A. Engage the Learner - W.6.10 (10 minutes)

• Repeated routine: Follow the same routine as in 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 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.

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

• Distribute devices with word-processing capabilities or lined paper on which students will compose their essay. Display the Characteristics of an 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 example for teacher reference of each as needed while students work:

  • Argument Writing Planner: Independent (optional)

  • Independent Argument Evidence note-catcher

  • Argument Writing checklist

• Display and distribute the Mid-Unit 3 Assessment: Write an Argument Essay.

• Read the assessment directions aloud as students read along silently. Ensure 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; 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.

MEETING STUDENTS' NEEDS

It may be challenging for students who need heavier support to adequately gauge their own speed and progress as they write their independent essays. If productive, incorporate a classroom "pause" halfway through the allotted time, and invite 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 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.

• 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 the Annotated Collaborative Argument Essays (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 an Argument Essay.

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

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.

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

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

MEETING STUDENTS' NEEDS

If 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 __________________________.

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