Lesson Synopsis
1. Opening
A. Engage the Learner (5 minutes)
2. Work Time
A. Mid-Unit 1 Assessment: Analyze Vocabulary, Connections, and Distinctions: Farewell to Manzanar, Chapter 5 (35 minutes)
3. Closing and Assessment
A. Track Progress (5 minutes)
4. Homework
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
Daily Learning Targets
I can analyze the figurative and connotative meanings of words as they are used in chapter 5 of Farewell to Manzanar. (RI.8.4)
I can analyze how the text makes connections among and distinctions between individuals, events, and ideas in chapter 5 of Farewell to Manzanar. (RI.8.3)
Lesson Prep
Prepare Mid-Unit 1 Assessment: Analyze Vocabulary, Connections, and Distinctions: Farewell to Manzanar, Chapter 5 (see Assessment Overview and Resources).
Ensure feedback from the Module 3 End of Unit 3 Assessment is ready for Opening A.
Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
Prepare copies of handouts for students, including the entrance ticket (see Materials list).
Post the learning targets and applicable anchor charts (see Materials list).
Lesson Plan
Opening
A. Engage the Learner (5 minutes)
Repeated routine: Follow the same routine as with previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 6. Students will also need their Module 3 End of Unit 3 Assessment with feedback.
Once all students are ready, invite them to share their "stars" and "steps" with a partner. 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 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.
Work Time
A. Mid-Unit 1 Assessment: Analyze Vocabulary, Connections, and Distinctions: Farewell to Manzanar, Chapter 5 (35 minutes)
Distribute Mid-Unit 1 Assessment: Analyze Vocabulary, Connections, and Distinctions: Farewell to Manzanar, Chapter 5.
Tell students that for this assessment, they will read a new chapter in the anchor text. Then they will analyze vocabulary as well as how connections among and distinctions between individuals, events, and ideas are made in the text and how they help readers understand the text.
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 (connection, distinction, method) aloud, and provide a glossary of terms that students can refer back to, as needed, to help them stay grounded while answering the questions on the assessment.
Read the directions for the assessment aloud as students follow along, reading silently. Ensure students understand the directions; paraphrase some instructions, if needed. ▲ Answer students’ questions, but refrain from supplying answers to the assessment questions themselves.
Remind students that because this is an assessment, they should complete it independently in silence. Instruct them to use the affix list and the Authors’ Methods anchor chart as needed while completing the assessment.
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.
MEETING STUDENTS' NEEDS
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. An example is given below:
Read the sentence. Then answer the questions about vocabulary and figurative language.
Read the paragraph on page 37. Then answer questions about distinctions in the text.
Answer questions about relationships between individuals in the text.
Answer questions about connections in the text.
Read the sentence. Then answer questions about connotation and distinctions in the text.
Read the sentence. Then answer questions about word parts and the meaning of words in the text.
Invite students to begin the assessment. Circulate to monitor and document students’ test-taking skills.
Repeated routine: Invite students to reflect on their progress toward the relevant learning target.
Closing
A. Track Progress (5 minutes)
Give students specific, positive feedback on their completion of the Mid-Unit 1 Assessment.
MEETING STUDENTS' NEEDS
As with assessments in earlier modules, if students seem unsure of how to respond to the open-ended questions, provide examples of statements that answer the questions about previous improvements and goals for future improvement that are directly connected to the criteria within the Track Progress: Read, Understand, and Explain New Text handout to help students create clear self-reflection and concrete, attainable personal targets such as the following:
"I have improved at choosing the strongest evidence in a text."
"In the future, I will improve at using a range of strategies to determine the meanings of words and phrases as they are used in the text."
Distribute Track Progress folders, Track Progress: Read, Understand, and Explain New Text, and sticky notes.
Tell students the sticky notes are for them to find evidence of the following criteria:
RI.8.1
RI.8.4/L.8.4
Guide students through completing the form. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing.
MEETING STUDENTS' NEEDS
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.
Repeated routine: Invite students to reflect on their habit of character focus for this lesson.