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Mid Unit 2 Assessment: Text to Film and Perspective Comparison of to Kill a Mockingbird (Chapter 18 and One Scene from Chapter 19)
Have you ever heard someone say the movie is not like the book? Scholars complete a mid-unit assessment to compare scenes from the novel To Kill a Mockingbird to the movie version. The assessment contains short answers, multiple choice,...
EngageNY
End of Unit Assessment: Text to Film Comparison
Scholars work on an end-of-unit assessment to put all of their learning together. They complete short answer questions about gist, multiple choice questions about A Midsummer Night's Dream, and complete graphic organizers comparing film...
EngageNY
Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure
William Shakespeare: a writer, a poet, a fake? For their mid-unit assessments, scholars read an excerpt from the article "The Top Ten Reasons Shakespeare Did Not Write Shakespeare" by Keir Cutler. Next, they analyze the author's argument...
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Mid-Unit Assessment: Single Draft Narrative
Put it in your own words. Scholars work independently on their mid-unit assessments by responding to a writing prompt. They write about Miné Okubo’s life and the moments when Okubo became visible again.
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Mid-Unit Assessment: Readers Theater Scene Selection Justification and Peer Critique
Is it justified? Readers complete the mid-unit assessment to justify their reader's theater scenes and quote choices from To Kill A Mockingbird. After completing the assessment, scholars conduct peer reviews and critique the script...
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End of Unit 3 Assessment: Readers Theater Commentary
Prove it! In the end-of-unit assessment, scholars write a commentary and provide evidence to justify the connection between their reader's theater scripts and To Kill A Mockingbird. After completing the assessment, they practice...
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End of Unit Assessment: Making Connections between Song Lyrics and Texts
For the end-of-unit assessment, scholars engage in small group Socratic seminars to connect the lyrics of two songs to texts they read and studied. They discuss how the songs "Ain't Gonna Let Nobody Turn Me Around" and "Lift Every Voice...
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Mid-Unit Assessment: Classifying and Evaluating Primary Sources
Let's take a walk—a gallery walk. Scholars complete a mid-unit assessment relating to Unbroken by taking a gallery walk to view the various primary source mediums. They then use organizers to select three sources and respond to...
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End of Unit 2 Assessment, Part 2: Revising the Informative Essay
Is that your final answer? Scholars discuss the terms, edit, and revise. They then complete their final drafts as the end-of-unit assessment of Unbroken. Writers use their graded draft essays from a previous instructional activity to...
EngageNY
Mid-Unit Assessment: Classifying and Evaluating Primary Sources
Let's go for a walk. Learners complete the mid-unit assessment by completing a gallery walk to analyze different primary sources discussed while reading A Mighty Long Way. After viewing the sources, class members complete organizers and...
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End of Unit 2 Assessment, Part 1: Best First Draft of an Informational Essay
Writers work to create drafts of their end-of-unit assessments relating to A Mighty Long Way and Little Rock Girl 1957. Using computers to create the first versions of their essays, writers emphasize ideas and evidence before focusing...
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Mid-Unit Assessment: Analyzing Author’s Purpose in Speech and Text
Part one of a mid-unit assessment relating to The Omnivore’s Dilemma includes listening to and analyzing a speech by Birke Baehr. Part two involves analyzing an excerpt from the text. The assessment ends with short response questions.
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End of Unit Assessment Parts 1 and 2: Evaluating Arguments and Claims
Which came first: the chicken or the egg? As part of the end-of-unit assessment for The Omnivore’s Dilemma, scholars watch a video about organic eggs versus conventional farm eggs. They use graphic organizers to collect evidence as they...
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Creating a Visual Component for the Speech: End of Unit Assessment Preparation and Practice
Eye contact, volume, pronunciation. Working with partners, scholars practice presenting their speeches about the best food chain. Additionally, they choose a visual component to support their end-of-unit speech.
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End of Unit Assessment: Presentation of Position
What is the difference between formal and informal language? Pupils rewrite their position speeches to adapt them for an audience of adults. Next, they present their speeches in small groups, attempting to answer the question, "Which...
EngageNY
Planning Body Paragraphs of Position Paper and Beginning Mid-Unit 3 Assessment
The best sandwiches aren't always edible. Pupils use a Quote Sandwich graphic organizer to plan paragraphs two and three of their position papers about the best food chain. Next, they begin drafting their body paragraphs for the mid-unit...
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Mid-Unit Assessment: Gathering and Using Evidence to Analyze Points of View in A Long Walk to Water (Chapter 5)
Class members discuss how culture, place, and time influence a character's identity in A Long Walk to Water by Linda Sue Park. Then, as part of a mid-unit assessment, they complete a Gathering Evidence graphic organizer to answer the...
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Mid-Unit 3 Assessment and Planning the TwoVoice Poem
Class members prepare to write a two-voice poem that compares and contrasts two characters from Linda Sue Park's novel, A Long Walk to Water. Pupils also complete the mid-unit assessment, answering questions about juxtaposition from the...
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End of Unit 3 Assessment: Using Strong Evidence
Young poets view a model two-voice poem while discussing capitalization and punctuation. Pupils also complete an end-of-unit assessment about using strong evidence to support a literary analysis.
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Mid-Unit 2 Assessment: Comparing Fictional and Historical Texts
Class members pair up to discuss how the author of A Long Walk to Water altered history. They then work independently on Mid-Unit 2 Assessment: Comparing Water for Sudan and A Long Walk to Water. Readers close the lesson plan thinking...
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End of Unit 1, Assessment, Part 2: Revise Essay Drafts
As a culminating unit activity, pupils revise their argumentative essays based on the novel Lyddie by Katherine Paterson. Paying careful attention to grammar, punctuation, and vocabulary, they incorporate teacher feedback to revise and...
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Mid-Unit Assessment: How Chávez Develops His Claims in the Commonwealth Club Address
Scholars complete a mid-unit 2 assessment, analyzing how César Chávez supports his claims in his 1984 speech, "Address to the Commonwealth Club of California." Learners focus on paragraphs 18 and 19 of the speech, answering text-based...
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End of Unit 2 Assessment, Part 1: Drafting the Essay
Young writers use the class time to complete a draft argumentative essay. In answer to the Pygmalion end-of-unit prompt they discuss the change seen in Eliza's inner identity.
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End of Unit Assessment, Part 2: Revise Essay Drafts
And now for the grand finale! Scholars prepare their final Pygmalion end-of-unit essays. Learners participate in a brief mini lesson plan about correcting errors and then begin revising their own argumentative essays.
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