Group Size: Any
Time Required: 60 - 90 minutes
Learning Objectives: Students will be able to...
Identify the central idea of a passage and defend their reasoning
Identify details that support a central idea and defend their reasoning
Code the text to show thinking, connections, questions, etc.
Code the text with predictions
Summarize a passage
Please Do Now (attached)
Unit Assessment (attached)
Unit Survey (attached)
Post-it notes to code the text
Do Now: (Prior to assessments, I like to offer students creative and often silly "Would you rather" questions or logic puzzles to get their wheels turning. Attached you will find one possible Do Now for use with this lesson; however, you should feel free to alter it to fit your classroom norms and routines.)
Connection: We have spent the last five weeks reading novels related to the Great Depression and practicing a number of important reading strategies. Today you will show what you know on the Great Depression Unit Assessment. Relax! If you have completed your independent practice each day dutifully and thoughtfully and if you took a bit of time last night to review for this assessment, then you are sure to master these objectives today.
Direct Instruction/Guided Practice: Let's take a look at today's assessment together. Before I can pass out the assessments, however, I need to see all desks cleared of materials except for a pencil or pen and your literature circle or pleasure-reading book. (Once S are ready, T will distribute assessments.)
As soon as you receive your assessment, please put your name and the date at the top and put your pencil down. When I see all pencils down, I'll know that you are prepared to talk about the assessment.
Let's start with the box at the top. As always, we reward metacognitive thinking and reflection in this community of learners because this quality only becomes increasingly important as you move on in your fields of study and ultimately in your careers. If you can call your score within one point, you will earn an extra point on the test.
(T will review all directions with S. Prior to beginning, T will review test-taking procedures, expectations and consequences specific to his/her management style, classroom, and school.)
Link: If you finish early, you know to turn your test upside-down at the top of your desk and read and code your literature circle or pleasure-reading novels silently. You may begin!
Independent Practice: (S will complete the assessment, then read and code their novels. Please see the "Differentiation" section of the lesson plan for suggestions about how to meaningfully accommodate or modify the assessment.)
Share: Our time for today is up. (T will follow classroom procedure for collecting assessments.)
Please feel free to turn to your partner or move to meet with your literature circle so that you can share your work for today. Go over the observations you made as you read, and critique each others' thinking. (T will allow time for sharing and circulate to check for understanding.)
Closing: Before you head out for the day, please take a moment to complete the unit survey. (T will allow time, then collect. T will then dismiss class according to classroom procedures.)
Differentiation: Novels are differentiated by reading level and by choice. Active reading strategy: coding the text. Recommended accommodations and modifications for the unit assessment are as follows:
1. Accommodation: Extend the amount of time provided for student(s) to complete the assessment.
2. Accommodation: Provide breaks.
3. Accommodation: Read the assessment questions and/or passages aloud to auditory learners.
4. Accommodation: Permit the student to complete the assessment in a distraction-free environment (ie: a study carrel), one-on-one, in a small-group, etc.
5. Accommodation: Enlarge font size. Consider placing one assessment question on each page.
6. Accommodation: Highlight assessment directions or key words in assessment directions.
7. Accommodation: Permit student(s) to type their responses to the open-ended questions.
8. Accommodation: Allow students to check their work against their notes and make corrections in colored pencil for half-credit.
9. Accommodation: Permit students to record helpful notes on an index card. Then allow students to use this card during the assessment.