End of Unit 1 Assessment: Analyzing an Excerpt from Barack Obama’s Back-to-School Speech | EL Education Curriculum

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ELA 2012 G6:M2A:U1:L12

End of Unit 1 Assessment: Analyzing an Excerpt from Barack Obama’s Back-to-School Speech

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Long Term Learning Targets

  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)

Supporting Targets

  • I can read an excerpt of President Obama's speech closely in order to answer text-dependent questions.
  • I can make a claim using details from an excerpt of President Obama's speech.

Ongoing Assessment

  • End of Unit 1 Assessment: Analyzing President Obama's 2009 Back-to-School Speech

Agenda

AgendaTeaching Notes

1.   Opening

     A. Unpacking Learning Targets (2 minutes)

2.   Work Time

     A. Reading and Listening to an Excerpt from President Obama's Speech (5 minutes)

     B. End of Unit Assessment (35 minutes)

3.  Closing and Assessment

     A. Mix and Mingle: What Does President Obama Believe Students Need to Do to Be Successful? (3 minutes)

4.  Homework

     A. Read Chapter 13 of Bud, Not Buddy.

  • In this end of unit assessment, students read an excerpt from President Barack Obama's Back-to-School Speech from 2009. They independently apply the same reading strategies and skills they practiced in reading and analyzing the Steve Jobs speech. The assessment begins with students reading along as they hear this excerpt delivered by President Obama. Students then answer a series of short-response questions and complete a Forming Evidence-Based Claims graphic organizer in response to a focusing question.
  • In advance: Read the excerpt of the speech (see supporting materials).Prepare technology to play the video of President Obama's Back to School Speech from times 15:44-18:59. If the equipment is unavailable, you can read the excerpt aloud to your class.
  • Post: Learning targets, the focusing question for the Forming Evidence-Based Claims graphic organizer (see supporting materials).
  • Assess student responses on the End of Unit Assessment using the Grade 6 2-Point Rubric: Short Response.

Vocabulary

excerpt

Materials

  • End of Unit 1 Assessment: Analyzing President Obama's 2009 Back-to-School Speech (one per student)
  • Forming Evidence-Based Claims: Focusing Question for President Obama's Back-to-School Speech (one per student and one for display)
  • Video of President Obama's 2009 Back-to-School speech
  • Technology to display video of President Obama's Back to School Speech
  • End of Unit 1 Assessment: Analyzing President Obama's 2009 Back-to-School Speech (Answers for Teacher Reference)
  • Document camera

Opening

OpeningMeeting Students' Needs

A. Unpacking Learning Targets (2 minutes)

  • Invite students to read along as you read aloud today's learning targets: 

* "I can read an excerpt of President Obama's speech closely in order to answer text- 
 dependent questions."

* "I can make a claim using details from an excerpt of President Obama's speech."

  • Tell students that today they will spend time listening to, reading, and writing about a speech delivered by President Barack Obama. They will be using the same reading skills and strategies they have been practicing with the Steve Jobs speech, but now they have the opportunity to show those skills independently. 
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. They also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.
  • Discussing and clarifying the language of learning targets helps build academic vocabulary.

Work Time

Work TimeMeeting Students' Needs

A. Reading and Listening to an Excerpt from President Obama's Speech (5 minutes)

  • Distribute a copy of the End of Unit 1 Assessment: Analyzing President Obama's 2009 Back-to-School Speech to each student. Tell them that, just like when reading the Steve Jobs speech, they will first listen to President Obama deliver this excerpt of his address while they read along. Give students the context of this address by saying: "Each fall, President Obama addresses the students of America by giving a back-to-school speech. In this speech, he outlines and elaborates on ideas he believes will help students be successful in school. Today we are going to watch just a part of the speech he gave America's students in 2009, but this excerpt has themes and structure on its own."
  • Ask students to follow along with their copies of President Obama's Back to School Speech as you start at 15:34 of the video of President Obama's Back to School Speech without stopping. Play the video until the end.
  • Listening to President Obama give the speech will improve student engagement in the text and give them a deeper understanding of the meaning through his intonation and the emphasis he places on words and phrases.

B. End of Unit 1 Assessment (35 minutes)

  • Tell students they will have the next 35 minutes to work on their assessment. Point out that you have posted the Forming Evidence-Based Claims: Focusing Question for President Obama's Back-to-School Speech for them to use when completing the Forming Evidence-Based Claims graphic organizer portion of the assessment. Tell students to copy this question at the top of the organizer. Remind students that the details from the text they choose should relate to this question. They then connect the details. Finally, they form a claim that answers the focusing question.
  • Circulate and support students as they work. This will primarily mean helping student get "unstuck" on individual questions, or in choosing important details when making their claim.
  • After 35 minutes, collect the assessments. 

Closing & Assessments

ClosingMeeting Students' Needs

A. Mix and Mingle: What Does President Obama Believe Students Need to Do to Be Successful? (3 minutes)

  • Congratulate students on the perseverance and stamina it takes to sit and analyze a text. Tell them that you would like for them to now share some of their ideas from the assessment in order to hear a diversity of opinions about President Obama's speech.
  • Tell students that when you give them the signal, they will begin to quietly and slowly walk around the room. They will have 3 minutes to have a collaborative discussion, talking to as many people as they can, without running and being polite in passing one another.
  • With the first person they encounter, they are sharing their own claim for the question: "What does President Obama believe students need to do to be successful?" When they get to the second person, they have to share the claim of the person they just talked to, saying: "(Student's name) thinks that ..." When they get to the third person, they share the second person's idea, and so on until time is up.
  • Circulate and listen to students' conversations. Remind them that they are spreading each other's ideas, not just their own, around the room. 
  • Use of protocols (like Mix and Mingle) allows for total participation of students. It encourages critical thinking, collaboration, and social construction of knowledge. It also helps students practice their speaking and listening skills.

Homework

Homework
  • Read Chapter 13 of Bud, Not Buddy. Add rule number 63 rule to your Tracking Bud's Rules graphic organizer. Think about the meaning of Bud's this rule. Think about whether or not you agree with Bud's rule and why.

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