Mid-Unit 2 Assessment: Analyzing the Contribution of the Media | EL Education Curriculum

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ELA G5:M4:U2:L5

Mid-Unit 2 Assessment: Analyzing the Contribution of the Media

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These are the CCS Standards addressed in this lesson:

  • RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  • RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
  • RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
  • RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
  • L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
  • L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
  • L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Daily Learning Targets

  • I can refer to the text to answer questions about "Job." (RL.5.1, RL.5.2, RL.5.4, L.5.4, L.5.5c)
  • I can analyze how visuals in "Job" contribute to the meaning, tone, and beauty of the text. (RL.5.1, RL.5.7)

Ongoing Assessment

  • Mid-Unit 2 Assessment: Analyzing the Contribution of Multimedia (RL.5.1, RL.5.2, RL.5.4, RL.5.7, RF.5.4, L.5.4a, L.5.5c)
  • Tracking Progress: Reading, Understanding, and Explaining New Text (R.1, R.4, R.10, L.4)

Agenda

AgendaTeaching Notes

1. Opening

A. Returning End of Unit 1 Assessments (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 2 Assessment: Analyzing the Contribution of Multimedia (95 minutes)

3. Closing and Assessment

A. Tracking Progress (15 minutes)

4. Homework

A. A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal

Purpose of lesson and alignment to standards: 

  • In Work Time A, students complete Part II of the mid-unit assessment, in which they read and watch a video of a new poem called "Job" about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c). Since it is a long, relatively complex poem, with religious references in the second half, students work only with the first half of the text for the assessment; however, they do watch the whole video before they begin so that they don't feel unsatisfied. As they complete their assessment, students are called on to individually read aloud an excerpt of the poem for the teacher for fluency for Part I of the assessment.
    • Note: This poem contains references to religious figures. It is important that this reference is acknowledged in the context that some people, in times of hardship, find strength in their religious beliefs to get through it. This is also a good opportunity to emphasize working to become ethical people and respecting others' beliefs, which may not be the same as our own, and practicing tolerance. The fluency excerpt students read for Part I of the assessment does not contain religious references.
  • It will likely take more than one lesson to listen to all students read aloud, so two lessons have been allocated. If students finish Part II of the assessment, encourage them to use the time to add new vocabulary from "Job" to their vocabulary logs.
  • After the assessment, students use the Tracking Progress: Reading, Understand, and Explaining New Text recording form to formally keep track of and reflect on their own learning.

How this lesson builds on previous work:

  • In Lessons 1-4, students read literary texts, including a song and a poem, and analyzed the visuals accompanying these texts. In this lesson, they complete those same activities for the mid-unit assessment for a new poem, "Job."

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 (see Assessment Overview and Resources) to help complete the student Tracking Progress recording form.
  • In this assessment, students are tracking progress toward anchor standards:
    • R.1: 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 supportconclusions drawn from the text.
    • R.4: 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: Read and comprehend complex literary and informational texts independently and proficiently.
    • L.4: Determine or clarify the meaning of unknown and multiple-meaning words andphrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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.

Down the road:

  • In the second half of the unit, students will reread the literary texts from the first half and analyze them for point of view

In Advance

  • Provide feedback on students' End of Unit 1 Assessments in preparation for returning them in Opening A.
  • Prepare:
    • Technology necessary for students to watch "Job" on their own device (see Technology and Multimedia).
    • Mid-Unit 2 Assessment (see Assessment Overview and Resources).
  • Gather Tracking Progress folders.
  • Post: Learning targets and applicable anchor charts (see materials list)

Tech and Multimedia

  • Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
  • Work Time A: Prepare the technology for students to watch the poetry video whole group and then individually, one device per student if possible. If this is not possible, play the poetry video on repeat throughout the lessons for the whole group, or group students to access a limited number of devices as and when they need to:
    • Poetry video: Dawes, K. "Job." YouTube. Web. Accessed on 30 Jan. 2017. 

Supporting English Language Learners

Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.7, 5.I.B.8, and 5.I.C.12

Important points in the lesson itself 

  • The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-4.
  • ELLs may find the assessment challenging. Encourage students to consult classroom resources and give them specific, positive feedback on the progress they've made learning English.
  • Allow students to review note-catchers, the Academic and Domain-Specific Word Walls, vocabulary logs, and other classroom resources.
  • Ensure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see the Meeting Students' Needs column).
  • After the assessment, ask students to discuss which assessment task was easiest and which was most difficult, and why.

Universal Design for Learning

  • Multiple Means of Representation (MMR): To set themselves up for success for the mid-unit assessment, students need to generalize the skills learned in previous lessons. Similar to previous modules, before administering the assessment, activate their prior knowledge by recalling the learning targets from the previous lessons. Also present the directions for the assessment both visually and verbally and display a map of the assessment parts.
  • Multiple Means of Action and Expression (MMAE): In this lesson, students analyze the contribution of multimedia and answer questions about a literary textduring the mid-unit assessment. Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
  • Multiple Means of Engagement (MME): Continue to support students in limiting distractions during the mid-unit assessment. Also continue to provide variation in time for completing the assessment as appropriate. Consider dividing the assessment into parts and offering breaks at certain times.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

  • Do not preview vocabulary for this assessment lesson.

