A. Engage the Learner (5 minutes)

• Return students' Mid-Unit 3 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 11. Students may or may not choose to share their goals for this assessment with a partner.

• Repeated routine: follow the same routine as with the 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 in previous lessons.

A. End-of-Unit 3 Assessment: Present Podcast Script (25 minutes)

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

"I can present findings in a focused and coherent manner, emphasizing salient points."

"I can use appropriate eye contact, adequate volume, and clear pronunciation."

"I can adapt my speech for a podcast, using formal English when appropriate."

• Inform students that over the course of this lesson, they will complete an end of unit assessment by presenting their podcast script. Remind students of their work throughout lessons 7-10, improving their narrative writing and presentation skills.

MEETING STUDENTS' NEEDS 

Before the end of unit assessment in Work Time A, encourage students to quietly practice their presentations in their triads to ensure they are ready to present them to a larger group.

• Ask students to retrieve their copies of the Presentation checklist. Distribute the End of Unit 3 Assessment: Podcast Script Presentations.

• Read aloud the assessment while students follow along. Answer clarifying questions.

• Before students begin to present, incorporate reflection on and awareness of the following academic mindsets: "This work has value for me." "I can succeed at this." and "My ability and competence grow with my effort."

• Ask:

"What value does the task of a presentation have for you beyond this class? Why?" (Responses will vary, but may include: this task has a lot of value for me because I will continue to make presentations in most of my high school and college classes, and in my work life as well.) 

"What will help you succeed on this assessment?" (Responses will vary, but may include: Improving my performance based on the feedback and revisions gained from the Tuning protocols in Lessons 8 and 9 will help me do well on this assessment. Taking a deep breath and calming myself down before I begin speaking will also help.)

"How has your ability and competence grown with your effort?" (Responses will vary, but may include: As my group revised and responded to feedback, our podcast script and our presentation improved. We worked really hard to make it better, and it shows.)

• Focus students on the Work to Become Effective Learners and the Work to Contribute to a Better World anchor charts. Review perseverance and collaboration. Remind students that because they will be challenging themselves with a presentation and working to perform as a group, they will need these skills. Review "I apply my learning to help our school, the community, and the environment." Remind students that because they will turn this recording into a podcast, they will share it with a wider audience than this classroom, which will contribute to a better world.

MEETING STUDENTS' NEEDS 

Before the end of unit assessment in Work Time A, encourage students to quietly practice their presentations in their triads to ensure they are ready to present them to a larger group.

• Invite students to retrieve their podcast scripts and begin the assessment. Record each presentation. Use the recording to assess presentation skills on the Presentation rubric. For large classes, consider dividing the class into smaller groups and giving each a device to record the presentations for assessment purposes and for use in the performance task.

• Remind students who are not presenting to remain silent so that the recordings will be as clean as possible for use in the performance task.

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

A. Independent Research Reading Share - RI.7.10 (15 minutes)

• Repeated routine: follow the same routine as with the previous lessons to guide students to share their independent research reading, reminding students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts.

MEETING STUDENTS' NEEDS 

During Closing and Assessment A, students share with a partner the independent research reading book they have been reading. Sharing about their book will ensure students are engaged with the book and give them an opportunity to find a different one if they are no longer interested in their choice. As necessary, review the purpose of independent research reading. Emphasize the benefits of reading multiple texts on the same topic (e.g., repeated exposure to relevant vocabulary).

• Refer to the Independent Reading Sample Plans (see the Tools Page) to guide students through a research reading share, or use another routine.

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