A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as with previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 7. Students will also need their Module 4 End of Unit 1 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 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 2 Assessment: Analyze Connections, Distinctions, and Point of View: Farewell to Manzanar, Chapter 22 (35 minutes)

• Distribute Mid-Unit 2 Assessment: Analyze Connections, Distinctions, and Point of View: Farewell to Manzanar, Chapter 22.

• Tell students that for this assessment, they will read a new chapter in Farewell to Manzanar. Then they will analyze how connections among and distinctions between individuals, events, and ideas are made in the text as well as how point of view is conveyed.

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, point of view) 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 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 paragraph from page 168 of the text. Then, answer questions about connections.

Answer questions about figurative language and how it conveys a connection and point of view.

Answer questions about connotation and distinctions 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.

A. Track Progress (5 minutes)

• Give students specific, positive feedback on their completion of the Mid-Unit 2 Assessment.

• Distribute Track Progress folders, Track Progress: Read, Understand, and Explain New Text, and sticky notes.

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."

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

  • RI.8.1

  • RI.8.4, L.8.4

  • RI.8.10

• Guide students through completing the form. Encourage students to orally paraphrase the meanings 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.