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 7. Students will also need their Module 4 End of Unit 1 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. Mid-Unit 2 Assessment: Analyze Dorothy Vaughan: Hidden Figures, Chapter 9 (35 minutes)

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

“I can analyze the claim, evidence, and reasoning in an excerpt of Hidden Figures.”

“I can analyze the author’s point of view toward Dorothy Vaughan and how it’s conveyed in the text.”

• Distribute Mid-Unit 2 Assessment: Analyze Dorothy Vaughan: Hidden Figures, Chapter 9.

• Tell students that for this assessment, they will read two short sections of a new chapter of the anchor text, Hidden Figures. Students will identify the author’s claims about Dorothy, develop evidence and reasoning to support those claims, and determine the author’s point of view toward Dorothy.

• 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.

• 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. An example is given below:

Read a short excerpt from chapter 9 of Hidden Figures. Then,

1A. Choose a claim that is supported by the excerpt.

1B. Provide two pieces of evidence that support that claim.

Read another short excerpt from chapter 9 of Hidden Figures. Then,

2A. Choose a claim that is supported by the excerpt.

2B. Provide two pieces of evidence that support that claim.

3A. Choose a statement that best describes the author's point of view in the two excerpts.

3B. Provide two pieces of evidence that support your answer.

• Invite students to begin the assessment.

• While they are taking the assessment, circulate to monitor and document their test-taking skills. After the assessment is complete, distribute Synopsis: Hidden Figures, Chapter 9.

• 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. Provide students with Synopsis: Hidden Figures, Chapter 9 if students need clarification on the chapter they read for the assessment.

• Distribute Track Progress folders; Track Progress: Read, Understand, and Explain New Text; 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.

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