Alignment to Assessment Standards and Purpose of Lesson

• Work Time A: Students complete the End of Unit 2 Assessment. They reread an excerpt from their anchor text, Hidden Figures, about Katherine Johnson and then read an excerpt from "Katherine Johnson: A Lifetime of STEM" that describes the same events as the anchor text. Students respond to selected response and short constructed response questions to compare and contrast each author's presentation of those events in terms of content, author's methods, and point of view (RI.6.1, RI.6.3, RI.6.6, RI.6.9).
• In this lesson, students focus on working to become effective learners by reading and answering questions independently for the 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 making 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.
• Students who finish the assessment early should continue with their independent research reading.

How It Builds on Previous Work

• In the second half of this unit, students finished reading the anchor text, Hidden Figures, as well as additional supplementary texts, analyzing the author's presentation of events, argument, and point of view. This lesson continues those routines in an assessment, asking students to apply their learning to a new informational text.

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 4 to demonstrate what they have learned.
• Point out that the directions suggest annotating the texts, creating the note-catcher, or recording notes as they read which they can use to complete the selected and constructed response items. Another option is to provide students with the note-catcher to use as they read.
• 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.
• For some students, this assessment may require more than the 35 minutes allotted. Provide 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 End of Unit 2 Assessment: Analyze Authors' Presentations of Events 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

• The next lesson launches Unit 3. Students begin working on their collaborative argument essays about Mary's or Katherine's accomplishments as well as their independent essay about their focus figure's accomplishments.
• Students' End of Unit 2 Assessments will be returned in Unit 3, Lesson 5 with feedback.
• In Unit 3, Lesson 11, students engage in a genre study of narrative nonfiction. Procure a variety of texts for use in this lesson. Suggestions are included on the Characteristics of Narrative Nonfiction anchor chart in Unit 3, Lesson 11.