Mid-Unit Assessment: On-Demand Writing – Conflicting Interpretations of the 13th and 14th Amendments | EL Education Curriculum

You are here

ELA 2012 G8:M3B:U1:L8

Mid-Unit Assessment: On-Demand Writing – Conflicting Interpretations of the 13th and 14th Amendments

You are here:

Long Term Learning Targets

  • I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)

Supporting Targets

  • I can present in writing how the authors of the court's decision and the dissenting opinion on Plessy v. Ferguson disagree on their interpretations of the 13th and 14th Amendments.
  • I can cite evidence to support my ideas of how the court's decision and the dissenting opinion disagree on their interpretation of the 13th and 14th Amendments. 

Ongoing Assessment

  • Mid-Unit 1 Assessment: Conflicting Interpretations of the 13th and 14th Amendments
  • Homework: The Court's Decision (completed for homework in Lessons 5 and 6)
  • Homework: The Dissenting Opinion (completed for homework in Lesson 7)

Agenda

AgendaTeaching Notes

1. Opening

     A. Discussion: Mid-Unit 1 Assessment Prompt (13 minutes)

     B. Reviewing Learning Targets (2 minutes)

2. Work Time

     A. Mid-Unit 1 Assessment: Conflicting Interpretations of the 13th and 14th Amendments (25 minutes)

3. Closing and Assessment

     A. Debrief (5 minutes)

4. Homework

     A. Continue reading your independent reading book or choose a new book related to the topic of Module 3B.

  • In this lesson, having closely studied the court's decision and the dissenting opinion in Plessy v. Ferguson in Lessons 5-7, students identify where the court's decision and the dissenting opinion disagree on the interpretation of the 13th and 14th Amendments. Students write an on-demand response to the prompt: "How do the court's decision and the dissenting opinion in the Plessy v. Ferguson case disagree on the interpretation of the 13th and 14th Amendments? Provide evidence from both excerpts of text to support your claims."
  • To prepare to write, students discuss their ideas with a partner before they complete the mid-unit assessment .
  • Because this assessment has been designed to assess reading standards (RI.8.1 and RI.8.9) rather than writing standards, use your judgment with students you feel might better answer the prompt orally and organize a time for this to take place.  
  • To grade this assessment, use the NYS Grade 8 2-Point Short Response Rubric found on Page 12 of the Educator Guide to the 2014 Grade 8 Common Core English Language Arts Test. Refer also to the Mid-Unit 1 Assessment: Example Response (see supporting materials). Please note: The assessments are returned to students with teacher feedback in Lesson 11.
  • Independent reading was launched in Module 2. In this module, students are expected to continue reading their independent reading book or select a new book related to the topic of the module. If necessary, take time to formally launch independent reading for Module 3B before this lesson. Students will need to have completed at least one independent reading book by the end of Unit 3, because students will be assessed on their reading of this independently chosen book when they are asked to write a book review. At times, the homework in this module will remind students to continue reading this book.
  • Post: Learning targets.

Materials

  • Mid-Unit 1 Assessment Prompt: Conflicting Interpretations of the 13th and 14th Amendments (one per student and one for display)
  • Mid-Unit 1 Assessment: Sample Student Response (for teacher reference)
  • Plessy v. Ferguson: Key Excerpts from the Court's Decision (from Lesson 5)
  • Plessy v. Ferguson: Key Excerpts from the Dissenting Opinion (from Lesson 7)
  • Lined paper
  • NYS Grade 8 2-Point Short Response Rubric found on Page 12 of the Educator Guide to the 2014 Grade 8 Common Core English Language Arts Test

Opening

Opening

A. Discussion: Mid-Unit 1 Assessment Prompt (13 minutes)

  • Tell students that today they are going to write an on-demand response to a question about the differences in the interpretations of the 13th and 14th Amendments in the Plessy v. Ferguson case.
  • Display and distribute the Mid-Unit 1 Assessment Prompt: Conflicting Interpretations of the 13th and 14th Amendments. Invite students to read silently in their heads as you read it aloud.
  • Invite students to ask any questions they may have about the prompt, but be careful not to provide any answers to the question.
  • Remind students that over the past three lessons they have closely read and carefully analyzed excerpts of the court's decision and the dissenting opinion. Explain that before they write an on-demand response, they are going to have the opportunity to discuss the question they will answer in writing with a partner.
  • Invite students to take out their texts: Plessy v. Ferguson: Key Excerpts from the Court's Decision, Plessy v. Ferguson: Key Excerpts from the Dissenting Opinion -- as well as their Homework: The Court's Decision and Homework: The Dissenting Opinion -- and meet with their New York City discussion partners.
  • Give students 10 minutes to discuss with their discussion partner how they might answer this question using evidence from the texts.

B. Reviewing Learning Targets (2 minutes)

  • Invite volunteers to read the learning targets aloud for the whole group:

*   I can present in writing how the authors of the court's decision and the dissenting opinion on Plessy v. Ferguson disagree on their interpretations of the 13th and 14th Amendments.

*   I can cite evidence to support my ideas of how the court's decision and the dissenting opinion disagree on their interpretation of the 13th and 14th Amendments.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 1 Assessment: Conflicting Interpretations of the 13th and 14th Amendments(25 minutes)

  • Remind students that because this is an assessment, they will work individually and will not communicate with other students.
  • Remind them to refer to their homework notes on both the court decision and the dissenting opinion, and the excerpts of text from both, and to take the time to read their work once they have finished.
  • Distribute lined paper for students to write and ask them to begin.
  • Provide frequent time reminders.
  • Direct those who finish to read their independent reading books.
  • Consider inviting students who may struggle to express their ideas in writing to orally respond to the assessment prompt.

Closing & Assessments

Closing

A. Debrief (5 minutes)

  • Collect the Mid-Unit 1 Assessments.
  • Select volunteers to share some of the ideas for how the court's decision and the dissenting opinion disagreed on their interpretations of the 13th and 14th Amendments.
  • Ask students to consider:

*  "Why do you think they disagreed?"  

  • Listen for students to explain that many of the justices other than the dissenting opinion tried to manipulate the interpretation of the 13th and 14th Amendments to avoid change because they didn't want integration.
  • Clarify expectations for independent reading (see Teaching Notes).

Homework

Homework
  • Continue reading your independent reading book from Module 2, or choose a book related to the topic of Module 3B.

Note: For the opening of Lesson 9, each student will need his or her Journey to Justice note-catcher and structured notes from Chapter 4. Consider reminding students, since they have not worked with these materials in the past several lessons.

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up