Purpose of lesson and alignment to standards:

• Two lessons have been allocated for this assessment to ensure sufficient time for students to read, plan, and write. If these are taught in two separate lessons rather than together as one block, revisit the learning targets and the task at the beginning of the second 1-hour lesson to remind students of the task and purpose.
• In Work Time A, students complete the Mid-Unit 3 Assessment, in which they read about a new athlete, Janet Guthrie, and write an essay comparing and contrasting the factors of the success of Janet Guthrie as a leader of change with those of Jackie Robinson (RI.5.1, RI.5.9, W.5.2, W.5.4, W.5.6, W.5.7, W.5.8, L.5.1e). Students write their essays using word-processing software. If technology is not available for students to word-process their writing, they can write their essays by hand, but be aware that W.5.6 is assessed in this situation and adjust assessment Materials accordingly.
• In an optional Part II of the assessment, students complete short answer and multiple choice questions to demonstrate their ability to use correlative conjunctions (L.5.1e). This part of the assessment has been provided to use if student writing in Part I of the assessment isn't satisfactory evidence of correlative conjunctions and you would like further evidence.
• After the mid-unit assessment, students use the Tracking Progress: Informative Writing recording form to formally keep track of and reflect on their own learning.
• In these lessons, students focus on working to become effective learners, persevering as they complete their assessments.

How it builds on previous work:

• In Lessons 2-5, students researched in expert groups in order to plan and write an essay comparing the factors that contributed to the success of Jackie Robinson as a leader of change with those of a chosen athlete. In these lessons, they now do this independently with a new athlete.

Areas in which students may need additional support:

• 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 require longer than the time allocated to complete the assessment.

Assessment guidance:

• All assessment Materials (student copy, answer key, student exemplar) are included in the Assessment Overview and Resources.
• When assessing and providing feedback on this assessment, use the teacher answer key, sample student responses (see Assessment Overview and Resources), and Informative Writing rubric for Grade 5 (see the Tools page) to help complete the student Tracking Progress recording form.
• In this assessment, students are tracking progress toward anchor standard W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• Consider meeting with individual students and using the Reading: Foundational Skills Informal Assessment: Reading Fluency Checklist to gather phonics and word analysis data as students' draft their essays in Work Time A (see the Tools page).
• Collect the Language Dive Practice: Model Essay: Correlative Conjunctions homework from Lesson 4. Refer to Language Dive Practice: Model Essay: Correlative Conjunctions homework (example, for teacher reference) as necessary.

Down the road:

• In the second half of the unit, students will determine the factors common to many of the athletes they have studied in order to create a presentation highlighting three factors that contribute to the success of leaders of change.