A. Engage the Learner (10 minutes)

• Repeated routine: Follow the same routine as with previous lessons to distribute and review Entrance Ticket: Unit 2, Lessons 18-19. Students will also need their Mid-Unit 2 Assessment with feedback.

• 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: Write a Literary Argument Essay: Farewell to Manzanar (65 minutes)

• Distribute devices with word-processing capabilities or lined paper on which students will compose their essay. Display the Characteristics of Argument Writing anchor chart. Refer to the Characteristics of Argument Writing anchor chart (example for teacher reference).

MEETING STUDENTS' NEEDS

Before the assessment of Work Time A, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand the task. Invite students who need lighter support to restate or clarify information for students who need heavier support.

• Invite students to retrieve the following materials:

  • Argument Essay Writing Plan graphic organizer

  • Argument Writing checklist

• Students may also consult these optional resources:

  • Compare Text to Film: Farewell to Manzanar note-catcher

  • Connections and Distinctions: Farewell to Manzanar note-catcher

  • Significant Ideas anchor chart

• Display and distribute the End of Unit 2 Assessment: Write a Literary Argument Essay: Farewell to Manzanar.

MEETING STUDENTS' NEEDS

Review the criteria on the Track Progress: Argument Writing with students prior to the assessment to help clarify the objectives. This will help students to understand what is being asked of them on the assessment and serve as a way of reviewing the learning that has taken place throughout the unit to prepare them for this.

• Read the assessment directions aloud as students follow along, reading silently. Ensure students understand the assessment directions; paraphrase some instructions, if needed. ▲

• 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; review perseverance and what this looks and sounds like. Remind students that, as they will be writing independently for the assessment, they may need to practice perseverance.

• Remind students that they planned this essay in the previous lessons.

• Invite students to begin the assessment.

• While students are taking the assessment, circulate to monitor and document their test-taking skills. Remind students that they may refer to any of the module materials as necessary during the assessment.

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses, and make note of students who might need support. Check in with them moving forward.

• Repeat, inviting students to self-assess how well they persevered in this lesson.

• Refer to the End of Unit 2 Assessment: Write a Literary Argument Essay: Farewell to Manzanar (for teacher reference), Annotated Practice Literary Argument Essay (example for teacher reference), and the Grade 8 Argument Writing Rubric to assess.

A. Track Progress (15 minutes)

• Give students specific, positive feedback on their completion of the End of Unit 2 Assessment: Write a Literary Argument Essay: Farewell to Manzanar.

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

MEETING STUDENTS' NEEDS

As with assessments in earlier units, 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: Argument Writing handout to help students create clear self-reflection and concrete, attainable personal targets (e.g., "I have improved at organizing reasons and evidence logically, in a way that is easy to follow." "In the future, I will work using additional linking words and phrases to show how my claim, counterclaims, points, and evidence are related").

• Guide students through completing the recording form.

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

  • W.8.1

• 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

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. If time allows, pair students with trusted, supportive peers to share how they have self-assessed.