Mid-Unit 3 Assessment, Part 2: Summarizing, Analyzing and Discussing Research | EL Education Curriculum

You are here

ELA 2012 G6:M2A:U3:L4

Mid-Unit 3 Assessment, Part 2: Summarizing, Analyzing and Discussing Research

You are here:

Long Term Learning Targets

  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues. (SL.6.1)
  • I can express my own ideas clearly during discussions. (SL.6.1)
  • I can build on other's ideas during discussions. (SL.6.1)

Supporting Targets

  • I can summarize an article on the importance of reading.
  • I can explain how text evidence supports the claim about the importance of reading.
  • I can respectfully have productive discussions with peers who have a different perspective and background from me.

Ongoing Assessment

  • Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text
  • Whole Class Discussion Tracker for focused discussion
  • Exit Ticket: My Stars and Steps for Focused Discussion

Agenda

AgendaTeaching Notes

1.  Opening

     A. Unpacking the Learning Targets (2 minutes)

2.  Work Time

     A.  Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text (25 minutes)

     B. Focused Discussion: Should Our "Rules to Live By" Be Personal Choice or Made into a Law? Round 2 (15 minutes)

3.  Closing and Assessment

     A. Exit Ticket: My Stars and Steps for Focused Discussion (3 minutes)

4.  Homework

     A. Continue your independent reading novel at home.

  • In this lesson, students complete the written and the oral Mid-Unit Assessment. The written assessment uses a new text about the importance of reading. Students will have to read, summarize, and analyze text evidence from the article in support of the teacher's claim to read every day.
  • The oral mid-unit assessment is Round 2 and continues the same discussion from Lesson 3. Use the Whole Class Discussion Tracker as you circulate among discussion groups. Focus on students who you were not able to assess in Lesson 3. Since this is an assessment, silently listen and observe the conversations, rather than provide feedback.
  • Be prepared to return students' Exit Tickets: My Stars and Steps for Focused Discussion that were collected at the end of Lesson 3. Be sure to have given students' feedback (stars and steps; see Teaching Note at the end of Lesson 3). In closing, students will continue the self-assessment from Lesson 3.
  • Assess student responses on the Mid-Unit Assessment using the Grade 6 2-Point Rubric--Short Response.
  • Post: Learning targets; Effective Discussion Language anchor chart (from Unit 2, Lesson 15).
  • In advance: Determine which students are priorities for you to assess during Round 2 of the focused discussion.

Vocabulary

National Endowment for the Arts, decade

Materials

  • Assessment Text: "Unhappily Ever After?" (one per student)
  • Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text (one per student)
  • Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text (Answers; for Teacher Reference)
  • Grade 6 2-Point Rubric: Short Response (from Unit 1, Lesson 5; for Teacher Reference for scoring student assessments)
  • Exit Ticket: My Stars and Steps for Focused Discussion (from Lesson 3; with teacher feedback)
  • Effective Discussion Language anchor chart (from Unit 2, Lesson 15)
  • Whole Class Discussion Tracker (from Lesson 3; for teacher use to assess student discussion; see teaching note above)

Opening

OpeningMeeting Students' Needs

A. Unpacking Learning Targets (5 minutes)

  • Remind students that the mid-unit assessment is broken into two parts: a written section and the focus discussion section that they began in Lesson 3.
  • Invite students to read the first two learning targets with you:

* "I can summarize an article on the importance of reading."

* "I can explain how text evidence supports the claim about the importance of reading."

  • Explain that these are the targets for the written section and that students have been doing all of this for their own topic in their Researcher's Notebook for the past five lessons.
  • Invite students to read the last learning target with you:

*  "I can respectfully have productive discussions with peers who have a different perspective and background from me."

  • Explain that this is the same learning target from Lesson 3, when the class began the mid-assessment focus discussion.
  • Ask if there are any questions about the learning targets and clarify as needed.
  • 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. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Work Time

Work Time

A. Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text (25 minutes)

  • Explain to students that the first half of class is the written Mid-Unit 1 Assessment. In this lesson, students will read an article related to the teachers research topic: the importance of reading everyday. They will work independently to demonstrate their own ability to summarize and analyze a research article.
  • Distribute and display Assessment Text: "Unhappily Ever After?" Invite students to read along with you as you read the text aloud.
  • Distribute the Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text. Invite students to read the directions along with you as you read them out loud.
  • Ask if there are any questions.
  • Explain to students that the National Endowment for the Arts is a government organization that supports arts across our country.
  • Call on a volunteer and ask:

* "How long is a decade?"

  • Listen for students to say 10 years. Guide them to understand that the research is comparing information from two decades ago, which mean 20 years ago.
  • Direct students to do their best to complete the tasks using evidence from the article.
  • Circulate to assist students in reading the article where they need it.
  • Collect the mid-unit assessments to assess against the Grade 6-8 2-Point Rubric--Short Response. See also Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text (Answers; for Teacher Reference).

B. Focused Discussion: Should Our "Rules to Live By" Be Personal Choice or Made into Laws? Round 2 
 (15 minutes)

  • Explain this is the second half of the mid-unit oral assessment. Students will have Round 2 of the focused discussion from Lesson 3, "Should our 'rules to live by' be personal choice or made into a law?"
  • Redistribute students' Exit Ticket: My Stars and Steps for Focused Discussion from the previous lesson. Direct students to review their own stars and steps. Encourage them to continue doing their stars.
  • Tell them that their Round 2 self-assessment asks them to state a specific way they tried to improve one of their steps.
  • Invite them to review the Effective Discussion Criteria anchor chart and pick language or sentence stems from the chart that will help them improve on their steps.
  • Direct students to get into the same discussion groups from Lesson 3 (research teams of two).
  • Once students are seated, prompt the discussion by saying:

* "Should our 'rules to live by' be personal choice or made into laws?"

  • Circulate and listen, focusing on those students/research teams you were not able to assess in Lesson 3.
  • Use the Whole Class Discussion Tracker as you listen closely to students' conversations. Again, do not confer or provide feedback at this time, as it is an assessment for students. Feedback will come during debrief and post-assessment. Consider scripting or paraphrasing a short question or response from each student that you can use as evidence in your feedback to students.
  • Once students are finished, direct them to return to their own seats.

Closing & Assessments

ClosingMeeting Students' Needs

A. Exit Ticket: My Stars and Steps for Focused Discussion (3 minutes)

  • Focus students again on their Exit Ticket: My Stars and Steps for Focused Discussion. Ask students to now complete the Round 2 portion of this exit ticket. Direct students to complete the Round 2 portion of the exit ticket.
  • Collect the exit tickets when students are done. Consider providing feedback to students based on your assessment of their discussions. 
  • Using exit tickets allows you to get a quick check for understanding of the learning target so that instruction can be adjusted or tailored to students' needs during the lesson or before the next lesson. 

Homework

Homework
  • Continue your independent reading book at home. In the next lesson be prepared to share a brief summary of your independent reading book so far.

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up