End of Unit Assessment: Analyzing an Informational Text | EL Education Curriculum

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ELA 2012 G7:M4A:U1:L10

End of Unit Assessment: Analyzing an Informational Text

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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 in informational text. (RI.7.2)
  • 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)
  • I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. (L.7.4)

Supporting Targets

  • I cite several pieces of text-based evidence to support an analysis of the text "You Trouble."
  • I can analyze the organization of "You Trouble."
  • I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in "You Trouble."

Ongoing Assessment

  • End of Unit 1 Assessment

Agenda

AgendaTeaching Notes

1.  Opening

A.  Reviewing the Learning Targets (3 minutes)

B.  Introducing the End of Unit 1 Assessment (2 minutes)

2.  Work Time

A.  End of Unit 1 Assessment (35 minutes)

3.  Closing and Assessment

A.  Thinking Log (5 minutes)

4.  Homework

A.  Complete the Independent Reading Check-in.

  • In this lesson, students take the End of Unit 1 Assessment. Just as they have been doing in each lesson in this unit, they analyze the main idea of an informational text. The text today is "You Trouble" by Justin O'Neill.
  • The overall grading system and the date of return of this assessment have been left to the discretion of the teacher. The more quickly an assessment is returned, the more useful the feedback is to the students.
  • During the Closing, students reflect on the information about teens, risk taking, and screen time presented in "You Trouble." When students begin to do their research in Unit 2 and their writing in Unit 3, they may want to refer to the ideas in this text. Consider having it accessible after the assessment.
  • For homework, students complete an Independent Reading Check-in. This is the first check-in they have completed since choosing their books in Lesson 6. Use this check-in to identify students who may have chosen a book that does not match their abilities or interests. Provide additional support as needed.
  • Post: Learning targets.

Materials

  • End of Unit 1 Assessment: "You Trouble" (assessment text; one per student)
  • End of Unit 1 Assessment: "You Trouble" (answers, for teacher reference)
  • Thinking Logs (begun in Lesson 2)
  • Independent Reading Check-in (one per student)

Opening

OpeningMeeting Students' Needs

A. Reviewing the Learning Targets (3 minutes)

  • Read the learning targets:

*   I can cite several pieces of text-based evidence to support an analysis of the text 'You Trouble.'"

*   I can analyze the organization of 'You Trouble.'"

*   I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in 'You Trouble.'"

  • Ask students to turn to a partner and take turns sharing one strategy that they can use to analyze the main idea. Cold call students to share their strategy.
  • Taking time to ask for students' ideas about other tasks they can complete while their classmates are working can greatly enhance student buy-in for setting clear expectations for focused work time.
  • Checking in with learning targets helps students self-assess their learning. This research-based strategy supports struggling learners most.
  • Allowing students to discuss with a partner before writing or sharing with the whole class is a low-stress strategy to help them process in a risk-free situation.

B. Introducing the End of Unit 1 Assessment (2 minutes)

  • Tell students that today they get to demonstrate their progress on these learning targets in the End of Unit 1 Assessment.
  • Write on the board: "If you finish early, you can ..." and prompt students to suggest appropriate silent activities that they can complete. This list may include: completing the Independent Reading Check-in for homework; continuing to read independent reading books, rereading any articles used in Unit 1, or completing homework for other classes.

Work Time

Work Time

A. End of Unit 1 Assessment (35 minutes)

  • Distribute the End of Unit 1 Assessment: "You Trouble."
  • Remind students to remain silent until all classmates are finished with their work.
  • Prompt students to begin.
  • When they complete their assessment, encourage students to stay seated and complete one of the "If you finish early ..." tasks listed on the board.
  • At the conclusion of the allotted time, collect students' assessments.

Closing & Assessments

Closing

A. Thinking Log (5 minutes)

  • Ask students to retrieve their Thinking Logs and find Lesson 10:

*   "How did today's reading help clarify your thinking about the issues of screen time and the teen brain?"

  • Distribute the Independent Reading Check-in to be completed for homework.

Homework

Homework
  • Complete the Independent Reading Check-in.

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