End of Unit Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech | EL Education Curriculum

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ELA 2012 G7:M2A:U2:L8

End of Unit Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech

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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 analyze the development of a central idea in a Cesar Chavez speech.
  • I can analyze interactions between individuals, events, and ideas in a Chavez speech.
  • I can analyze how paragraphs of Chavez's speech contribute to the development of the central claim.

Ongoing Assessment

  • End of Unit 2 Assessment: Analyzing the Structure of Chavez's Wrath of Grapes Speech

Agenda

AgendaTeaching Notes

1. Opening

A. Entry Task: Reading "Wrath of Grapes" speech (10 minutes)

2. Work Time

A. End of Unit 2 Assessment (20 minutes)
B. Independent Reading Activity (10 minutes)

3. Closing and Assessment

A. Turn and Talk (5 minutes)

4. Homework

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

  • This lesson includes the End of Unit 2 Assessment, which assesses RI.7.1, RI.7.2 (except for writing an objective summary), RI.7.3, and RI.7.5.
  • In the new Chavez speech that students read for this assessment, 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 meaning of these terms, the definitions should be posted for students to refer to during the assessment.
  • After the End of Unit 2 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 and definitions:
  • concur: agree
  • critical: very important
  • DDT, DDE, Dieldrin: pesticides and chemicals used by growers
  • reckless: not considering risk
  • enacted: passed
  • blatant: easy to see
  • indiscriminate: without considering the harm this might cause
  • residues: remaining chemicals
  • insecticides: chemicals that kill insects
  • nerve gas: poisonous gas that affects the brain
  • carcinogens: cancer-causing
  • wakes: funerals
  • plague: disease that causes death and spreads rapidly

Vocabulary

concur, critical, DDT, DDE, Dieldrin, reckless, enacted, blatant, indiscriminate, residues, insecticides, nerve gas, carcinogens, wakes, plague

Materials

  • Vocabulary words and definitions (posted)
  • Assessment Text: Wrath of Grapes speech (excerpts; one per student)
  • End of Unit 2 Assessment: Analyzing the Structure of Chavez's Wrath of Grapes Speech (one per student)
  • End of Unit 2 Assessment: Analyzing the Structure of Chavez's Wrath of Grapes Speech (Answers, for Teacher Reference)

Opening

Opening

A. Entry Task: Reading "Wrath of Grapes" speech (10 minutes)

  • As students enter, distribute the Assessment Text: "Wrath of Grapes" speech (excerpt). Tell them that today they will show you how much they have learned about analyzing the structure of a speech by completing an assessment of this text. Ask students to silently read the speech to themselves, using the posted vocabulary and circling words they do not know.
  • After students have read the speech, answer any clarifying questions about vocabulary. Make sure that students notice when Chavez is giving this speech: It is May 1986, a few years after his Commonwealth Club Address. Remind students that in the previous speech, Chavez called for a renewal of the grape boycott. As he gives this "Wrath of Grapes" speech, the grape boycott is continuing.

Work Time

Work Time

A. End of Unit 2 Assessment (20 minutes)

  • Tell students that today they get to demonstrate their progress on the learning targets:

*     "I can analyze the development of a central idea in a Cesar Chavez speech."

*     "I can analyze interactions between individuals, events, and ideas in a Chavez speech."

*     "I can analyze how paragraphs of Chavez's speech contribute to the development of the central claim."

  • Assure students that there are no tricks to this assessment; it follows what they have been doing throughout the unit.
  • Remind them 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 End of Unit 2 Assessment: Analyzing the Structure of Chavez's Wrath of Grapes Speech 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.

B. Independent Reading Activity (10 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

ClosingMeeting Students' Needs

A. Turn and Talk (5 minutes)

  • Ask students to turn and talk with a partner:

*    "How does Chavez's "Wrath of Grapes" speech relate to the question of working conditions? Who is he saying should be an agent of change? How?"

  • Developing self-assessment and reflection supports all learners, but research shows it supports struggling learners most.

Homework

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

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