Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure | EL Education Curriculum

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ELA 2012 G8:M2B:U1:L6

Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure

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Long Term Learning Targets

  • I can objectively summarize informational text. (RI.8.2)
  • I can determine the central ideas of an informational text. (RI.8.2)
  • I can analyze the development of a central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5)
  • I can determine an author's point of view or purpose in informational text. (RI.8.6)
  • I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)

Supporting Targets

  • I can analyze the development of the argument in "Top Ten Reasons Shakespeare Did Not Write Shakespeare."
  • I can analyze the structure of a paragraph in "Top Ten Reasons Shakespeare Did Not Write Shakespeare," including the role of particular sentences in developing a supporting claim.
  • I can objectively summarize "Top Ten Reasons Shakespeare Did Not Write Shakespeare."
  • I can analyze the author's perspective in "Top Ten Reasons Shakespeare Did Not Write Shakespeare."

Ongoing Assessment

  • Mid-Unit 1 Assessment 

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Reviewing Learning Targets (3 minutes)

2.  Work Time

     A.  Mid-Unit 1 Assessment (40 minutes)

3.  Closing and Assessment

     A.  Previewing Homework (2 minutes)

4.  Homework

     A.  QuickWrite 2

  • The assessment text in the lesson is excerpted from "The Top Ten Reasons Shakespeare Did Not Write Shakespeare." The text has been excerpted due to the long length of the article. The author's argument and essential reasons have remained true to the original version.
  • If students finish the assessment early, consider having other independent activities they can work on. 

Vocabulary

surmise, incoherence, vulgar, reconciling, speculation

Materials

  • Mid-Unit 1 Assessment: Analyzing an Author's Argument and Text Structure (one per student)
  • Mid-Unit 1 Assessment: Analyzing an Author's Argument and Text Structure (answers, for teacher reference)
  • QuickWrite 2 (one per student)

Opening

Opening

A. Reviewing Learning Targets (3 minutes)

  • Read aloud the learning targets:

*   "I can analyze the development of the argument in 'Top Ten Reasons Shakespeare Did Not Write Shakespeare.'"

*   "I can analyze the structure of a paragraph in 'Top Ten Reasons Shakespeare Did Not Write Shakespeare,' including the role of particular sentences in developing a supporting claim."

*   "I can objectively summarize 'Top Ten Reasons Shakespeare Did Not Write Shakespeare.'"

*   "I can analyze the author's perspective in 'Top Ten Reasons Shakespeare Did Not Write Shakespeare.'"

  • Share with students that these learning targets should seem familiar to them since they have been working with similar targets over the past several lessons.
  • Today they will have a chance to show what they know on the Mid-Unit 1 Assessment.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 1 Assessment (40 minutes)

  • Arrange the seating to make it conducive to an assessment and allow students to independently think, read, and write.
  • Remind students that they read and studied an article in which the author expressed an opinion about who wrote the works attributed to Shakespeare. They have analyzed the article for the central idea, text structure, and author perspective. Explain that this assessment will give them an opportunity to apply these skills independently and show what they know.
  • Distribute the Mid-Unit 1 Assessment: Analyzing an Author's Argument and Text Structure. Read the directions aloud.
  • Tell students that the text they will read has been excerpted because of its long length. The title of the article is "Top Ten Reasons Shakespeare Did Not Write Shakespeare," but students will not read all ten reasons on the assessment.
  • Address any clarifying questions.
  • Invite students to begin. Circulate to observe but not support; this is students' opportunity to independently apply the skills they have been learning.
  • Collect the assessment.
  • If students finish early, encourage them to reread the article, attending to details. 
  • For some students, this assessment may require more than the 40 minutes allotted. Consider providing time over multiple days if necessary.

Closing & Assessments

Closing

A. Previewing Homework (2 minutes)

Distribute the QuickWrite 2 handout and address any clarifying questions. 

Homework

Homework
  • QuickWrite 2: You have learned a lot about the arguments for both sides of the question regarding the authorship of Shakespeare. Based on what you have read, which argument do you find most credible? Why? 

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