ELA 2012 G8:M2B:U2:L10

Mid-Unit 2 Assessment: Analyzing Narrative Structure and Author’s Craft: Part 2

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Long Term Learning Targets

I can determine a theme or the central ideas of literary text. (RL.8.2)
I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
I can objectively summarize literary text. (RL.8.2)
I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (RL.8.4)
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.8.5a)

Supporting Targets

I can analyze an author's word choice in an excerpt of A Midsummer Night's Dream.
I can explain how Shakespeare has drawn upon a myth and rendered it new.
I can analyze the structures of two texts and explain how they contribute to the meaning of each.

Ongoing Assessment

Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2

Agenda

Agenda	Teaching Notes
1. Opening A. Reviewing Learning Targets (3 minutes) 2. Work Time A. Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (39 minutes) 3. Closing and Assessment A. Debrief (3 minutes) 4. Homework A. None.	The Mid-Unit 2 Assessment has two parts taking two lessons. Students completed Part 1 in the previous lesson. In Part 2, the assessment is broken down into three parts: The first part (a) requires students to analyze an author's word choice. The second part (b) requires students to explain how Shakespeare uses a classic myth in his play and how he renders it new, and the third part (c) requires students to analyze the structure of two texts and explain how they contribute to the meaning of each. Assess student responses using the Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (answer, for teacher reference) and the Grade 8 Two-Point Rubric--Short Response. As part of their homework in the second half of this unit, students are usually reading their independent reading book. Consider launching the independent reading expectations and routines by adding days to this unit and pausing before you begin the remaining lessons in this unit, or you could pause and launch the program before starting Unit 3 and adjust the Unit 3 lessons accordingly. See two separate stand-alone documents on EngageNY.org: The Importance of Increasing the Volume of Reading, and Launching Independent Reading in Grades 6-8: Sample Plan, which together provide the rationale and practical guidance for a robust independent reading program. Preview the lessons in the remainder of this unit and consider what structure you will use for the independent reading check-in scheduled for Lesson 14; as you review homework daily with students, make sure they are clear about what they need to have completed before and bring to class that day. Understanding the in-class routine for checking in on independent reading will both motivate students and hold them accountable. Post: Learning targets.

Teaching Notes

1. Opening

A. Reviewing Learning Targets (3 minutes)

2. Work Time

A. Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (39 minutes)

3. Closing and Assessment

A. Debrief (3 minutes)

4. Homework

A. None.

The Mid-Unit 2 Assessment has two parts taking two lessons. Students completed Part 1 in the previous lesson. In Part 2, the assessment is broken down into three parts: The first part (a) requires students to analyze an author's word choice. The second part (b) requires students to explain how Shakespeare uses a classic myth in his play and how he renders it new, and the third part (c) requires students to analyze the structure of two texts and explain how they contribute to the meaning of each.
Assess student responses using the Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (answer, for teacher reference) and the Grade 8 Two-Point Rubric--Short Response.
As part of their homework in the second half of this unit, students are usually reading their independent reading book. Consider launching the independent reading expectations and routines by adding days to this unit and pausing before you begin the remaining lessons in this unit, or you could pause and launch the program before starting Unit 3 and adjust the Unit 3 lessons accordingly. See two separate stand-alone documents on EngageNY.org: The Importance of Increasing the Volume of Reading, and Launching Independent Reading in Grades 6-8: Sample Plan, which together provide the rationale and practical guidance for a robust independent reading program.
Preview the lessons in the remainder of this unit and consider what structure you will use for the independent reading check-in scheduled for Lesson 14; as you review homework daily with students, make sure they are clear about what they need to have completed before and bring to class that day. Understanding the in-class routine for checking in on independent reading will both motivate students and hold them accountable.
Post: Learning targets.

Vocabulary

rendered it new

Materials

Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (one per student)
Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (answers, for teacher reference)
Grade 8 Two-Point Rubric--Short Response (for teacher reference)
The Importance of Increasing the Volume of Reading (stand-alone document on EngageNY.org; for teacher reference)
Launching Independent Reading in Grades 6-8: Sample Plan (stand-alone document on EngageNY.org; for teacher reference)

Opening

Opening	Meeting Students' Needs
A. Reviewing Learning Targets (3 minutes) Read the learning targets aloud as students follow along silently: * "I can analyze an author's word choice in an excerpt of A Midsummer Night's Dream." * "I can explain how Shakespeare has drawn upon a myth and rendered it new." * "I can analyze the structures of two texts and explain how they contribute to the meaning of each." Ask students: * "What does rendered it new mean?" Select volunteers to share their answers. Listen for and guide students to understand that in this context it means "gave it new meaning." Explain to students that in this lesson they will complete their mid-unit assessment.	Learning targets are a research-based strategy that helps all students, especially challenged learners. Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Meeting Students' Needs

A. Reviewing Learning Targets (3 minutes)

Read the learning targets aloud as students follow along silently:

* "I can analyze an author's word choice in an excerpt of A Midsummer Night's Dream."

* "I can explain how Shakespeare has drawn upon a myth and rendered it new."

* "I can analyze the structures of two texts and explain how they contribute to the meaning of each."

Ask students:

* "What does rendered it new mean?"

Select volunteers to share their answers. Listen for and guide students to understand that in this context it means "gave it new meaning."
Explain to students that in this lesson they will complete their mid-unit assessment.

Learning targets are a research-based strategy that helps all students, especially challenged learners.
Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Work Time

Work Time	Meeting Students' Needs
A. Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (39 minutes) Distribute the Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2. Point out to students that there are three parts and they need to answer the questions in each part. Explain that many of the questions are multiple-choice, some require a short response, and others require filling in a short graphic organizer. Remind the class that because this is an assessment, it is to be completed independently. However, if students need assistance, they should raise their hand to speak with you. Circulate and support students as they work. During an assessment, your prompting should be minimal. Collect the Mid-Unit 2 Assessment: Part 2.	For some students, this assessment may require more than the 39 minutes allotted. Consider providing students time over multiple days if necessary. If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.

Meeting Students' Needs

A. Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2 (39 minutes)

Distribute the Mid-Unit 2 Assessment: Author's Craft: Analyzing Shakespeare's Craft: Part 2.
Point out to students that there are three parts and they need to answer the questions in each part. Explain that many of the questions are multiple-choice, some require a short response, and others require filling in a short graphic organizer.
Remind the class that because this is an assessment, it is to be completed independently. However, if students need assistance, they should raise their hand to speak with you.
Circulate and support students as they work. During an assessment, your prompting should be minimal.
Collect the Mid-Unit 2 Assessment: Part 2.

For some students, this assessment may require more than the 39 minutes allotted. Consider providing students time over multiple days if necessary.
If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.

Closing & Assessments

Closing
A. Debrief (3 minutes) Invite students to show a Fist to Five for each of the learning targets in how well they think they have achieved them in this part of the mid-unit assessment.

Homework

Homework
None. Note: See Teaching Note at the top of this lesson regarding independent reading. Gather books for students, or arrange time to visit the library as a class.

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