Alignment to Assessment Standards and Purpose of Lesson

• Work Time A - End of Unit 3 Assessment: Write a Narrative in Interview Form: Students are assessed on their ability to develop the narrative that they have been preparing for and planning over the course of Lessons 7-10 of Module 3, Unit 3. (W.8.3, W.8.4, W.8.6, W.8.10, L.8.1, L.8.2)
• W.8.3 - Closing and Assessment A: Reflecting on learning using the Track Progress: Narrative Writing recording form. This exercise is meant to provide students time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition, responsibility, and pride in work and learning.

Opportunities to Extend Learning

• Ask students to create goals for their end of unit assessment. How might they improve their narrative in the next lesson?
• Have students write an additional narrative independently to continue to practice the skills that have been scaffolded in this unit.
• Have students add additional questions to their narratives if they have extra time.
• Invite students to imagine a conversation between two upstanders and to write a new narrative in which these two figures interact and discuss and compare their experiences. Students can consider how this dialogue would differ from the interview format they have used to write their narratives.

How It Builds on Previous Work

• Throughout this unit, students have studied upstanders of the Holocaust and reflected on texts about their experiences. They have also analyzed a model narrative interview with an upstander and have prepared to write their own by identifying characteristics of an upstander, creating a fictional upstander based on the ones they studied, preparing questions and answers for their narrative interview, and planning the pacing by exploding the moments of their narratives. In this lesson, students will utilize these skills when they write the narrative interview for the end of unit assessment.

Support All Students

• Guide students to consider the real upstander stories they have read, and what those people experienced, as they write fictional upstander narratives.
• Emphasize the importance of students being respectful to the real stories of upstanders and what Holocaust victims went through as they write their stories. Remind students that, while narrative writing is creative and can be fun, the time period they are writing about was horrific for the victims.
• 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 30 minutes allotted. Provide time over multiple days if necessary.

Assessment Guidance

• Assessment materials (student copy, answer key, student exemplar, teacher checklist) are included in the Assessment Overview and Resources.
• When assessing and providing feedback to students on this assessment, use the Narrative Writing rubric (see Tools Page) and the annotated sample narrative interview to help complete the student Tracking Progress recording form. Make notes in the appropriate column for each criterion in a different color than student responses. There is also space provided to respond to student comments. Save a copy of the scored essays to determine student growth from their Module 1, Unit 2 narratives. 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.

Down the Road

• In the upcoming lessons, students will revise the narrative interview they drafted in this lesson and create graphic panels that illustrate their narrative.