A. Engage the Learner (5 minutes)

• Return students' Module 1 End of Unit 3 Assessments with feedback.

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 1, Lesson 11. This entrance ticket prompts students to review their feedback from Module 1 End of Unit 3 Assessment. Invite students to spend a few minutes reading the feedback and then filling out the reflection questions on the entrance ticket. If they require support to understand the feedback, encourage them to write their names on the board for a one-on-one review. 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 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. Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text (35 minutes)

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

"I can analyze the structure of a specific paragraph in a text and how it develops a key idea."

"I can determine an author's point of view and analyze how the author addresses conflicting evidence or viewpoints."

"I can delineate and evaluate the argument in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient."

"I can delineate and evaluate a speaker's argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient."

• Distribute Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text.

• Tell students that for this assessment, they will read an excerpt from Chew on This and watch a new video clip from NourishLife, and then they will answer questions about structure and purpose and will delineate and evaluate an author and a speaker's argument. Read aloud the directions for each part of the assessment as students read along silently. Answer clarifying questions.

• Direct students' attention to the following anchor charts:

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

• Remind students to refer to these anchor charts as they read the assessment text and answer the assessment 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 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.

• Invite students to begin the assessment. Project the video for Part I, and allow students to view it twice.

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

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique--for example, showing thumbs-up or traffic light signal cards. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS 

Before the assessment, underline key vocabulary in the assessment directions and prompt, and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for those students who need heavier support. Review key terms (claim, point, evidence) aloud, and consider providing a glossary of terms that students can refer back to as needed to help them stay grounded while answering the questions on the assessment.

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:

1. Read the text excerpt.

2. Answer the questions about the author's argument and purpose.

3. Watch the video two times.

4. Answer selected and constructed response questions about the speaker's argument and purpose.

A. Reflect on Learning Targets (5 minutes)

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

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

MEETING STUDENTS' NEEDS 

After the assessment, ask students to write or discuss which assessment task was easiest and which was most difficult, and why. In future lessons and for homework, focus on the language skills that help students address these assessment challenges. 

Provide students with a sheet of paper on which they can use a selected color, number, or symbol to self-assess against each learning target in private. This provides useful data for future instruction and helps students monitor their own learning.