Alignment to Assessment Standards and Purpose of Lesson

• Work Time A: Students complete the Mid-Unit 2 Assessment. They read a new informational text called “The Hippo Roller,” and then answer selected response questions about figurative and connotative meanings of words in the text and about the way that key ideas are developed. Students also write an objective summary of the text, identifying its central idea and the details that convey it. (RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.10, W.6.10, L.6.4a, L.6.5a, L.6.5c)
• Students focus on working to become effective learners by demonstrating perseverance during the mid-unit assessment. Prompt students’ perseverance by reminding them that assessments are meant to inform instruction. Teachers use assessment data to make choices about what should be retaught and how to adjust the pacing. Encourage students not to be afraid of mistakes; an accurate assessment is crucial for tailoring lessons to students’ needs.

Opportunities to Extend Learning

• In the second half of Unit 2, students begin researching another innovator who used design thinking to address a critical problem. Students who are done with their assessment early may wish to begin their research using the list of featured innovators on the Critical Problem and Design Solution Research Project handout.

How It Builds on Previous Work

• In the first half of this unit, students read chapters from The Boy Who Harnessed the Wind, interpreting figurative language and connotative meanings of words, identifying text structure, determining central idea(s) and key supporting details of chapters 11–12 of the text, and summarizing what they read. This lesson continues those routines in an assessment, asking students to apply their learning to a new informational text.

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.
• Some students may feel overwhelmed by the Mid-Unit 2 Assessment, which requires that they read an unfamiliar text and answer questions independently, with fewer supports than they may be accustomed to. Honor students’ anxieties, while also celebrating all that students have learned and accomplished so far. Additionally, remind students that there will be continued opportunities throughout the module to improve skills and demonstrate understanding. ▲
• Some students may need the text read aloud before they work on the questions. Invite students who require this to sit in a group away from the rest of the students, so as not to be distracting. ▲
• For some students, this assessment may require more than the 30 minutes allotted. Consider providing time over multiple days if necessary.

Assessment Guidance

• The Mid-Unit 2 Assessment: Analyze Figurative Language and Central Idea: “The Hippo Roller” resources (student and teacher version) are included in the Assessment download on this page.
• When assessing and providing feedback on this assessment, use the teacher answer key and sample student responses (see Assessment download) to help complete students’ Track Progress recording form.
• Using information from this assessment, students are tracking their long-term progress toward these anchor standards:
• R.1: By the end of Grade 12, I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• R.4: By the end of Grade 12, I will be able to: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• R.10: By the end of Grade 12, I will be able to: Read and comprehend complex literary and informational texts independently and proficiently.
• L.4: By the end of Grade 12, I will be able to: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Down the Road

• In the next lesson, students will begin researching another innovator who used design thinking to address a critical problem. They will be guided through several mini lessons to learn the steps of the research process as the gather the information they will need for the Unit 3 assessments and performance task.
• Students’ Mid-Unit 2 Assessments will be returned in Lesson 11 with feedback.