Mid-Unit Assessment: Analyzing Idea Development in Chapter 3 of World without Fish | EL Education Curriculum

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ELA 2012 G6:M3B:U1:L6

Mid-Unit Assessment: Analyzing Idea Development in Chapter 3 of World without Fish

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Long Term Learning Targets

  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)

Supporting Targets

  • I can use strategies to determine the meaning of words and phrases in an excerpt of Chapter 3 of World without Fish.
  • I can analyze how Mark Kurlansky illustrates/elaborates on the problem of fish depletion in an excerpt of Chapter 3 of World without Fish.

Ongoing Assessment

  • Structured notes for "The Story of Kram and Ailat: Part 3" (from homework)
  • Mid-Unit 1 Assessment: Analyzing Idea Development in Chapter 3 of World without Fish 

Agenda

AgendaTeaching Notes

1.  Opening

A.  Engaging the Reader: Graphic Novel Part 3 (6 minutes)

B.  Unpacking Learning Targets (3 minutes)

2.  Work Time

A.  Mid-Unit 1 Assessment (33 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Reread the excerpt of Chapter 3 that you read in class today.

B.  Read "The Story of Kram and Ailat: Part 4" (the graphic novel) at the end of Chapter 3. Answer the focus question on your structured notes.

  • In this Mid-Unit 1 Assessment, students analyze how Kurlansky develops the idea of an ocean food web in Chapter 3 of World without Fish and how this develops his message about fish depletion. Students are asked a series of questions to determine the main idea of the chapter and the meaning of unknown words to support their analysis. Students are then asked to complete a chart similar to the Tracing the Development of an Idea anchor chart they have been using in previous lessons, followed by a series of short constructed-response questions about analyzing idea development.
  • Assess student responses using the NYS Grade 6 2-Point Rubric--Short Response.
  • In advance:

-   Review Fist to Five Checking for Understanding technique (see Appendix).

  • Post: Learning targets; Graphic Novel: Tracing the Development of an Idea anchor chart.

Vocabulary

Do not preview vocabulary.

Materials

  • Graphic Novel: Tracing the Development of an Idea anchor chart (begun in Lesson 4)
  • Graphic Novel: Tracing the Development of an Idea anchor chart (answers, for teacher reference)
  • Mid-Unit 1 Assessment: Analyzing Idea Development in Chapter 3 of World without Fish (one per student)
  • World without Fish (book; distributed in Lesson 1; one per student)
  • Sticky notes (eight per student)
  • Mid-Unit 1 Assessment: Analyzing Idea Development in Chapter 3 of World without Fish (answers, for teacher reference)
  • NYS Grade 6 2-Point Rubric--Short Response (for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Graphic Novel Part 3 (6 minutes)

  • Remind students of the homework focus question: "What do we learn about fishing from the graphic novel? How does Mark Kurlansky illustrate and elaborate on the idea of fish depletion here?"
  • Invite students to refer to their structured notes homework to discuss the answers with their triads.
  • Select volunteers to share their responses with the whole group. Listen for students to explain that he introduces a new idea--the idea of what happens when fishermen start catching different fish because the other fish are running out.
  • Record students' ideas on the posted Graphic Novel: Tracing the Development of an Idea anchor chart. Refer to the Graphic Novel: Tracing the Development of an Idea anchor chart (answers, for teacher reference) as needed.
  • Reviewing homework holds all students accountable for reading the text and completing their homework.
  • Capturing students' ideas on an anchor chart can ensure easy reference later and can enable students to see at a glance how an idea has developed through a text.

B. Unpacking Learning Targets (3 minutes)

  • Invite students to read the learning targets aloud with you:

*   "I can use strategies to determine the meaning of words and phrases in an excerpt of Chapter 3 of World without Fish."

*   "I can analyze how Mark Kurlansky illustrates/elaborates on the problem of fish depletion in an excerpt of Chapter 3 of World without Fish."

  • Remind students that these are similar to the learning targets they have been working with for the past five lessons. Tell them that today they will show how well they can demonstrate these targets independently in an assessment.
  • 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 1 Assessment (33 minutes)

  • Distribute Mid-Unit 1 Assessment: Analyzing Idea Development in Chapter 3 of World without Fish to each student. They will also need their text World without Fish and eight sticky notes each.
  • Invite students to read through the learning targets and the questions with you.
  • Remind the class that because this is an assessment, it is to be completed independently. However, if students need assistance, they should raise a hand to speak with a teacher.
  • Explain to students that they should independently read the excerpt for the gist. They have the option of using the sticky notes as a tool to support their comprehension.
  • Circulate and support students as they work. During an assessment, your prompting should be minimal.
  • At the end of the time allotted, collect the Mid-Unit 1 Assessment, which you will assess using the Grade 6 2-Point Rubric--Short Response and the Mid-Unit 1 Assessment: Analyzing Idea Development in Chapter 3 of World without Fish (answer, for teacher reference).
  • Congratulate students on their hard work during the 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.

Closing & Assessments

Closing

A. Debrief (3 minutes)

  • Invite students to show how well they think they have achieved the learning targets with a Fist to Five.
  • Tell students that they are going to continue reading World without Fish in the second half of the unit, with a particular focus on how Mark Kurlansky is informing his audience of his point of view.

Homework

Homework
  • Reread the excerpt of Chapter 3 that you read in class today.
  • Read "The Story of Kram and Ailat: Part 4" (the graphic novel) at the end of Chapter 3. Answer this focus question on your structured notes:

-   "What do we learn about fishing from the graphic novel? How does Mark Kurlansky illustrate and elaborate the idea of fish depletion here?"

 

Note: Be prepared to return the Mid-Unit 1 Assessment with teacher feedback to students in Lesson 8.

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