End of Unit 2 Assessment: Compare and Contrast Film and Text: The Lightning Thief (Lessons 12-13) | EL Education Curriculum

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ELA 2019 G6:M1:U2:L12

End of Unit 2 Assessment: Compare and Contrast Film and Text: The Lightning Thief (Lessons 12-13)

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Focus Standards: These are the standards the instruction addresses.

  • RL.6.1, RL.6.7, W.6.2, W.6.4, W.6.5, W.6.6, W.6.9a, L.6.2b, L.6.6

Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

  • W.6.10

Daily Learning Targets

  • I can write an essay in which I compare and contrast what I see and hear when I read the text to what I perceive when I watch the same scene of the film. (RL.6.1, RL.6.7, W.6.2, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2b, L.6.6)

Ongoing Assessment

  • Work Time A: End of Unit 2 Assessment: Write Compare and Contrast Essay (RL.6.1, RL.6.7, W.6.2, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.6)
  • Closing and Assessment A: Track Progress (W.6.2, W.6.10)

Agenda

AgendaTeaching Notes

1. Opening

A. Return Mid-Unit 2 Assessments (5 minutes)

B. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 2 Assessment: Write Compare and Contrast Essay (65 minutes)

3. Closing and Assessment

A. Track Progress - W.6.2 (15 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

Alignment to Assessment Standards and Purpose of Lesson

  • Work Time A: Students complete the End of Unit 2 Assessment, in which they compose the four-paragraph essay they have planned comparing and contrasting the Lotus-Eaters scene from the film version of The Lightning Thief with the same scene in the novel. Two lessons have been allocated for this assessment to ensure sufficient time for students to complete the essay. If these are taught in two separate lessons rather than together as one block, revisit the learning targets and the task at the beginning of the second 45-minute lesson to remind students of the task and purpose. Be sure to collect all written work at the end of each session. (RL.6.1, RL.6.7, W.6.2, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2b, L.6.6)
  • W.6.2 - Closing and Assessment A: Students reflect on their learning using the Track Progress: Informative Writing recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
  • The independent research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to Greek mythology. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Opportunities to Extend Learning

  • Some students may not require the level of scaffolding provided in this unit. Prompt students toward deeper levels of understanding and increased rigor by referencing Levels 3 and 4 of Webb's Depth of Knowledge.
  • Guide students in an informal discussion of when the skills of comparing and contrasting or writing informative texts might be important in a "real-world" setting. Prompt students with suggestions, like considering which apartment to rent or when a police officer needs to write an incident report.

How It Builds on Previous Work

  • In the second half of this unit, students have been analyzing a model and using their analysis to plan an informative essay. This lesson assesses those skills as students use their plans to compose their essays comparing a scene from the film version of The Lightning Thief to the same scene in the novel.

Support All Students

  • 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.

Assessment Guidance

  • End of Unit 2 Assessment: Compare and Contrast Essay (student and teacher version) are included in the Assessment download on this page.
  • Save a copy of the scored essays to use as a baseline assessment. These pieces can be used to measure the progress of individual students throughout the year, as well as to identify common instructional needs in a class.
  • When assessing and providing feedback to students on this assessment, use the Informative Writing Rubric (see Tools page) and the annotated sample essay to help complete the student Track Progress: Informative Writing. Make notes in the appropriate column for each criterion in a different color from student responses. There is also space provided to respond to student comments.
  • Decide in what format students will compose their essays. Provide lined paper or a computer with word-processing software, depending on students' needs and preferences.
  • In this assessment, students are tracking progress toward anchor standard CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Down the Road

  • In the next lesson, students will engage in another Language Dive, this time focused on appropriate transitions. They will apply their learning as they revise their essays to make connections between points. Students will also be introduced to the Peer Critique protocol, in which they pair up with another peer to critique transitions, domain-specific vocabulary words, and correct spelling.

In Advance

  • Thoroughly review the directions and rubric for the End of Unit 2 Assessment, anticipating areas of struggle that may arise.
  • Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
  • Ensure Mid Unit 2 Assessments with feedback are available for each student at desks as they enter.
  • Decide in what format students will compose their essays. Provide lined paper or a device with word-processing software, depending on the students' needs and preferences. Ensure that devices are in good working order, fully charged, and logged into before students begin composing their essays, to avoid wasting work time.
  • Prepare copies of handouts for students (see Materials list).
  • Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

  • Work Time A: Students complete essay online using a tool such as http://eled.org/0158.
  • Closing and Assessment A: Students complete their Track Progress handouts in a word-processing document using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0103.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 6.I.C.12, 6.II.B.3, 6.II.B.4, and 6.II.B.5.

Important Points in the Lesson Itself

  • This lesson supports ELLs with opportunities to demonstrate their content and language knowledge through a compare and contrast essay built on their preparation and practice in previous lessons. They self-assess at the end of the lesson in order to celebrate their successes and identify areas of growth.
  • ELLs may find it challenging to write their compare and contrast essays for the End of Unit 2 Assessment, as this requires a leap from planning and note-taking to production with far less scaffolded support than during class time. Before they begin, encourage students to do their best, and congratulate them on the progress they have made learning English. Point out some specific examples of their successes.

