor text. In this assessment, students compare the two authors' presentations of events in terms of content, author's methods, and point of view.

• 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 end of 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. An example is given below:

Read an excerpt from the anchor text about Katherine Johnson's life. Then, read another excerpt from a different book that describes similar events in Katherine's life. After reading,

Compare and contrast the content of the two texts by locating details that are included in one or both of the texts.

Compare and contrast the authors' methods in the two texts by filling out a grid to indicate whether methods are used in one, both, or neither of the texts.

Compare and contrast the two authors' points of view by answering a selected response question

• 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.6.10 (5 minutes)

• Give students specific, positive feedback on their completion of the Mid-Unit 2 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 criterion:

  • RI.6.1

• Guide students through completing the form. The row for RI.6.4/L.6.4 will not apply to this assessment and should be left blank. 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 the Writing Record for the writing they did as part of the End of Unit 2 Assessment.

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