End of Unit Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language | EL Education Curriculum

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ELA 2012 G8:M2A:U1:L19

End of Unit Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language

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Long Term Learning Targets

  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can compare and contrast the structure of multiple texts. (RL.8.5)
  • I can analyze how different structures impact meaning and style of a text. (RL.8.5)
  • I can analyze the connections between modern fiction and myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can analyze figurative language, word relationships and nuances in word meanings. (L.8.5)

Supporting Targets

  • I can analyze how the author uses the allusion to the Golden Rule in a new way.
  • I can compare and contrast how two texts, a poem, and a scene from the novel have different structures, which contribute to meaning and style.
  • I can analyze how the author draws on the theme of the Golden Rule in the novel.
  • I can analyze the figurative language in an excerpt from Chapter 18.

Ongoing Assessment

  • End of Unit 1 Assessment

Agenda

AgendaTeaching Notes

1. Opening

A. Review Learning Targets (2 minutes)

2. Work Time

A. End of Unit 1 Assessment (40 minutes)

3. Closing and Assessment

A. Debrief and Preview Homework (3 minutes)

4. Homework

A. Complete a first read of the Chapter 12 summary and a first read of Chapter 13 in the novel. Take notes using the Structured Notes graphic organizer.

  • During today's assessment, students independently analyze how the author uses allusions, perspective, and text structure to convey meaning in a piece of literature.
  • Post: Learning targets.

Vocabulary

Do not preview vocabulary for today's assessment. 

Materials

  • To Kill a Mockingbird (book; one per student)
  • End of Unit 1 Assessment: Analyzing Author's Craft in To Kill a Mockingbird: Allusion, Text Structure, Connections to Traditional Themes, and Figurative Language (one per student)
  • End of Unit 1 Assessment: Analyzing Author's Craft in To Kill a Mockingbird: Allusion, Text Structure, Connections to Traditional Themes, and Figurative Language (Answers for Teacher Reference)
  • To Kill a Mockingbird Structured Notes Graphic Organizer, Chapters 12 & 13 (one per student)
  • To Kill a Mockingbird Supported Structured Notes Graphic Organizer, Chapters 12 & 13 (optional for students needing more support)
  • 2 Point Rubric: Writing from Sources/Short Response (for Teacher Reference)

Opening

Opening

A. Review Learning Targets (2 minutes)

  • Read aloud the targets:

*   "I can analyze how the author uses the allusion to the Golden Rule in a new way."

*   "I can compare and contrast how two texts, a poem, and a scene from the novel have different structures, which contribute to meaning and style."

*   "I can analyze how the author draws on the theme of the Golden Rule in the novel."

  • Tell students that they will reread parts of Chapter 11, which they read for homework, in the assessment today. Remind them that they have been studying author's craft in previous lessons. Today is an opportunity to show what they know about allusions, text structure, and connections to traditional themes like the Golden Rule.

Work Time

Work TimeMeeting Students' Needs

A. End of Unit 1 Assessment (40 minutes)

  • Arrange student seating to allow for independent thinking, reading, and writing. Encourage students by telling them that they have been working hard at reading closely, and today you want them to show what they have learned.
  • Distribute the End of Unit 1 Assessment: Analyzing Author's Craft in To Kill a Mockingbird: Allusion, Text Structure, Connections to Traditional Themes, and Figurative Language. Orient students to the various parts of the assessment and clarify if needed.
  • Invite students to begin. Circulate to observe but not support; this is their opportunity to independently apply the skills they have been learning.
  • If students finish early, encourage them to begin reading the Chapter 12 summary and Chapter 13 in the novel.
  • Collect the end of unit assessment.
  • On-demand assessments give the teacher valuable information about skills that students have mastered and those that still need to be developed.
  • ELLs and other students may benefit from extended time, a bilingual glossary or dictionary, and a separate testing location. 

Closing & Assessments

Closing

A. Debrief and Preview Homework (2 minutes)

  • Talk with students about the work they have done in this first unit and tell them that they will be starting Part 2 of the novel for homework.
  • Distribute the To Kill a Mockingbird Structured Notes Graphic Organizer, Chapters 12 & 13.

Homework

HomeworkMeeting Students' Needs
  • Complete a first read of Chapters 12 and 13, using structured notes. Answer the Purpose for Reading question: In Chapter 13, Atticus says to Jem and Scout, "Don't you worry about anything," he said. "It's not a time to worry." What did he mean by this? Use the strongest evidence from the novel in your answer.
  • Provide struggling learners with the supported structured notes for additional scaffolding as they read the novel.

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