Alignment to Assessment Standards and Purpose of Lesson

• Work Time A: Students complete the Mid-Unit 1 Assessment. They read "The Cutting of My Long Hair," a new section from Zitkala-Sa's first-person narrative, which students first saw a different section of during the close read of Lesson 4. Students answer selected response questions about vocabulary and figurative language in the text and about Zitkala-Sa's point of view and how it is conveyed in the text. Students also answer a constructed response question asking them to integrate ideas from the text with their interpretations of two related photographs. (RI.6.1, RI.6.2, RI.6.4, RI.6.6, RI.6.7, RI.6.10, L.6.5a, L.6.5c)
• In this lesson, students focus on working to become effective learners by reading and answering questions independently for the mid-unit assessment. Prompt students' perseverance by reminding them that assessments are meant to inform instruction. 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

• Some students may not need extensive review of the assessment directions. Release them to begin working on the assessment while clarification is provided to other students who need more support.

How It Builds on Previous Work

• In the first half of this unit, students read excerpts of informational texts and first-person narratives, building background knowledge about American Indian boarding schools and analyzing the author's point of view and use of connotation and figurative language. This lesson continues those routines in an assessment, asking students to apply their learning to a new section of a first-person narrative that they first read in Lesson 4.

Support All Students

• As with any assessment, students may feel nervous to read new passages independently and answer questions about them. Point out all the preparation they have had through activities, homework, and in-class reading time. Also, remind them there will be other opportunities throughout Module 3 to demonstrate what they have learned.
• 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 need the text read aloud before they work on the questions. Consider inviting 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 35 minutes allotted. Consider providing time over multiple days if necessary.
• An opportunity to track their progress after the assessment helps students reflect on and celebrate their growth.

Assessment Guidance

• All assessment materials for Mid-Unit 1 Assessment: Analyze Point of View and Integrate Information, are included in the Assessment Overview and Resources.
• When assessing and providing feedback on this assessment, use the answer key and sample student responses (see Assessment Overview and Resources) to help complete students' Track Progress recording form.
• Using information from this assessment, students are tracking progress toward 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.

Down the Road

• In the next lesson, students will return to the anchor text, Two Roads, at chapter 9 and continue reading. They will begin filling in a note-catcher to guide them in their analysis of point of view and character development.
• Students' Mid-Unit 1 Assessments will be returned in Lesson 15 with feedback.