Materials

  • End of Unit 1 Assessment: Recording a PSA (from Unit 1, Lessons 12 and 13; one per student; returned with feedback during Opening A)
  • "Job" (video; play in entirety; see Technology and Multimedia)
  • Working to Become Ethical People anchor chart (begun in Module 1)
  • Devices (one per student)
  • Mid-Unit 2 Assessment, Part II: Analyzing the Contribution of Multimedia (one per student; see Assessment Overview and Resources)
  • Strategies to Answer Selected Response Questions anchor chart (begun in Module 1)
  • Close Readers Do These Things anchor chart (begun in Module 1)
  • Mid-Unit 2 Assessment, Part I: Answering Questions about a Literary Text (one per student; see Assessment Overview and Resources)
  • Fluent Readers Do These Things anchor chart (begun in Module 1)
  • Reading Fluency Checklist (one per student; see the Tools page)
  • Tracking Progress: Reading, Understanding, and Explaining New Text (one per student)
  • Tracking Progress folders (from Module 1; one per student)
  • Sticky notes (two per student)

Materials from Previous Lessons

New Materials

Assessment

Each unit in the 3-5 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 their understanding of what they accomplished through supported, standards-based writing.

Opening

OpeningMeeting Students' Needs

A. Returning End of Unit 1 Assessments (5 minutes) 

  • Return students' End of Unit 1 Assessment: Recording a PSA with feedback and follow the routine established in Modules 1-3 for students to review feedback and write their name on the board if they require teacher support.
  • To build an accepting and supportive environment, remind students that everyone is working toward individual goals and that learning is about continued growth and development. (MME)

B. Reviewing Learning Targets (5 minutes) 

  • Direct students' attention to the learning targets and read them aloud:
    • "I can refer to the text to answer questions about 'Job.'"
    • "I can analyze how visuals in 'Job' contribute to the meaning, tone, and beauty of the text."
  • Remind students that they have been doing these things throughout the first few lessons of this unit with other literary texts
  • For ELLs and students who may need additional support with motivation and confidence: (Recalling Prior Work: Learning Targets) Invite students to share one way they worked toward similar targets in previous lessons. (MME)

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 2 Assessment: Analyzing the Contribution of Multimedia (95 minutes) 

  • Remind students that in this unit they are focusing on the impact of natural disasters on humans. Tell students that humans write about their responses to natural disasters in different ways. Some write stories, like Edwidge Danticat and Eight Days: A Story of Haiti; some write songs, like Simone White and "In the Water Where the City Ends;" and some write poems, like "O' Beautiful Storm" by Gian Smith. Play "Job."
  • Tell students that like Eight Days: A Story of Haiti, this poem is about the destruction caused by the earthquake in Haiti in January 2010.
  • Acknowledge that students may have heard references to praying and also explain that Job and Hosea are religious figures. Tell students that some people, in times of hardship like natural disasters, find strength in their religious beliefs to get through it. Remind students of the Working to Become Ethical People anchor chart, and particularly of respect of others' beliefs, which may not be the same as our own.
  • Invite students to share what they know of Job and/or Hosea if they wish.
  • If students are using individual devices, set them up on the devices. If students will share a device, organize them into groups and emphasize that even though they are in a group to share the device, they are not working together to complete the assessment. If you are playing the video on repeat throughout the assessment for the whole group, turn the volume off and have sets of headphones for students to be able to listen to the video when they need to. Students have a printed copy of the poem to refer to in their assessment materials.
  • Distribute Mid-Unit 2 Assessment, Part II: Analyzing the Contribution of Multimedia. Point out that since this poem is very long and complex, they are only going to be working with the first half of it in this assessment, which is why only the first half is printed.
  • Tell students that when watching the video they need to listen carefully to when the half of the poem they have printed has finished and restart the video. Demonstrate this on the displayed video for the whole group.
  • Remind students to complete the assessmentindependently and refer to:
    • Strategies to Answer Selected Response Questions anchor chart
    • Close Readers Do These Things anchor chart
  • Tell students that while they are completing Part II of the assessment, you will call them one byone to read aloud an excerpt of the poem (Part I of the assessment).
  • Answer clarifying questions and then invite students to begin.
  • Begin calling students over for the fluency portion of the assessment. Provide each student with the Mid-Unit 2 Assessment, Part I: Answering Questions about a Literary Text and conduct the assessment as follows:

1. Read aloud the prompt and answer clarifying questions.

2. Show the student the excerpt he or she will read.

3. Remind the student of the Fluent Readers Do These Things anchor chart.

4. Invite the student to begin reading the excerpt aloud and use the Reading Fluency Checklist to assess his or her fluency.

5. Ask the student to briefly explain what the excerpt is about.

  • At the end of the allocated time, refocus whole group.
  • Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the learning targets.
  • For ELLs: (Assessment Map) While explaining, display a "map" of the assessment.
  • For ELLs and students who may need additional support with strategy development: (Rephrasing Selected Response) Invite students to rephrase each question--and answer it--before they select or write their answer. (MMAE)
  • For students who may be overwhelmed by too much print on a page: Reduce anxiety and support sustained effort by offering a copy of the Mid-Unit 2 Assessment, Part IIwith one question per page. (MMR, MME

Closing & Assessments

ClosingMeeting Students' Needs

A. Tracking Progress (15 minutes) 

  • Give students specific, positive feedback on their completion of the Mid-Unit 2 Assessment.
  • Distribute Tracking Progress: Reading, Understanding, and Explaining New Text, Tracking Progress folders, and sticky notes.
  • Tell students that the sticky notes are for them to find evidence of the following criterion:
    • RL.5.1, RI.5.1: I refer to the text to ask and answer questions.
  • Guide students through completing the recording form.
  • For ELLs and students who may need additional support with comprehension: (Orally Paraphrase) Allow students to orally paraphrase the meaning of the Tracking Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing. (MMR)
  • For ELLs and students who may need additional support with monitoring their own learning: (Self-assessment) Invite students to explain why self-assessment is important for learning. (MME)

Homework

HomeworkMeeting Students' Needs

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • For ELLs: (Oral Response) Read aloud, discuss, and respond to your prompt orally, either with a partner, family member, or student from Grades 4 or 6, or record an audio response

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