A. Return Mid-Unit 3 Assessment with Feedback (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 8. Students will review their responses in Opening B.

• Return students' Mid-Unit 3 Assessment: Compare Audio to Text: A Long Walk to Water, Chapter 1, with feedback, and follow the same routine established in previous modules for students to review feedback and write their name on the board if they require support.

B. Engage the Learner - W.7.4 (5 minutes)

• Once all students have completed the entrance ticket, invite them to Turn and Talk to share their responses

• Repeated routine: follow the same routine as in previous lessons to review the learning target and the purpose of the lesson, reminding students of any similarities between this learning target and those from previous lessons.

A. End of Unit 3 Assessment: Write a Narrative (30 minutes)

• Review the learning target:

"I can write a narrative telling the story of a Lost Child of Sudan for elementary school students."

• Invite students to retrieve the following materials:

  • Narrative Writing Plan graphic organizer

  • Narrative Writing checklist

• Focus students on the Criteria of an Effective Narrative anchor chart. Tell students that, for this part of the assessment, they will write the narratives they've been planning over the past several lessons.

MEETING STUDENTS' NEEDS

In Work Time A, when introducing the narrative assessment, have students share what they do to get unstuck and keep going when they are having trouble knowing what to write. This sharing of strategies for "getting unstuck" helps ELLs in two ways. First, allowing students to verbally help peers builds efficacy and language skills. Second, it provides useful strategies and encouragement for those who may struggle with the language entailed in writing the narrative assessment.

If strategies for getting unstuck were previously introduced before the mid-unit assessment, as suggested in the supports for Lesson 3, then remind students of this discussion, and ask student volunteers to share the strategies they used during the mid-unit assessment or another time that they were working independently to get unstuck.

• Distribute End of Unit 3 Assessment: Write a Narrative about a Lost Boy or Girl of Sudan.

• Read the prompt aloud while students follow along silently. Answer clarifying 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 and Work to Become Ethical People anchor charts. Remind students that because they will be writing independently for the assessment, they will need to practice perseverance and integrity.

• Remind students that they planned and began drafting this narrative in the previous lessons.

• Invite students to begin the assessment.

MEETING STUDENTS' NEEDS

In Work Time A, when introducing the narrative assessment, allow time for students to briefly sketch and label the outline of their narrative in three boxes: one for the beginning, one for the middle, and one for the end. This presketching activity allows ELLs to rehearse the general shape of their narrative, so they do not have to spend as much time planning their narratives while writing and can focus more on the sometimes challenging task of generating the language they need to create their story.

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

A. Review the Learning Target (5 minutes)

• Give students specific, positive feedback on their completion of the end of unit assessment (e.g., "I noticed a lot of you were rereading your narrative after you finished drafting to revise and edit").

• Focus students on the Work to Become Effective Learners anchor chart. Remind students that they will take responsibility for their own learning as they assess their progress toward the learning target.

MEETING STUDENTS' NEEDS

Before releasing students to find evidence of the specified criteria in their own writing, summarize each of the specified criteria in simpler, more ordinary language, and ask students if they have any questions about the criteria they are looking for. Expanding opportunities for students to better understand the designated criteria supports ELLs and further clarifies language related to the task which they may not have understood.

• Review the learning target:

"I can write a narrative telling the story of a Lost Child of Sudan for elementary school students."

• Ask students to Think-Write-Pair-Share about how well they progressed toward the learning target and areas in which they still need to grow. Discuss as a class plans or strategies for growing in this learning target.

• Incorporate reflection on and awareness of the following academic mindsets: "I can succeed at this." and "My ability and competence grow with my effort."

MEETING STUDENTS' NEEDS

Consider reducing the number of criteria students are seeking evidence for in their own writing, because the amount of language involved in managing a long list of criteria may overwhelm ELLs. Also, the variety of criteria their writing in English must fulfill may be daunting for them. To make these adjustments without diminishing the productive challenge inherent in the task of finding evidence for particular criteria in one's own writing, ask students to find multiple examples of evidence for one or two criteria, allowing them to go deep with the task, rather than wide.

• Ask students to Think-Pair-Share:

"What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?" (Responses will vary. Possible response: Focusing and working hard helped me be successful and improve my writing.)