End of Unit 3 Assessment: On-Demand Writing—Photograph and Song Choices for a Film | EL Education Curriculum

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ELA 2012 G8:M3B:U3:L5

End of Unit 3 Assessment: On-Demand Writing—Photograph and Song Choices for a Film

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Long Term Learning Targets

  • I can write arguments to support claims with clear reasons and relevant evidence (W.8.1)
  • I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W.8.2)

Supporting Targets

  • I can write a description of each of the photographs and the song I have selected for the film, using evidence from A Mighty Long Way.
  • I can argue why each photograph and the song I have chosen deserves to be focused on in the film, using evidence from A Mighty Long Way.

Ongoing Assessment

  • Homework: Writing Plan sheet (completed for Lesson 4 homework)
  • End of Unit 3 Assessment
  • Self-assessment on rubric

Agenda

AgendaTeaching Notes

1. Opening

     A. Returning Mid-Unit 3 Assessments with Feedback (5 minutes)

     B. Reviewing the Learning Targets (3 minutes)

2. Work Time

     A. End of Unit 3 Assessments (30 minutes)

3. Closing and Assessment

     A. Self-Assessment (7 minutes)

4. Homework

     A. Continue reading your independent reading book. 

  • In this lesson, students receive feedback from the Mid-Unit 3 Assessments. Ensure these assessments have been graded with feedback before returning them at the beginning of this lesson.
  • In this lesson, students complete their End of Unit 3 Assessments--an on-demand piece of writing. Students were given the prompt for this assessment in the previous lesson and were provided with a writing planning sheet to complete for homework, to help them think about the structure of their writing in advance.
  • Use your judgment. If you feel students will need more guidance with this planning sheet, you may consider allocating time to model how to use it and time for students to complete it in the lesson before asking students to write for the assessment.
  • The purpose of the writing required by this assessment is to help students begin to coherently organize their thinking in preparation for the Performance Task presentation. In the next lesson, students use a copy of their writing as a starting point for their presentation prompt cards.
  • Grade the assessment using the rubric provided. Refer to the End of Unit 3 Assessment Model in Lesson 2 to guide your assessment. Although Coherence, Organization and Style, and Conventions have not been taught at length in this module, students have already worked on these skills in previous modules, so it is assumed that students will be well practiced in these areas. If you feel that your students are underprepared in any of these areas, consider adding mini lessons to address the particular needs of your students before requiring them to complete this piece of writing.
  • At the end of this lesson you will collect students' writing; however, in the next lesson students will need copies of their writing to begin preparing their presentations. It is recommended that you photocopy student work and provide them with the copy in the next lesson so that you have the original to grade for the assessment.
  • In advance:

-   Ensure Mid-Unit 3 Assessments have been graded with feedback.

-   Post: Learning targets.

Materials

  • End of Unit 3 Assessment Prompt (from Lesson 4)
  • End of Unit 3 Assessment Rubric (one per student and one for display)
  • Photograph and Song Choice note-catcher (completed by each student in Lessons 2 and 4)
  • Homework: Writing Plan (one per student from Lesson 4)
  • A Mighty Long Way (book; one per student)
  • Highlighters (optional' one per student)

Opening

Opening

A. Returning Mid-Unit 3 Assessments with Feedback (5 minutes)

  • Return the Mid-Unit 3 Assessments with feedback.
  • Invite students to spend 5 minutes looking over your feedback.
  • Explain that if students have any questions about the feedback, they are to write their names in a list on the board and you will get to them at some point during the lesson.

B. Reviewing the Learning Targets (3 minutes)

  • Direct students' attention to the posted learning targets and read them aloud:

*   "I can write a description of each of the photographs and the song I have selected for the film, using evidence from A Mighty Long Way."

*   "I can argue why each photograph, and the song I have chosen deserves to be focused on in the film, using evidence from A Mighty Long Way."

  • Ask students to turn and talk to an elbow partner:

*   "Based on these learning targets, what do you think you are going to be doing in this lesson? Why?"

  • Tell students that today students will be using their Photograph and Song Choice note-catchers to respond to a prompt for their End of Unit 3 Assessments.

Work Time

Work TimeMeeting Students' Needs

A. End of Unit 3 Assessments (35 minutes)

  • Display the End of Unit 3 Assessment Prompt and invite students to refer to their own copies. Remind students that they analyzed this prompt in the previous lesson and so should be familiar with what they are going to do.
  • Display and distribute the End of Unit 3 Assessment Rubric and explain that you will grade student writing using this rubric.
  • Select volunteers to read the criteria in the 4 score column aloud for the class. Tell students you would like them to aim to achieve the criteria in this column.
  • Invite students to ask any questions they may have about the prompt or the expectations on the rubric before they begin writing.
  • Tell students that they can and should refer to their resources as they do this evidence-based writing task. Ask students to take out their Photograph and Song Choice note-catchers, their Homework: Writing Plan sheet (from Lesson 4), and their text A Mighty Long Way to refer to as they complete the assessment.
  • Invite students to begin; circulate to support them as required.
  • Models can help all students understand what is expected of their work.
  • Be sure to make provisions for students who are allowed additional time to complete assessments.

Closing & Assessments

Closing

A. Self-Assessment (7 minutes)

  • Invite students to read their assessment through the lens of the criteria on the rubric. Ask them use a pen or  highlighters to call attention to sections of their writing where they feel they have achieved and to annotate next to it why they feel they have achieved that, using evidence from their writing where possible.
  • Collect students' End of Unit 3 Assessments and self-assessments. Please note that these assessments need to be returned to students with feedback in Lesson 7.

Homework

Homework
  • Continue reading your independent reading book.

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