A. Engage the Learner (5 minutes)

• Return students' Mid-Unit 2 Assessments with feedback.

• Repeated routine: Students respond to questions on Entrance Ticket Unit 2, Lessons 13-14 about the feedback on their Mid-Unit 2 Assessments.

• 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 2 Assessment, Part I: Write a Literary Argument Essay (75 minutes)

• Review appropriate learning target:

“I can plan and write an argument essay about three Harlem Renaissance works that most powerfully illustrate the theme of the power of dreams.”

• Invite students to retrieve the following materials:

  • Argument Writing checklist

  • Note-catchers from Module 3, Units 1 and 2

  • The texts and artwork from Units 1 and 2: Shuffle Along, “Lift Every Voice and Sing,” “Calling Dreams,” “Hope,” “I Shall Return,” Ethiopia Awakening, African Phantasy: Awakening, “The Negro Speaks of Rivers,” “His Motto,” and “The Boy and the Bayonet”

• Remind students that in this lesson they will complete their end of unit assessment by independently writing a complete argument essay to a new prompt about the Harlem Renaissance, and they will revise the essay further in Lessons 15–16.

• Distribute a new blank copy of the Argument Essay Writing Plan graphic organizer and the Argument Essay Writing Plan graphic organizer ▲ to each student as necessary. The differentiated organizer supports students’ writing with sentence frames and simplified questions. ▲ Explain that students may use this graphic organizer or one they create themselves to plan the essay. The planner will not be scored; only the essay will be assessed.

• Distribute the End of Unit 2 Assessment, Part I: Write a Literary Argument Essay.

• Read the prompt aloud as students follow along, reading 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 Ethical People anchor charts and review perseverance and integrity as necessary. Remind students that in writing independently for the assessment, they will practice perseverance and integrity.

• Remind students that they worked in pairs to practice writing an argument essay in previous lessons.

• Direct students to begin the assessment.

• Circulate to monitor and document their test-taking skills and to ensure that students are on task and using the correct resources.

• Repeated routine: Encourage students to reflect on their progress toward the relevant learning target and how well they practiced perseverance and integrity in this assessment.

MEETING STUDENTS' NEEDS 

Before Work Time A, encourage students to join with a classmate who needs heavier support to review their new note-catchers from the previous lesson’s homework. Doing so will ensure that they and their classmates have a firm grasp of the content for their essay.

Before the end of unit assessment in Work Time A, challenge students to underline key vocabulary in the assessment directions and prompt as they are read aloud together as a class. Also, invite students to restate or clarify information for their classmates who need heavier support. These supports ensure that students understand each task included in the assessment.

Before Work Time A, encourage students to join with a classmate who needs lighter support to review their new note-catchers from the previous lesson’s homework. Doing so will ensure that they have a firm grasp of the content for their essay.

During Work Time A, invite students to use the Argument Writing Plan graphic organizer ▲. The sentence starters and rephrased questions in this resource support students in planning their essay.

In Work Time A, read the directions for the assessment slowly, twice, and also post them. This ensures that ELLs who may not be able to easily follow the language of the directions have multiple opportunities to access them.

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. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Part I: 

1. Write an essay in response to the prompt with 

a. an introduction paragraph (with a focus statement that tells the main claim or opinion),

b. three Proof Paragraphs (with evidence—one for each work or text), and

c. a conclusion paragraph (with a restatement of the focus and a reflection) 

2. Use the Argument Writing checklist to reread the essay to check that it says what you want it to say and there aren’t any errors in punctuation, spelling, or grammar.

A. Track Progress - W.7.1 (10 minutes)

• Give students specific, positive feedback on their completion of Part I of the End of Unit 2 Assessment: "I saw you persevering to find the best evidence to complete the whole essay. I saw you using integrity as you did your work and focused on doing your best."

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

• Tell students the sticky notes are for them to find evidence of the following criteria:

  • W.7.1b

  • W.7.1e

• Guide students through completing the recording form.