Mid-Unit Assessment: Classifying and Evaluating Primary Sources | EL Education Curriculum

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ELA 2012 G8:M3B:U2:L11

Mid-Unit Assessment: Classifying and Evaluating Primary Sources

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Long Term Learning Targets

  • I can evaluate the advantages and disadvantages of using different mediums to present an idea. (RI.8.7)

Supporting Targets

  • I can identify different types of mediums used in a Gallery Walk.
  • I can evaluate the advantages and disadvantages of using different mediums to convey information on the civil rights era.

Ongoing Assessment

  • A Mighty Long Way structured notes, Chapter 11, pages 192-199 (from homework)
  • Gathering Evidence note-catcher
  • Mid-Unit 2 Assessment

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Engaging the Reader: Sharing Structured Notes (5 minutes)

     B.  Reviewing Learning Targets (4 minutes)

2.  Work Time

     A.  Mid-Unit 2 Assessment: Gallery Walk (35 minutes)

3.  Closing and Assessment

     A.  Previewing Homework (1 minute)

4.  Homework

     A.  Read Chapter 12 in A Mighty Long Way and complete the structured notes.

  • This lesson uses the same Gallery Walk protocol that was used in Unit 1, Lesson 1, but now students look at the primary sources in order to evaluate the advantages and disadvantages of using different mediums.
  • Students' work during the Gallery Walk today serves as their Mid-Unit 2 Assessment. They revisit previously viewed photographs from the Gallery Walk in Unit 1, Lesson 1, as well as the Montgomery Bus Boycott speech from Lessons 4 and 6, the televised news broadcast by John Chancellor from Lesson 8, and the Arkansas Gazette Editorial: September 30, 1957 from Lesson 9.
  • Since this is an assessment, students will silently circulate through the different mediums while completing a graphic organizer, which will be collected at the end of the class.
  • Each material for the Gallery Walk must be numbered and arranged ahead of time. This will take longer than average to prepare; plan accordingly.
  • In this new Gallery Walk, students classify different mediums and evaluate the advantages and disadvantages of using different mediums to convey information on the Jim Crow South and the Little Rock Nine.
  • This assessment requires the use of technology to play the audio and video mediums. Consider the use of laptops, MP3 players, and iPads, or relocating to the library or a computer lab to provide access to this variety of mediums at once.
  • Several of the mediums have an audio component. These should be listened to in spaces as far apart from each other as possible and kept at a reasonably low volume.
  • Student answers to the Mid-Unit 2 Assessment will vary depending on the mediums they choose to focus on. To guide assessment of student answers, refer to the Analyzing Mediums graphic organizer from Lesson 4. Strong student responses will be reflective of the mediums they choose and will accurately analyze the advantages and disadvantages of those mediums. 
  • Use the NYS Short Response (2-Point) Holistic Rubric to score this assessment. Be prepared to return the Mid-Unit 2 Assessment in Lesson 12.
  • In advance:

-   Consider posting the directions in Work Time A to guide students through this work.

-   Number and display all Gallery Walk items.

-   Prepare audio of Dr. King's Montgomery bus boycott speech for the Gallery Walk.

-   Prepare video of John Chancellor's report for the Gallery Walk: 1957: Showdown

  • Post: Learning targets.

Vocabulary

Do not preview vocabulary.

Materials

  • Mid-Unit 2 Assessment: Classifying and Evaluating Primary Sources (one per student)
  • Gallery Walk photographs (from Unit 1, Lesson 1; for display)
  • Montgomery Bus Boycott speech (from Lesson 4; one for display)
  • Audio recording of Dr. King's Montgomery Bus Boycott speech (audio; see Teaching Notes)
  • "John Chancellor Reports on the Integration at Central High School" (video; see Teaching Notes)
  • Arkansas Gazette Editorial: September 30, 1957 (from Lesson 9; one for display)
  • NYS Short Response (2-Point) Holistic Rubric (for teacher reference)
  • A Mighty Long Way Structured Notes, Chapter 12, pages 200-210 (one per student)
  • A Mighty Long Way Supported Structured Notes, Chapter 12, pages 200-210 (optional; for students needing extra support)
  • A Mighty Long Way Structured Notes Teacher's Guide, Chapter 12, pages 200-210 (for teacher reference)

Opening

Opening

A. Engaging the Reader: Sharing Structured Notes (5 minutes)

  • Ask students to sit with their New York City discussion partners and share their homework from last night. Prompt them to share not only the responses from their structured notes, but also the evidence they added to their Gathering Evidence note-catchers.

B. Reviewing Learning Targets (4 minutes)

  • Tell students that today, for the Mid-Unit 2 Assessment, they will be looking at various mediums used to convey information on the civil rights era. Share with students that they will do two things in the assessment, which are reflected in the two learning targets.
  • Read aloud the first target:

*   "I can identify different types of mediums used in a Gallery Walk."

  • Ask:

*   "What are some types of mediums we have talked about?"

  • Cold call students and listen for them to mention photographs, speeches, newspaper articles, etc.
  • Read aloud the second target:

*   "I can evaluate the advantages and disadvantages of using different mediums to convey information on the civil rights era."

  • Share with students that for the past few lessons, they have been thinking about what they can and cannot learn from different mediums. Now is their chance to show what they know.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 2 Assessment: Gallery Walk (35 minutes)

  • Distribute the Mid-Unit 2 Assessment: Classifying and Evaluating Primary Sources.
  • Direct students' attention to the Gallery Walk. They will see numbered items around the room that include the Gallery Walk photographs from Unit 1, Lesson 1; the Montgomery Bus Boycott speech and audio recording of Dr. King's Montgomery Bus Boycott speech from Lessons 4 and 6; the video "John Chancellor Reports on the Integration at Central High School" from Lesson 8; and the Arkansas Gazette Editorial: September 30, 1957 from Lesson 9.
  • Give directions:
  1. You will have 10 minutes to do a silent Gallery Walk. Independently circulate the room to view the various mediums used to convey information on the civil rights era.
  2. Then you will return to your seats.
  3. Use the organizer in Part A of the Mid-Unit 2 Assessment to select and identify three different types of mediums in the Gallery Walk.
  4. Respond to the short answer question in Part B.
  • Address any clarifying questions, and invite students to begin the Gallery Walk. Circulate to monitor and encourage silent focus.
  • After 10 minutes, signal the transition to the written assessment.
  • When a few minutes remain in class, refocus whole group. Congratulate students on closely examining mediums used in the Gallery Walk for this assessment.
  • Collect students' assessments.
  • If students receive accommodations for the assessment, 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. Previewing Homework (1 minute)

  • Distribute the A Mighty Long Way structured notes, Chapter 12, pages 200-210.
  • Congratulate students on their hard work in the unit thus far.

Homework

HomeworkMeeting Students' Needs
  • Read Chapter 12, pages 200-210 in A Mighty Long Way and complete the structured notes.

Note: Be prepared to return the Mid-Unit 2 Assessment in Lesson 12.

  • Provide struggling learners with the supported structured notes for additional scaffolding as they read the memoir.

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