Mid-Unit Assessment: How Chávez Develops His Claims in the Commonwealth Club Address | EL Education Curriculum

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ELA 2012 G7:M2A:U2:L5

Mid-Unit Assessment: How Chávez Develops His Claims in the Commonwealth Club Address

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Long Term Learning Targets

  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a theme or central idea throughout the text. (RI.7.2)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas) (RI.7.5)

Supporting Targets

  • I can determine one of Cesar Chavez's main claims and identify the supporting evidence for it.
  • I can analyze the development of a central claim in Cesar Chavez's speech.
  • I can analyze the structure of Chavez's speech and explain how each section contributes to his central claim.

Ongoing Assessment

  • Mid-Unit 2 Assessment: How Chavez Develops His Claims in the Commonwealth Club Address

Agenda

AgendaTeaching Notes

1. Opening

A. Entry Task: Introduction to Paragraphs 18 and 19 (7 minutes)

2. Work Time

A. Mid-Unit 2 Assessment (20 minutes)
B. Independent Reading Activity (15 minutes)

3. Closing and Assessment

A. Reviewing Learning Targets (3 minutes)

4. Homework

A. Continue reading in your independent reading book for this unit.

  • This lesson includes the Mid-Unit 2 Assessment, which assesses RI.7.2 (except writing an objective summary), RI.7.3, and RI.7.5. When you grade this, only mark answers correct or incorrect; do not write correct answers. Students will correct their own work in Lesson 6.
  • In the excerpt of Cesar Chavez's speech, there are terms that students will not be familiar with. In order to accurately assess the skills included on the assessment and ensure there is no confusion over the meaning of these terms, the definitions should be posted for the students to refer to during the assessment.
  • After the mid-unit assessment, there is time dedicated for independent reading. Pick up where you left off with the launch of independent reading or do a check-in. See the Launching Independent Reading in Grades 6-8: Sample Plan (stand-alone document on EngageNY.org) for possible activities.
  • In advance: Post vocabulary terms, line numbers, and definitions:

*     cruel hoax (line 132): making someone believe something that isn't true in a mean-spirited way

*     peon (line 135): someone who works as a slave to pay back debts

*     bargain in good faith (line 139): discussions between employers and employees where each has an equal voice

*     exaggerations (line 143): statements that make something seem worse than it is.

  • Review: Commonwealth Club Address, Paragraphs 18 and 19.
  • Post: learning targets.

Vocabulary

cruel hoax, peon, bargain in good faith, exaggerations

Materials

  • Text of Commonwealth Club Address by Cesar Chavez (students' annotated copies from Lessons 2-4)
  • Vocabulary words and definitions (See Teaching Notes, for display)
  • Mid-Unit 2 Assessment: How Chavez Develops His Claims in the Commonwealth Club Address (one per student)
  • Mid-Unit 2 Assessment: How Chavez Develops His Claims in the Commonwealth Club Address (Answers, for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Entry Task: Introduction to Paragraphs 18 and 19 (7 minutes)

  •  Ask students to get out their Text of Commonwealth Club Address by Cesar Chavez (students' annotated copies from Lessons 2-4) and invite them to find Paragraph 18. When they have found it, tell them their assessment today focuses on these two paragraphs. Before they take this assessment, they will have some time to make sure they understand the words in these paragraphs. Ask them to read silently to themselves as you read these two paragraphs aloud. After you read, prompt them to scan Paragraphs 18 and 19 for the posted vocabulary words and definitions and underline those words. Invite students to write the definitions above the words on their copies of the speech.
  • Explain that these two paragraphs mention unions several times and that it's important to have some background knowledge before reading them. The laws around forming unions were different in Chavez's time than they were in Lyddie's. In the 1800s, workers could be fired for forming unions, but in the 1930s laws were passed that protected the rights of workers to form unions.

*     Workers are allowed to form unions, and employers are not allowed to threaten them for doing so. There is a law that says this.

*     Workers vote to have a union represent them. Once they are represented by a union, the union negotiates a contract with the employer on behalf of the workers.

  • A contract is a legally binding document that workers and employers are legally required to follow. It includes details like pay, hours, working conditions--everything on the Working Conditions anchor chart from Unit 1, Lesson 1.
  • Struggling readers may need help defining additional words. Encourage students to identify unfamiliar words and determine their meaning from context; provide them with the opportunity to check their predicted meanings.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 2 Assessment (20 minutes)

  • Direct students' attention to the posted learning targets and tell students that today they get to demonstrate their progress on these targets:

*     I can analyze the development of a main claim in an excerpt of Chavez's speech.

*     I can analyze interactions between individuals, events, and ideas in Chavez's speech.

*     I can analyze how paragraphs of Chavez's speech contribute to the development of the ideas in this section.

  • Assure students that there are no tricks to this assessment; it follows what they have been doing in Lessons 2, 3, and 4. Tell students that the assessment focuses on Paragraphs 18 and 19 of the speech.
  • Remind students that everyone needs to remain silent until the entire class is finished, and that this commitment is how they show respect for each other--it 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 2 Assessment: How Chavez Develops His Claims in the Commonwealth Club Address to each student. Remind them that they can and should refer to their texts as they complete the assessment. Tell students you will be concerned if you do not see them rereading as they complete the assessment.
  • Collect students' assessments. Congratulate them on having completed the assessment. Point out students who showed positive test-taking strategies such as rereading the text, reading the questions several times, or crossing out answers they know are incorrect.
  • If students receive accommodations for assessments, communicate with the cooperating service providers regarding this assessment.
  • When you grade this assessment, indicate only whether items are correct or incorrect; do not indicate the correct answer.

B. Independent Reading Activity (15 minutes)

  • Refer to Launching Independent Reading in Grades 6-8: Sample Plan (stand-alone document on EngageNY.org) and decide how best to use this time with your students. Options include:

*     Continue or complete the launch of independent reading

  • Check in on independent reading

Closing & Assessments

Closing

A. Reviewing Learning Targets (3 minutes)

  • Read the learning targets aloud again. Point out that students will continue to use and develop these skills as they keep reading the Chavez speech. 

Homework

Homework
  • Continue reading in your independent reading book for this unit.

Note: Be ready to return the Mid-Unit 2 Assessment to students in Lesson 6. When you assess it, only indicate whether answers are correct or incorrect; do not provide correct answers. Students will correct their own Mid-Unit 2 Assessment as a way to prepare for the End of Unit Assessment. 

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