End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Perspective | EL Education Curriculum

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ELA 2012 G6:M3B:U2:L11

End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Perspective

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Long Term Learning Targets

  • I can explain how an author's geographic location or culture affects his or her perspective. (RL.6.6a)
  • 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)

Supporting Targets

  • I can identify evidence of Carl Hiaasen's perspective in Flush.
  • I can illustrate a scene from Flush that shows evidence of Carl Hiaasen's perspective of Florida.

Ongoing Assessment

  • Structured notes: Chapter 17 (from homework)
  • End of Unit 2 Assessment

Agenda

AgendaTeaching Notes

1.  Opening

A.  Engaging the Reader: Chapter 17 of Flush (10 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  End of Unit 2 Assessment (30 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Read to the end of Flush. As you read, mark the text with evidence flags to help you answer the focus question in your structured notes.

B.  Record new vocabulary on your word-catcher.

  • This is the End of Unit 2 Assessment. Assess student responses on the end of unit assessment using the Grade 6 2-Point Rubric--Short Response, and the Illustrating Perspective Rubric (see supporting materials). Use the suggested answers for teacher reference to guide you in your assessment, but be aware that this is just an example of the kinds of things students may have written.
  • Students who finish early may want to continue reading Flush. Homework for this lesson is to finish the book. Students may need more time to do this than has been allocated, so consider making additional time for students to finish the novel before moving on to Unit 3.
  • In advance:

-   Read the beginning of Chapter 18 of Flush from "The food coloring didn't show up as brightly in the sea as it did in the store bottles" to "Dusty Muleman was officially busted" to familiarize yourself with the events and how they might show evidence of Carl Hiaasen's perspective. This will help you prepare to grade students' assessments.

  • Post: Learning targets.

Vocabulary

Do not preview vocabulary.

Materials

  • Flush Plot Development anchor chart (from Lesson 2)
  • End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen's Perspective in Flush and Illustrating Perspective (one per student)
  • Flush (book; distributed in Lesson 1)
  • Evidence flags (five per student for the assessment; three additional per student for homework)
  • End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen's Perspective in Flush and Illustrating Perspective (answers, for teacher reference)
  • NYS Grade 6 2-Point Rubric--Short Response (for teacher reference)
  • Illustrating Perspective Rubric (for teacher reference)
  • Structured notes (from Lesson 1; one new blank copy per student)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Chapter 17 of Flush (10 minutes)

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

*   "What happened in Chapter 17? How did it contribute to the plot development?"

  • Back-to-Back, Face-to-Face:
  1. Invite students to pair up with their structured notes and to sit back-to-back.
  2. Ask: "What happened in Chapter 17? How did it contribute to the plot development?"
  3. Give students time think and to refer to their structured notes.
  4. Invite students to turn face-to-face to share their answers.
  • Refocus whole group. Direct students' attention to the Flush Plot Development anchor chart and ask:

*   "Where are we on the chart now?"

  • Select volunteers to share their responses. Listen for students to explain that they are now moving toward the resolution.
  • Record a summary next to the resolution line on the Flush Plot Development anchor chart that reads something like: "17--Noah meets his grandfather and hears his story."

B. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

*   "I can identify evidence of Carl Hiaasen's perspective in Flush."

*   "I can create a piece of artwork illustrating a scene from Flush that shows evidence of Carl Hiaasen's perspective of Florida."

  • Remind students that these are the same learning targets they have been working with during the past four lessons. Today they will show how well they can demonstrate these targets independently in an assessment.
  • 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.
  • Discussing and clarifying the language of learning targets helps build academic vocabulary.

Work Time

Work TimeMeeting Students' Needs

A. End of Unit 2 Assessment (30 minutes)

  • Distribute the End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen's Perspective in Flush and Illustrating Perspective. Invite students to read the directions at the top with you.
  • Remind students that they will need their novel Flush.
  • Distribute evidence flags. Record the page numbers and final sentence on the board for students to refer to.
  • 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.
  • Circulate and support students as they work. During an assessment, prompting should be minimal.
  • At the end of the allotted time, collect the assessments. Assess them using End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen's Perspective in Flush and Illustrating Perspective (answers, for teacher reference), NYS Grade 6 2-Point Rubric--Short Response, and Illustrating Perspective Rubric.
  • 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.
  • For some students, this assessment may require more than the 30 minutes allotted. Consider providing students time over multiple days if necessary.

Closing & Assessments

ClosingMeeting Students' Needs

A. Debrief (3 minutes)

  • Fist to Five: Invite students to reread each of the learning targets with you and to show on their fingers how well they achieved each target with 0 being "not at all" and 5 being "achieved it successfully."
  • Summarize to the whole group what you see with the Fist to Five.
  • Preview homework and distribute structured notes and evidence flags.
  • Developing self-assessment and reflection supports all learners.

Homework

Homework
  • Read to the end of Flush. As you read, mark the text with at least three evidence flags to help you answer this focus question in your structured notes:

*   "What is the resolution?"

  • Record any new vocabulary on your word-catcher.

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