Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress | EL Education Curriculum

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ELA 2019 G8:M4:U3:L5

Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress

In this Lesson

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Focus Standards: These are the standards the instruction addresses.

  • SL.8.1c, SL.8.1d

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.

  • RL.8.1, RI.8.1
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Daily Learning Targets

  • I can engage effectively in collaborative discussions about the lessons of internment and redress. (SL.8.1)
  • I can share my independent research reading with my peers. (RL.8.10, RI.8.10)

Ongoing Assessment

  • Opening A: Entrance Ticket: Unit 3, Lesson 5
  • Work Time A: Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress (SL.8.1c, SL.8.1d)
  • Closing and Assessment A: Track Progress: Collaborative Discussion

Agenda

AgendaTeaching Notes

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress - SL.8.1 (25 minutes)

3. Closing and Assessment

A. Track Progress: Collaborative Discussion (5 minutes)

B. Share Independent Research Reading - RL.8.10, RI.8.10 (10 minutes)

4. Homework

A. Read and Annotate: Students read and annotate the Performance Task: Activist Assembly directions, beginning to consider and discuss with their families organizations they might research.

B. 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 Mid-Unit 3 Assessment. Students synthesize and reflect on their learning during the module by engaging in a QuickWrite and participating in a collaborative discussion centered on the following questions: What overarching lessons can be learned from Japanese American internment? How have these lessons been embodied in the redress movement? The focus of this assessment is on posing and responding to questions from others during collaborative discussion as well on qualifying or revising views in light of others’ discussion contributions (SL.8.1c, SL.8.1d).
  • In this lesson, students focus on working to become ethical people by showing respect and empathy as they reflect on the lessons of Japanese American internment and working to become effective learners by collaborating as they work with peers and participate in a discussion.

Opportunities to Extend Learning

  • Encourage students to express what they have learned from their independent research reading task using multimodalities. Students could create a collage, podcast, poem, or game to synthesize their learning.

How It Builds on Previous Work

  • In previous lessons, students have engaged with additional texts about redress and the internment experience to add additional perspectives to their understanding of the module topic. In this lesson, students synthesize their understanding and participate in the second assessed collaborative discussion. The focus of this assessment is on posing and responding to questions from others during collaborative discussion as well on qualifying or revising views in light of others’ discussion contributions.

Support All Students

  • If the class size is too large to facilitate a manageable discussion, consider adding more discussion time and using the Fishbowl protocol. Alternatively, the class could be divided into two groups and conduct their discussions simultaneously while being recorded. Whichever method is used, recording the discussion is recommended to be able to better assess students’ contributions.
  • 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.
  • Prior to the assessment, build in time for students to review what they have learned about lessons from Japanese American internment orally in pairs or small groups. This will help students to organize their thinking before carrying out the QuickWrite independently. ▲

Assessment Guidance

  • The Mid-Unit 3 Assessment is included in the Assessment Overview and Resources.
  • When assessing and providing feedback to students on this assessment, use the Mid-Unit 3 Assessment Recording Sheet for assessing each student’s progress toward SL.8.1c and SL.8.1d.
  • Circulate and monitor during the independent research reading share to help students make connections between their independent reading and their learning about the module topic.

Down the Road

  • In the following lesson, students begin work on the performance task.

In Advance

  • Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 5 at each student's workspace.
  • Prepare:
    • Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress (see Assessment Overview and Resources).
    • Research reading share using the Independent Reading Sample Plans document (see the Tools page), or use another independent reading routine for students to reflect on and share what they have learned about the module topic from their independent work.
  • Ensure feedback from the Module 4 End of Unit 2 Assessment is ready for Opening A.
  • Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
  • Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

  • Work Time A: Use recording technology to capture all student discussion. Recordings can then be accessed later by the students for self-assessment and reflection and/or for summative assessment after the lesson ends.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, and 8.I.A.4.

Important Points in the Lesson Itself

  • To support ELLs, this lesson uses a structured collaborative text-based discussion format for the Mid-Unit 3 Assessment. Students will discuss the lessons from Japanese American internment they have considered in previous lessons, providing evidence from Farewell to Manzanar and other informational texts to support their responses. Students will also have the opportunity to apply oral skills developed during practice collaborative discussions in lessons leading up to this assessment.
  • ELLs may find it challenging to balance the contextual and linguistic demands of the collaborative discussion. For some students, even though they have been practicing their speaking in groups in lessons leading up to this one, a whole-group discussion may feel intimidating. Encourage students to focus on a few key points about lessons from Japanese American internment and the redress movement that they know well and to utilize anchor charts and other resources to aid them in navigating the linguistic demands of the discussion.

Vocabulary

  • N/A

Materials from Previous Lessons

Teacher

Student

  • Discussion Norms anchor chart (one for display; from Module 1, Unit 1, Lesson 14 Work Time B)
  • Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time D)
  • Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
  • Independent Reading Sample Plans (for teacher reference) (see the Tools page)
  • Module 4 End of Unit 2 Assessment with feedback (one per student; from Module 4, Unit 2, Lessons 17-18, Work Time A)
  • Lessons from Internment note-catcher (one per student; from Module 4, Unit 3, Lesson 2, Opening A)
  • Farewell to Manzanar (text; one per student; from Module 4, Unit 1, Lesson 2, Work Time A)
  • Track Progress folders (one per student; from Module 1, Unit 1, Lesson 15, Closing and Assessment A)
  • Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)

New Materials

Teacher

Student

  • Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress (example for teacher reference) (see Assessment Overview and Resources)
  • Mid-Unit 3 Assessment Recording Sheet (for teacher reference) (see Assessment Overview and Resources)
  • Entrance Ticket: Unit 3, Lesson 5 (one per student)
  • Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress (one per student; see Assessment Overview and Resources)
  • Track Progress: Collaborative Discussion (one per student)
  • Performance Task: Activist Assembly directions (one per student; see Performance Task Overview and Supporting Materials)

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.

