Mid-Unit Assessment: Developing the Narrator’s Point of View, Figurative Language, and Connecting Passages across the Novel Dragonwings | EL Education Curriculum

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ELA 2012 G6:M3A:U1:L5

Mid-Unit Assessment: Developing the Narrator’s Point of View, Figurative Language, and Connecting Passages across the Novel Dragonwings

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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 how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of a word or phrase. (RL.6.4a)
  • I can create and present a text or artwork in response to a literary work. (W.6.11)
  • I can develop a perspective or theme supported by relevant details. (W.6.11a)
  • I can recognize and illustrate social, historical, and cultural features in the presentation of literary texts. (W.6.11b)
  • I can create poetry, stories, plays, and other literary forms (e.g., videos, artwork). (W.6.11c)

Supporting Targets

  • I can determine the meaning of figurative language.
  • I can determine the meaning of a word from the context.
  • I can analyze how the words affect tone and meaning.
  • I can explain how a chapter fits into a theme.
  • I can analyze how Laurence Yep develops Moon Shadow’s point of view.
  • I can create a piece of artwork illustrating a scene from Dragonwings that contributes to one of the themes of the novel: “It’s hard to fit in when you move to live in another culture.”

Ongoing Assessment

  • Structured notes (from homework)
  • Mid-Unit 1 Assessment, Part 1: Point of View, Figurative Language, and Passage Connections from Dragonwings
  • Mid-Unit 1 Assessment, Part 2: A Scene to Illustrate a Theme

Agenda

AgendaTeaching Notes

1.  Opening

A.  Engaging the Reader: Chapter 4 of Dragonwings (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Mid-Unit 1 Assessment, Part 1 (20 minutes)

B.  Choosing a Scene for Mid-Unit Assessment, Part 2 (5 minutes)

3.  Closing and Assessment

A.  Mid-Unit 1 Assessment, Part 2: Drawing a Scene to Illustrate a Theme (13 minutes)

4.  Homework

A.  Finish drawing your scene from Dragonwings illustrating the theme: “It’s hard to fit in when you move to live in another culture.”

  • In this Mid-Unit 1 Assessment, students read a passage of Dragonwings and are asked to identify and interpret the figurative language in the passage. They do this in a graphic organizer identical to the one they have been using to track point of view throughout the novel so far. Students are then asked a series of short constructed-response questions about figurative language and word choice.
  • Assess student responses o using the Grade 6 2-Point Rubric—Short Response.
  • Note that Part 2 of the assessment asks students to draw, in alignment with NYS CCLS W.6.11c.  Emphasize to students that they are not being assessed on the technical quality of their artwork, but rather on their ability to create art to illustrate a theme. As an extension, consider having students revise their artwork with the support of the art teacher.
  • Review Mix and Mingle (Appendix) and have music ready to use for the opening of this lesson.
  • Post: Learning targets.

Vocabulary

Do not preview vocabulary.

Materials

  • Structured notes (distributed to students in Lesson 1)
  • Mid-Unit 1 Assessment, Part 1: Point of View, Figurative Language, and Passage Connections 
    from Dragonwings (one per student)
  • Dragonwings (one per student)
  • Mid-Unit 1 Assessment, Part 2: A Scene to Illustrate a Theme (one per student)
  • Mid-Unit 1 Assessment: Point of View, Figurative Language, and Passage Connections 
    from Dragonwings (for teacher reference)
  • Grade 6 2-Point Rubric—Short Response.  (for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Chapter 4 of Dragonwings (5 minutes)

  • Invite students to refer to their structured notes and the answer they wrote to the homework focus question:

*   “What does Moon Shadow think about the demons?”

  • Mix and Mingle:

1.  Play music. Invite students to move around the room.

2.  After 20 seconds, stop the music.

3.  Invite students to share their answer to the homework question with the person standing closest to them.

4.  Repeat until students have spoken to at least three people.

  • Opening the lesson by asking students to share their homework makes them accountable for completing it. It also gives you the opportunity to monitor which students are not doing their homework.

B. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

*   “I can determine the meaning of figurative language.”

*   “I can determine the meaning of a word from the context.”

*   “I can analyze how the words affect tone and meaning.”

*   “I can explain how a chapter fits into a theme.”

*   “I can analyze how Laurence Yep develops Moon Shadow’s point of view.”

*   “I can create a piece of artwork illustrating a scene from Dragonwings that contributes to one of the themes of the novel:

*   “It’s hard to fit in when you move to live in another culture.’”

  • Remind students that these are the same learning targets they have been working with for the past four lessons, with the exception of the final target. Tell them that today they will show how well they can demonstrate these targets independently in an assessment.
  • Point to the final learning target and explain that this will be something fun for them to look forward to after the “heavy lifting” part of the assessment. I can find the gist of pages 41–43 of Dragonwings.”
  • 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 TimeMeeting Students' Needs

A. Mid-Unit Assessment Part 1 (20 minutes)

  • Distribute a Mid-Unit 1 Assessment, Part 1: Point of View, Figurative Language, and Passage Connections from Dragonwings to each student. They will also need their text Dragonwings.
  • Invite students to read through the learning targets and the prompt with you. Remind them that the graphic organizer on the assessment handout is the same as they have been using to analyze point of view in lessons.
  • Invite students to read through the questions below the graphic organizer with you. Explain that once they have analyzed the point of view and tone, they are to answer those questions.
  • 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.
  • Circulate and support students as they work. During an assessment, your prompting should be minimal.
  • Collect Part 1 of the Mid-Unit 1 Assessment.
  • 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.

B. Choosing a Scene for Mid-Unit Assessment, Part 2 (5 minutes)

  • Distribute a Mid-Unit 1 Assessment, Part 2: A Scene to Illustrate a Theme.
  • Tell students that for the second part of this assessment, they are going to draw a scene from what they have read in Dragonwings so far to illustrate the theme: “It’s hard to fit in when you move to live in another culture.”
  • Invite students to spend time considering which scene from the novel they are going to draw to illustrate this theme. Tell them that once they have chosen their scene, they may begin drawing.

Closing & Assessments

Closing

A. Mid-Unit 1 Assessment, Part 2: Drawing a Scene to Illustrate a Theme (13 minutes)

  • Invite students to title their paper with a description of the scene they are going to draw and the page number(s) where this scene can be found.
  • Ask them to draw their chosen scene illustrating the theme. Tell students to label their scene to explain how the scene illustrates the theme.
  • Tell students that they may finish this scene for homework if they haven’t finished by the end of the lesson.

Homework

Homework
  • Finish drawing your scene from Dragonwings illustrating the theme: “It’s hard to fit in when you move to live in another culture.” 

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