A. Engage the Learner (5 minutes)

• Return students' Module 2 Mid-Unit 1 Assessments with feedback.

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 1, Lesson 15. This entrance ticket prompts students to review their feedback from Mid-Unit 1 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. End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information 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 evaluate the advantages and disadvantages of using different mediums to present information about the price of healthy food."

"I can analyze the purpose of information presented in digital print and video format and evaluate the motives (e.g., social, commercial, political) behind its presentation."

"I can analyze how 'No Free Lunch' and 'Is Eating Healthy Really More Expensive?' provide conflicting information about the cost of healthy food and identify where these sources disagree on matters of fact or interpretation."

• Distribute End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information in Video and Text.

• Tell students that for this assessment, they will read a new text and watch a new video and answer selected response questions about the advantages and disadvantages of digital print and video to portray information about the cost of healthy food, the purpose of the information presented, and how the two sources disagree.

• Read the directions for each part of the assessment aloud 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.

• If students do not have access to individual devices, display the video "No Free Lunch," playing it twice, once students have had ample time to read the article in Part I of the assessment.

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 students who need heavier support. Review key terms (medium, conflicting, advantage, disadvantage) 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 end of 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:

Read the article.

Answer the questions about the advantages and disadvantages of this medium.

Watch the video two times, and take notes.

Answer the questions about how the information conflicts with the information in the article.

A. Reflect on Learning Targets (5 minutes)

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

• 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 

 As in Lessons 9–10, 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. 

As in Lessons 9–10, 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.