Download this Lesson’s Assessment

Opening

Opening

A. Engage the Learner (5 minutes)

  • Repeated routine: Follow the same routine as with previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 5. Students will also need their Module 4 End of Unit 2 Assessment with feedback.
  • Once all students are ready, invite them to share their stars and steps with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.
  • Repeated routine: Follow the same routine as with 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 in previous lessons.

Work Time

Work TimeLevels of Support

A. Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress - SL.8.1 (25 minutes)

  • Direct students to the Discussion Norms anchor chart, specifically on the cues and responses. Remind students that a discussion is not just about saying what we want to say. Effective participation is about listening to others and asking and answering questions. Questions help us to be completely clear about what others are saying and to clarify our own points. Remind students that it's important they build off one another's ideas and ask questions of their peers to deepen their understanding throughout the discussion.
  • Remind students that focus standards for this discussion are the following:
    • "SL.8.1c: Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas."
    • "SL.8.1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented."
  • Explain to students that while the focus of the assessment is on asking and answering questions as well as acknowledging new information and qualifying or justifying one's ideas, students will have to use evidence to support their ideas and follow the agreed-upon rules for a collaborative discussion.
  • Distribute and display Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress.
  • Read aloud the directions for the assessment as students read silently to follow along. Ensure all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves.
  • Ask students to retrieve their Lessons from Internment note-catchers and their copies of the text Farewell to Manzanar to begin composing their QuickWrite. Refer to the Mid-Unit 3 Assessment: Collaborative Discussion: Internment and Redress (example for teacher reference).
  • After 5 minutes have passed, refocus students whole group.
  • Focus students on the Work to Become Ethical People anchor chart and the Work to Become Effective Learners anchor chart. Remind students that it is not easy for everyone to participate in a discussion. Uplift the habits of respect, compassion, and empathy in preparation for the discussion.
  • Begin the discussion, using the guiding questions. Use the Mid-Unit 3 Assessment Recording Sheet to assess students as they participate for SL.8.1.

"What overarching lessons can be learned from Japanese American internment?" (Responses will vary, but may include:

      • It is wrong to view entire populations as homogeneous.
      • Upholding the rights of other human beings is critical work.
      • In times of great fear, people and government sometimes make decisions that hurt innocent people.
      • In times of terrible struggle, people can draw strength from their identities and communities.)

"How have these lessons been embodied in the redress movement?" (Responses will vary, but may include:

      • It is wrong to view entire populations as homogeneous.
      • Upholding the rights of other human beings is critical work.)
  • Close discussion by inviting students to ask lingering questions to the group and/or reflect on their responses to this period in history.

For Lighter Support

  • Before Work Time A, review the Conversation Cues students have been using while practicing speaking skills. Work as a class to generate a list of sentence starters based on these, and other phrases, that students can refer to during the text-based discussion.

For Heavier Support

  • In advance of the assessment, prepare individual sticky notes for students that include a list of sentence starters based on Conversation Cues that students can refer to during the discussion when they wish to elaborate or clarify information. These might include the following:
    • "So, do you mean _____?"
    • "Sure. I think that _____."
    • "OK. One example is _____."
    • "No, sorry, that's not what I mean. I mean _____."

Closing & Assessments

ClosingLevels of Support

A. Track Progress: Collaborative Discussion (5 Minutes)

  • Give students specific positive feedback on their completion of the Mid-Unit 3 Assessment (e.g., "I was pleased to see a lot of you referring to your note-catchers to find details").
  • Distribute Track Progress: Collaborative Discussion and Track Progress folders. Tell students that successful learners keep track of and reflect on their own learning.
  • Guide students through completing the form. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing.
  • Invite students to place the form in their Track Progress folder, and collect students' folders.

For Lighter Support

  • As with previous assessments, if students seem unsure of how to respond to the open-ended questions on the Track Progress: Collaborative Discussion handout, provide examples of statements that answer the questions about previous improvements and goals for future improvement that are directly connected to the criteria within the handout to help students create clear self-reflection and concrete, attainable personal targets such as the following:
    • "I have improved at posing questions during collaborative discussions."
    • "In the future, I will improve my participation in a collaborative discussion by making more of an effort to acknowledge new information expressed by others."

For Heavier Support

  • N/A

B. Share Independent Research Reading - RL.8.10, RI.8.10 (10 minutes)

  • Refer to the Independent Reading Sample Plans to guide students through a research reading share or use another routine.
  • Remind students that this is the final sharing of independent research reading for the unit and that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. Praise students for demonstrating integrity by keeping up with their independent research reading even though it might have been challenging.
  • Repeated routine: Invite students to reflect on their habit of character focus for this lesson.

For Lighter Support

  • As with previous assessments, if students seem unsure of how to respond to the open-ended questions on the Track Progress: Collaborative Discussion handout, provide examples of statements that answer the questions about previous improvements and goals for future improvement that are directly connected to the criteria within the handout to help students create clear self-reflection and concrete, attainable personal targets such as the following:
    • "I have improved at posing questions during collaborative discussions."
    • "In the future, I will improve my participation in a collaborative discussion by making more of an effort to acknowledge new information expressed by others."

For Heavier Support

  • N/A

Homework

Homework

A. Read and Annotate

  • Students read and annotate the Performance Task: Activist Assembly directions, beginning to consider and discuss with their families organizations they might research.

B. 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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