Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5) | EL Education Curriculum

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ELA 2012 G6:M2A:U1:L5

Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)

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Long Term Learning Targets

  • I can determine the meaning of literal and figurative language (metaphors and similes) in literary text. (RL.6.4)
  • I can analyze how an author's word choice affects tone and meaning in a literary text. (RL.6.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)

Supporting Targets

  • I can explain how the author's word choice affects tone and meaning in the novel.
  • I can determine the meaning of figurative language in Bud, Not Buddy.

Ongoing Assessment

  • Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Engage the Reader: Tracking Bud's Rules, Number 83 (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Mid-Unit 1 Assessment (35 minutes)

3.  Closing and Assessment

     A.  Reflecting on Learning Targets: Fist to Five (3 minutes)

4.  Homework

     A.  Read Chapter 6 of Bud, Not Buddy

  • In this mid-unit assessment, students reread a passage of Bud, Not Buddy Chapter 5. They are asked to both identify and interpret the figurative language in this passage. They do this in a graphic organizer identical to the one they have been using to track figurative language throughout the novel. Students are then asked a series of short constructed response questions about word choice.
  • Assess student responses on the Mid-Unit Assessment using the Grade 6 2-Point Rubric: Short Response.

Vocabulary

Do not pre-teach vocabulary for this assessment. 

Materials

  • Bud, Not Buddy (book; one per student)
  • Tracking Bud's Rules graphic organizer (started in Lesson 1)
  • Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (one per student)
  • Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Answers, for Teacher Reference)
  • Grade 6 2-Point Rubric: Short Response (for Teacher Reference)

Opening

OpeningMeeting Students' Needs

A. Engage the Reader: Tracking Bud's Rules, Number 83 (5 minutes)

  • Ask students to sit in their triads and take out their Tracking Bud's Rules graphic organizer and their copy of Bud, Not Buddy. Remind them that for homework, they were asked to analyze Bud's rule number 83 and to use evidence flags to mark any details that helped them to think about this rule.
  • Tell students they will spend the next 5 minutes discussing these questions in their triads:
  1. "What is the meaning of this rule in your own words?"
  2. "Is this is a rule that helps Bud to survive or thrive?"
  3. "Where do you think this rule came from?"
  • Remind students of the class norms for conversation, especially that they should take turns speaking and that every student should have an opportunity to share his or her thinking. Also remind them that when having a conversation about a text, the text should be an active part of their conversation. This means students should be pointing to specific details or reading short passages that help to illustrate their thinking about the rule.
  • Circulate and support students as they have their conversations. Help them to maintain accountable talk, staying on topic for the duration of the conversation.
  • After 5 minutes, refocus students whole group. Invite a couple of triads to share their thoughts for each question. Allowing two triads per question should allow you to check for understanding across most of the class. 
  • Many students will benefit from seeing questions posted on an interactive white board or via a document camera. Reveal questions one at a time to keep them focused on the question at hand.

B. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

* "I can explain how the author's word choice affects tone and meaning in the novel."
*  "I can determine the meaning of figurative language in Bud, Not Buddy."

  • Remind students that these are the same learning targets they have been working with in the past four lessons. Today they will show how well they can demonstrate these targets independently in an assessment. 

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 1 Assessment (35 minutes)

  • Distribute the Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy to each student.
  • Tell students that in this mid-unit assessment, they will focus on one passage from Chapter 5 of Bud, Not Buddy. Invite them to open their books to page 41. The passage begins with "Me and momma having the same conversations ..." and ends on the top of page 43 with "... because another door opens."
  • Remind students of all the great thinking they have done in these lessons with figurative language, word choice, and how both figurative language and word choice can affect the tone of a novel. Tell them that there are multiple examples of figurative language in the passage they will read, and they will determine the meaning of that language, as well as how it affects the tone.
  • Remind the class that, because this is an assessment, it is to be completed independently. However, if students need assistance, they should raise their hand to speak with a teacher.
  • Tell students they will have 30 minutes to complete this assessment.
  • Circulate and support them as they work. During an assessment, your prompting should be minimal.
  • After 30 minutes, collect the assessments. 
  • If students receive accommodations for assessment, communicate with the cooperating service providers regarding the practices of instruction in use during this study, as well as the goals of the assessment.

Closing & Assessments

ClosingMeeting Students' Needs

A. Reflecting on Learning Targets: Fist to Five (3 minutes)

  • Tell students that you are going to read each of the learning targets on which they were assessed. They should respond with a Fist to Five on how accomplished they feel with the learning target. Five means completely accomplished. Three means still getting there. Fist means I feel I still have no mastery of that learning target.
  • Read each learning target:

*  "I can explain how the author's word choice affects tone and meaning in the novel."

*  "I can determine the meaning of figurative language in Bud, Not Buddy."

  • Note students who continue to struggle with these learning targets, as this study of word choice and figurative language continues into the second half of the unit. 
  • Checking in with learning targets helps students self-assess their learning. This research-based strategy supports struggling learners most.

Homework

Homework
  • Read Chapter 6 of Bud, Not Buddy. Then write a journal entry in which you pretend that you are "Poppa" and explain why you reached-out to Bud at the mission.

 Note: Assess student responses on the Mid-Unit Assessment using the Grade 6 2-Point Rubric: Short Response.

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