Mid-Unit Assessment about Working Conditions in the Mills | EL Education Curriculum

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ELA 2012 G7:M2A:U1:L9

Mid-Unit Assessment about Working Conditions in the Mills

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Long Term Learning Targets

  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

Supporting Targets

  • I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.

Ongoing Assessment

  • Mid-Unit 1 Assessment

Agenda

AgendaTeaching Notes

1.     Opening

A.  Entry Task: Checking for Understanding (13 minutes)

2.     Work Time

A.  Mid-Unit 1 Assessment (30 minutes)

3.     Closing and Assessment

A.  Reviewing Homework (2 minutes)

4.     Homework

A.  Read Chapter 14 of Lyddie and complete Reader's Notes for Chapter 14.

  • This lesson includes the Mid-Unit 1 Assessment. Before students complete the assessment, they have time to review and discuss the reading they did for homework. Their conversation should not focus on working conditions, but making sure that all students have a clear understanding of setting, plot, and character in these chapters will make the Mid-Unit 1 Assessment a more reliable measure of whether they can use textual evidence to explain working conditions, not just whether they understood the chapters.
  • For this purpose, the Checking for Understanding entry task includes both a check on notes and more time for questions about the vocabulary in the Reader's Dictionary.
  • Students also have a few minutes to review the feedback on the Working Conditions in Lyddie: Textual Evidence note-catcher that they completed in Lesson 8. Consider selecting one example of strong work to share as an exemplar. After students have reviewed this feedback, either collect their note-catchers to hold or have students put them away in a safe place; they will need to refer to this note-catcher again as they write their essays later in this unit.
  • Review: Mid-Unit 1 Assessment to make sure you do not discuss these specific questions with students in the first part of class; Reader's Notes, Chapter 12 and Chapter 13, Teacher's Edition; Lyddie, Chapters 12 and 13.

Vocabulary

diligent, indefatigable, piece rates (86), barren (88), disdain (89), defiance, real wages, turnout (91), plucky, recoiled, justify (95), tuned to, impeccable (97), allotted (98), subsidize (100), partial (103)

Materials

  • Checking for Understanding, Chapters 12 and 13 entry task (one per student)
  • Working Conditions in Lyddie: Textual Evidence note-catcher (completed in Lesson 8; returned here with teacher feedback)
  • Lyddie (book; one per student)
  • Mid-Unit 1 Assessment: How Working Conditions Affected Lyddie (one per student)
  • Mid-Unit 1 Assessment: How Working Conditions Affected Lyddie (Answers for Teacher Reference)
  • Lyddie Reader's Notes, Chapter 14 (one per student)
  • Lyddie Reader's Notes, Chapter 14, Teacher's Edition (for Teacher Reference)

Opening

OpeningMeeting Students' Needs

A. Entry Task: Checking for Understanding (13 minutes)

  • Distribute Checking for Understanding, Chapters 12 and 13 entry task to students as they enter.
  • Direct students to complete the entry task individually. As they do so, circulate to check the Reader's Notes, Chapters 12 and 13 for completion.
  • When students are done, call on several to share their answers to the Checking for Understanding entry task. The entry task questions have been carefully written to make sure students understand the events in the book without discussing the working conditions that will be the focus of the assessment.
  • During debrief of the entry task, make sure students notice the following ideas for each question:
  1. Letter says: Agnes has died, Rachel isn't well, please send money.
  2. Lyddie fears that she will never earn enough money to pay off the debt on the farm and reunite her family; this makes her very reluctant to risk her job--the only way she has to get money--by signing the petition.
  3. Tuned to means "in tune with"; this shows that Lyddie is very proficient with operating the machines, and the work feels automatic to her.
  • Post the correct definitions of the words in the Reader's Dictionary and prompt students to correct their Reader's Notes as necessary. Ask if there are words about which they are confused and clarify as necessary.
  • Consider spending a little longer on this vocabulary debrief than usual to make sure that students have a clear understanding of the vocabulary before they do the Mid-Unit 1 Assessment.
  • Distribute students' Working Conditions in Lyddie: Textual Evidence Note-catchers (collected in Lesson 8) and give students several minutes to review your feedback. At this point, you may also wish to display a piece of exemplar work. Encourage students to take this feedback into account as they complete the Mid-Unit 1 Assessment.
  • During this time, consider meeting with a small group of struggling readers and reviewing the Reader's Notes with them. In addition, consider reading out loud and reviewing vocabulary in the passages on the assessment. This would be appropriate only for the least proficient readers, and it would be important to avoid discussion of topics covered in the assessment.

 

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 1 Assessment (30 minutes)

  • Tell students that today they get to demonstrate their progress on the learning target: "I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie." Assure students that there are no tricks to this assessment; it really is the exact process they've been practicing in class in Lessons 6, 7, and 8.
  • Tell students that the assessment focuses on Chapter 12 and on pages 97 and 98 of Chapter 13. Give them 5 minutes to reread those pages. Remind them that rereading is an important strategy for understanding text, and tell them that you want to make sure everyone does well on the assessment.
  • Tell students that everyone needs to remain silent until the entire class is finished, that this commitment is how they show respect for each other and is non-negotiable. Write on the board: "If you finish early, you can ..." and include suggestions they made in Module 1, Unit 1 (Lesson 14).
  • Distribute the Mid-Unit 1 Assessment: How Working Conditions Affected Lyddie to each student. Remind them that they can and should refer to their books and their Reader's Notes as they complete the assessment. Tell them that you will be concerned if you do not see them rereading as they complete the assessment.
  • Collect students' assessments. When they are done, they should begin the homework assignment (reading Chapter 14 and completing the Reader's Notes).
  • During this time, consider working with a small group whose work in previous lessons suggests they may need extra support with this skill.

Closing & Assessments

Closing

A. Reviewing Homework (2 minutes)

  • Tell students that the chapter title, "Ills and Petitions," signals that they will learn more about the petition about a shorter work day. Encourage them to pay particular attention to the issue of the petition, as it will be the next topic the class focuses on.

Homework

Homework
  • Read Chapter 14 of Lyddie and and Lyddie Reader's Notes, Chapter 14.

Note: Students will need to refer to the Working Conditions in Lyddie: Textual Evidence note-catchers again later in this unit, when they write their essays. If you are worried that students will lose theirs, consider recollecting them and distributing them again later in the unit (Lesson 14) when they begin gathering evidence for their essays.

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