Vocabulary

  • N/A

Materials from Previous Lessons

Teacher

Student

  • Compare and Contrast Film and Text: The Lightning Thief note-catcher (example for teacher reference) (from Unit 2, Lesson 7, Work Time B)
  • Annotated Compare and Contrast Model Essay (for teacher reference) (from Unit 2, Lesson 6, Work Time A)
  • Criteria for an Effective Informative Essay anchor chart (one to display; from Unit 2, Lesson 8, Work Time B)
  • Work to Become Effective Learners anchor chart (one to display; begun in Unit 1, Lesson 5, Work Time A)
  • Work to Become Effective Learners anchor chart (example for teacher reference) (from Unit 1, Lesson 5, Work Time A)
  • Mid-Unit 2 Assessment with feedback (one per student; from Unit 2, Lesson 5, Work Time A)
  • Compare and Contrast Film and Text: The Lightning Thief note-catcher (one per student; from Unit 2, Lesson 7, Work Time B)
  • Informative/Explanatory Writing Plan graphic organizer (one per student; from Unit 2, Lesson 8, Work Time B)
  • Informative Writing checklist (one per student; begun in Unit 2, Lesson 8, Work Time C)
  • Compare and Contrast Model Essay (one per student; from Unit 2, Lesson 6, Work Time A)
  • Percy Jackson and the Olympians: The Lightning Thief (one per student; text; from Unit 1, Lesson 1, Work Time C)
  • Painted Essay(r) template (one per student; from Unit 2, Lesson 6, Work Time C)
  • Track Progress folder (one per student; from Unit 1, Lesson 15, Closing and Assessment A)

New Materials

Teacher

Student

  • Module 1: End of Unit 2 Assessment: Compare and Contrast Essay (example for teacher reference) (see Assessment download)
  • Device with word-processing software (one per student) or lined paper (three per student)
  • Module 1: End of Unit 2 Assessment: Compare and Contrast Essay Directions (one per student; see Assessment download)
  • Track Progress: Informative Writing (one per student)
  • Sticky notes (three per student)

Assessment

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

Opening

Opening

A. Return Mid-Unit 2 Assessments (5 minutes)

  • As students enter the classroom, return students' Mid-Unit 2 Assessments with feedback. Direct students to write their name on the board if they need an explanation for the feedback provided.

B. Engage the Learner (5 minutes)

  • Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.
  • Remind students that they have seen this learning target in the previous lessons. Invite students to discuss what they think they will be doing in this lesson and the purpose of this work.

Work Time

Work TimeLevels of Support

A. End of Unit 2 Assessment: Write Compare and Contrast Essay (65 minutes)

  • Distribute devices with word-processing capabilities or lined paper on which students will compose their essay.
  • Invite students to retrieve the following materials:
    • Compare and Contrast Film and Text: The Lightning Thief
    • Completed Informative/Explanatory Writing Plan graphic organizer
    • Informative Writing checklist
    • Compare and Contrast model essay
    • The Lightning Thief (text)
    • Painted Essay® template
  • Direct students to also reference the Criteria for an Effective Informative Essay anchor chart, as needed. Display and distribute the Module 1: End of Unit 2 Assessment: Compare and Contrast Essay Directions.
  • Read Part I aloud as students follow along, reading silently. Make sure students understand the assessment directions; paraphrase some instructions, if needed. ▲
  • Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart, and review perseverance and what this looks and sounds like. Remind students that as they will be writing independently for the assessment, they may need to practice perseverance.
  • Remind students that they planned this essay in the previous lessons.
  • Invite students to begin the assessment.
  • While students are taking the assessment, circulate to monitor and document their test-taking skills. As this assessment takes place over two periods, offer students a time warning before collecting them at the end of the first period. Redistribute the assessments for the next period.
  • Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
  • Repeat, inviting students to self-assess how well they persevered in this lesson.

For Lighter Support

  • Before students begin writing their essays, display appropriate writing goals for individual students (e.g., two pages). Place a star or sticker at the goal point so they can self-monitor their progress as they write.
  • During the End of Unit 2 Assessment, encourage students to take advantage of the planning they have already done and begin writing immediately so that they have enough time to complete their essays.

For Heavier Support

  • N/A

Closing & Assessments

Closing

A. Track Progress - W.6.2 (15 minutes)

  • Give students specific, positive feedback on their completion of the End of Unit 2 Assessment.
  • Distribute Track Progress folders, Track Progress: Informative Writing, and sticky notes.
  • Tell students the sticky notes are for them to find evidence of the following criterion:
    • W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Guide students through completing Track Progress: Informative Writing.

Homework

Homework

A. Independent Research Reading

  • Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

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