Mid-Unit 3 Assessment Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires | EL Education Curriculum

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ELA 2012 G6:M3A:U3:L4

Mid-Unit 3 Assessment Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires

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Long Term Learning Targets

  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can interpret information presented in different media and formats. (SL.6.2)
  • I can explain how new information connects to a topic, text, or issue I am studying. (SL.6.2)
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)

Supporting Targets

  • I can interpret information from different resources as part of my research about the 1906 San Francisco earthquake and fire and explain how it deepens my understanding of the 1906 San Francisco earthquake and fire.
  • I can refocus the research question to guide my continuing research.
  • I can interpret a short story and make connections between it and other texts I have read.

Ongoing Assessment

Mid-Unit 3 Assessment Part 1: Researching and Interpreting Information: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires

 

Agenda

AgendaTeaching Notes

1. Opening

A. Unpacking Learning Targets (4 minutes)

2. Work Time

A.Mid-Unit Assessment Part 1: Interpreting Resources (38 minutes)

3. Closing and Assessment

A. Debrief (3 minutes)

4. Homework

A. Continue reading your independent reading book.

  • This lesson is the mid-unit assessment. There are two parts to this assessment. In Part 1 in this lesson, students analyze and interpret the information presented in different kinds of media, including photographs, charts, maps, and eyewitness accounts to find answers to the question: "How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?" They fill out the graphic organizer, which is similar to the graphic organizers they have been using in this unit to collect information from research. They also analyze a new literary text and describe how it connects to the other literary texts that have been explored in this module. This is to assess W.6.7 and RL.6.11 and also to prepare for SL.6.2. In the second part of the assessment in the next lesson, students will explain orally in a triad discussion with you how the resources they have analyzed in Part 1 of the assessment deepen their understanding of the 1906 San Francisco earthquake and fire. This is to complete the assessment of SL.6.2.
  • W.6.7 and RL.6.11 will be assessed using the Grade 6 2-Point Rubric--Short Response (see supporting materials) and the Mid-Unit 3 Assessment, Part 1 (answers, for teacher reference). Please note that student responses may differ from those on the answer key; use your judgment as you assess.
  • Collect Part 1 of students' assessment at the end of this lesson, but be prepared to return them at the beginning of the next lesson as students will need their work during their discussion in Lesson 5.
  • In advance: Prepare the assessment research folders, one per team, with resources and a glossary for each team member. See supporting materials of Lesson 3.
  • In preparation for Lesson 9, collect age-appropriate articles from real newspapers, one per team and one for you to use as a model. Where possible, try to give each team a different article. Ensure there are as many of the features listed in Work Time B of Lesson 7as possible. Students may want to refer to these models when they begin drafting their own articles in Lesson 9 Determine how you want students to organize and save these materials.
  • Post: Connecting Texts anchor chart, learning targets.

Materials

  • Mid-Unit 3 Assessment, Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires (one per student and one to display)
  • Highlighters or markers (two colors for each student)
  • Connecting Texts anchor chart (from Lesson 1-3)
  • Assessment research folders (one per team; see Teaching Note)

-   Assessment Resource 1: One Boy's Experience (and glossary)

-   Assessment Resource 2: Casualties and Damage after the 1906 Earthquake

-   Assessment Resource 3: Area Destroyed by Fire of April 18-21, 1906

-   Assessment Resource 4: View from Laguna and Market Streets of the Great Fire Burning through the Mission District

  • Grade 6 2-Point Rubric: Short Response (for teacher reference)

Opening

OpeningMeeting Students' Needs

1. Unpacking Learning Targets (4 minutes)

    • Invite a volunteer to read the learning targets out loud while the other students silently read along:

*   "I can interpret information from different resources as part of my research about the 1906 San Francisco earthquake and fire and explain how it deepens my understanding of the 1906 San Francisco earthquake and fire."

*   "I can refocus the research question to guide my continuing research."

*   "I can interpret a short story and make connections between it and other texts I have read."

    • Explain that in this lesson, students are going to begin their mid-unit assessment, researching to find out more information to answer the question that is going to be the focus of their newspaper article: "How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?"
  • 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: Interpreting Resources (38 minutes)

    • Display and distribute the Mid-Unit 3 Assessment, Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires  and highlighters or markers.
    • Invite students to read the through the directions and graphic organizers with you. Remind them that both graphic organizers should be familiar. Point out the posted Connecting Texts anchor chart for them to refer to for Question 3.
    • Invite students to ask any questions they may have about the assessment. Ensure that you do not answer any of the questions students are expected to answer. 
    • Distribute the assessment research folders and explain that students should analyze each of the resources in the folder using their graphic organizer. Students should have the following texts in their folders:

 -  Assessment Resource 1: One Boy's Experience (and glossary)

 -  Assessment Resource 2: Casualties and Damage after the 1906 Earthquake
-   Assessment Resource 3: Area Destroyed by Fire of April 18-21, 1906
-   Assessment Resource 4: View from Laguna and Market Streets of the Great Fire Burning through the Mission District

    • Remind them that as this is an assessment, so they will do the work individually. They are not to discuss their ideas with other students.
    • Circulate to answer questions. Some students may require additional support in reading some of the texts.
    • Collect assessments, but be prepared to return them in the next lesson for Part 2 of the assessment.
  • For some students, this assessment may require more than the time allotted. Consider giving them time over multiple days if necessary.
  • If students receive accommodations for assessments, 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

1. Debrief (3 minutes)

    • Ask students to discuss in triads:

*   "What new learning do you have about the 1906 San Francisco  earthquake and fire from the resources you analyzed and interpreted in this lesson?"

*   "Is there anything that might be useful to use in your newspaper article?"

  • The debrief after the assessment can help build a culture of achievement in your classroom.

Homework

Homework
  • Continue reading your independent reading book.

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