Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of “If” | EL Education Curriculum

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ELA 2012 G6:M2A:U2:L8

Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of “If”

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Long Term Learning Targets

  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can compare and contrast how reading a text is different from watching a movie or listening to a literary text. (RL.6.7)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)

Supporting Targets

  • I can describe the literal meaning of figurative language in the poem "If."
  • I can compare how similar themes are communicated in Bud, Not Buddy and "If."
  • I can compare the experience of listening to an audio version of the poem to reading the poem.

Ongoing Assessment

  • Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of "If"
  • The fourth stanza of "If" paraphrased on the Analyzing "If" graphic organizer

Agenda

AgendaTeaching Notes

1.   Opening

     A. Engaging the Reader: Afterword of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.   Work Time

     A.  Mid-Unit 3 Assessment, Part 1: Comparing the Listening and Reading Experience of Stanza 4 of "If" (8 minutes)

     B. Vocabulary Pre-teaching (6 minutes)

     C. Mid-Unit 3 Assessment, Part 2: Analyzing Stanza 4 of "If" (19 minutes)

3.   Closing and Assessment

     A. Paraphrasing the Fourth Stanza (5 minutes)

4.   Homework

  • In this lesson, students complete the mid-unit assessment using the final stanza of the poem, which they haven't yet worked with.
  • The fourth stanza is challenging, and as this is an assessment, students are not able to work through the in-depth questioning they have completed with the other stanzas to better understand the meaning. As a result, before students answer questions about the meaning of the stanza of the poem in part two of the assessment, there is a vocabulary discussion that is not part of the assessment. This ensures students are familiar with most of the vocabulary before they have to answer questions about the meaning of the stanza.
  • Assess student responses on the mid-unit assessment using the Grade 6 2-Point Rubric--Short Response and the answer key in the supporting materials of this lesson.
  • Post: Learning targets and the Conveying Theme in Bud, Not Buddy charts from Lesson 1. 

Vocabulary

figurative language, paraphrase

Materials

  • Bud, Not Buddy (book; one per student)
  • "If," including Stanza 4 (one per student)
  • Assessment Text: "If" by Rudyard Kipling
  • Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of "If" (one per student)
  • "If " audio recording (from Lesson 2)
  • Technology to play audio recording
  • Word-catcher (from Unit 1, Lesson 1)
  • Conveying Theme in Bud, Not Buddy charts (from Lesson 1)
  • Analyzing "If" graphic organizer (from Lesson 2)
  • Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of "If" (Answers; for Teacher Reference)
  • 2-Point Rubric: Writing from Sources/Short Response (for Teacher Reference; use this to guide scoring of student assessments)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Afterword of Bud, Not Buddy (5 minutes)

  • Invite students to get out their copies of Bud, Not Buddy and get into triads. Remind them that for homework they were to read the afterword of Bud, Not Buddy and use evidence flags to identify three facts that they found particularly interesting.
  • Invite students to share their three facts with their triad and to explain why those facts were interesting.
  • Select volunteers to share their triad discussions with the whole group.
  • Discussing the homework task from the previous lesson at the beginning of the lesson holds students accountable for doing their homework. It also gives you an opportunity to assess who is reading the novel at home and who isn't.

B. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

* "I can describe the literal meaning of figurative language in the poem 'If.'"

* "I can compare how similar themes are communicated in Bud, Not Buddy and 'If.'"

* "I can compare the experience of listening to an audio version of the poem to reading the poem."

  • Remind students of what figurative language is. Explain that in this lesson, they will read the fourth stanza of "If" and complete the mid-unit assessment.
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets for students allows them to reference them throughout the lesson to check their understanding. The targets 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. Mid-Unit Assessment, Part 1: Comparing the Listening and Reading Experience of Stanza 4 of "If" (8 minutes)

  • Explain to students that they are going to work on Stanza 4 independently for their mid-unit assessment rather than working in pairs or triads as in previous lessons.
  • Distribute Assessment Text: "If" by Rudyard Kipling. Tell students to read the whole poem slowly and carefully in their heads.
  • Tell students to read Stanza 4 a second time.
  • Distribute Assessment Text: "If" by Rudyard Kipling and Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of "If".
  • Tell students that they are going to begin by listening to an audio version of Stanza 4 to compare the experience of listening to the text with the experience of reading the text.
  • Play the "If" audio recording of Stanza 4.
  • Ask students:

*  "How is the experience of listening to Stanza 4 similar to reading Stanza 4? How is it different?"

*   Invite students to fill out the Venn diagram at the top of their mid-unit assessment sheet to compare the experience of reading the poem to the experience of listening to it.

B. Vocabulary Pre-teaching (6 minutes)

  • Tell students that now they are going to identify vocabulary that they are not familiar with, just as they did with the other stanzas.
  • Give students 2 minutes to reread the fourth stanza and to circle the words they are not familiar with.
  • Reconvene the students and select volunteers to share the words they have circled with the class.
  • Words students may struggle with in the fourth stanza (and that they may not be understand through the context) include: virtuefoes, and nor.
  • Invite students to help out if they know what the word means. If none of the students know what the word means and it isn't possible to figure it out from the context, tell them what it means or invite a student to look it up in the dictionary to keep the lesson moving forward.
  • Remind students to record new vocabulary on their word-catcher.
  • Asking students to identify challenging vocabulary helps them to monitor their understanding of a complex text. When students annotate the text by circling these words, it can also provide a formative assessment for the teacher.
  • ELLs may be unfamiliar with more vocabulary words than are mentioned in this lesson. Check for comprehension of general words (e.g., lawpeace, etc.) that most students would know.

C. Mid-Unit Assessment, Part 2: Analyzing Stanza 4 of "If" (19 minutes)

  • Invite students to read the questions on the mid-unit assessment sheet with you.
  • Focus students' attention on the Conveying Theme in Bud, Not Buddy charts posted around the room and explain that students will need to refer to these in Questions 5 and 6.
  • Invite students to answer the rest of the questions on the mid-unit assessment sheet. Remind them that as this is an assessment, they must work independently.
  • Circulate to assist students in reading the poem where they need it.
  • Collect the mid-unit assessments to assess them against the Grade 6 2-Point Rubric--Short Response.

Closing & Assessments

Closing

A. Paraphrasing the Fourth Stanza (5 minutes)

  • Tell students that now that they have analyzed the words and phrases in the fourth stanza more closely and have a deeper understanding of it, they are going to paraphrase the stanza.
  • Ask students to get into triads to share their paraphrasing.
  • Remind them of the Paraphrased column on their Analyzing "If" graphic organizer. Tell them to record their paraphrasing of the fourth stanza in that last column.
  • Use equity sticks to ask students to share their paraphrasing with the whole group.

Homework

Homework

Note: If you have not already launched independent reading, do so before or during Lesson 10.  See Unit 2 Overview for details.  Students will need to be ready to read their independent reading book for homework beginning in Lesson 10.

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