Group Size: Any
Time Required: 60 - 90 minutes
Learning Objectives: Students will be able to...
Code the text to indicate inferences
Code the text with questions
Code the text to indicate thinking about theme
Explain the character development of a character in a text
Identify the theme of a text
Defend analysis of the theme of a text
Determine which reading strategy or literary device from this unit has been most helpful to them as readers
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 three weeks learning about the reading strategies of asking questions and making inferences, and we've also devoted considerable time to analyzing the literary elements of characterization and theme. Today you will show what you know on the Coming of Age 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.
Moving on, you'll see that your first challenge is to read and code a passage from Gordon Korman's No More Dead Dogs. Let's take a look at the rubric on page two to see what we need to do in order to be successful on this section of the assessment. (T will select three students to read down the "6 points" column of the rubric.) How many points will you earn in this section if you earn full credit on each row of the rubric? (Target response: 18 points)
On the next page, you're asked to describe in detail one of the characters in the story. Then, you are to select the best choice for a theme in the passage and defend your response.
The last is on page three. You are asked to explain which of the reading strategies or literary devices we addressed in this unit will be most helpful to you as a thinker and a reader. Provided you respond thoughtfully, you will earn full credit.
Are there any questions?
(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: Instead of doing "Million Dollar Question" today, you'll be completing a unit survey so that I know how to modify this unit for next year's students. I really appreciate your feedback, especially specific, thoughtful, constructive criticism. (T will distribute surveys, allow S time to complete them, then collect.)
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: Shorten the reading passage.
4. Accommodation: Read the assessment questions and/or passages aloud to auditory learners.
5. 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.
6. Accommodation: Enlarge font size. Consider placing one assessment question on each page.
7. Accommodation: Highlight assessment directions or key words in assessment directions.
8. Accommodation: Add examples to the assessment.
9. Accommodation: Permit student(s) to type their responses to the open-ended questions.
10. Accommodation: Allow students to check their work against their notes and make corrections in colored pencil for half-credit.
11. Accommodation: Permit students to record helpful notes on an index card. Then allow students to use this card during the assessment.
12. Modification: You may wish to modify the assessment such that some students explain how the evidence they coded in the passage supports a given theme rather than requiring them to identify and defend a theme. This would require making changes to the test itself and would affect the objectives "Identify the theme of a text" and "Defend analysis of the theme of a text." A more appropriate objective might be "Identify evidence of a given theme."