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ENGL1102 Assignment unit 3

EL Education Curriculum

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• ELA 2019 G6:M3:U3:L8

Mid-Unit 3 Assessment: Write a Literary Argument Essay (Lessons 8-9)

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 6
• ELA 2019 G6:M3
• ELA 2019 G6:M3:U3

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Focus Standards:  These are the standards the instruction addresses.

• RL.6.1, RL.6.3, W.6.1, W.6.4, W.6.6, W.6.9a, L.6.2, L.6.3, L.6.6.

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.6.10, W.6.10
• I can write a literary argument essay about whether Cal should return to Challagi. (W.6.1)
• Opening A: Entrance Ticket
• Work Time A: Mid-Unit 3 Assessment (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)
• Closing and Assessment A: Track Progress (W.6.1)
• Mid-Unit 3 Assessment: Write a Literary Argument Essay (see Assessment Overview and Resources)
• Track Progress folders
• Thoroughly review the directions and rubric for the Mid-Unit 3 Assessment, anticipating areas of challenge.
• Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
• Ensure End of Unit 2 Assessments with feedback are available for each student at desks as they enter.
• Decide in what format students will compose their essays. Provide lined paper or a device with word processing software, depending on the students’ needs and preferences. Ensure that devices are in good working order, fully charged, and logged into before students begin composing their essays, to avoid wasting work time.
• Read all of the excerpts provided on the Performance Task Recording: Text List, and review for areas that may be sensitive for some readers. Some of the texts measure at a higher Lexile® level (La Flesche, Option A; Johnston, Options A, F, & G). These may require more support for students who are not reading above grade level.
• Prepare copies of handouts for students, including entrance ticket (see Materials list).
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A: Students could compose the essay online—using an online tool such as http://eled.org/0158 , for example.
• Closing and Assessment A: Students may prefer to complete their Track Progress handouts in a word-processing document using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0103 .

Supports guided in part by CA ELD Standards 6.I.B.6, 6.I.B.7, 6.I.C.10, 6.I.C.11, 6.I.C.12, 6.II.A.1, 6.II.A.2, 6.II.B.5, 6.II.C.6, and 6.II.C.7.

Important Points in the Lesson Itself

• To support ELLs, these lessons invite students to complete assessment tasks that draw from past learning in the unit. After analyzing the Model Literary Argument Essay , and then working with a partner to write a collaborative literary argument, students now write an independent literary argument essay that answers a similar question: "Should Cal return to Challagi Indian Industrial School?" Devoting two lessons to students' completion of their essays ensures that ample time is available for students to develop their ideas.
• ELLs may find it challenging to independently complete the mid-unit assessment without scaffolding. Point out the ways in which they have prepared for the independent essay. Encourage students to do their best, and assure them that they will continue learning together after the assessment.
• Characteristics of Effective Argument Writing anchor chart (example for teacher reference) (from Module 3, Unit 3, Lesson 1, Closing and Assessment A)
• Characteristics of Effective Argument Writing anchor chart (one for display; from Module 3, Unit 3, Lesson 1, Closing and Assessment A)
• Independent Literary Argument Writing Plan graphic organizer (example for teacher reference) (from Module 3, Unit 3, Lesson 7, Work Time B)
• Independent Argument Evidence note-catcher (example for teacher reference) (from Module 3, Unit 2, Lesson 11, Work Time B and C)
• Model Literary Argument Essay: Annotated (example for teacher reference) (from Module 3, Unit 3, Lesson 1, Work Time B)
• Argument Writing checklist (example for teacher reference) (from Module 3, Unit 3, Lesson 1, Work Time B)
• Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Work Time A)
• Module 3 End of Unit 2 Assessment: Revise Narrative Writing for Pronoun Use and Sentence Variety (returned with feedback; from Lesson 13)
• Two Roads (text; one per student; from Module 3, Unit 1, Lesson 1, Opening A)
• Independent Literary Argument Writing Plan graphic organizer (one per student; from Module 3, Unit 3, Lesson 7, Work Time B)
• Independent Argument Evidence note-catcher (one per student; from Module 3, Unit 2, Lesson 11, Work Time B)
• Model Literary Argument Essay (one per student; from Module 3, Unit 3, Lesson 1, Work Time A)
• Argument Writing checklist (one per student; from Module 3, Unit 3, Lesson 1, Work Time B)
• Track Progress folders (one per student; from Module 1, Unit 1, Lesson 15-16, Closing and Assessment A)
• Writing Record (one per student; from Module 2, Unit 1, Lesson 12, Closing and Assessment A)
• Mid-Unit 3 Assessment: Write a Literary Argument Essay: Annotated (example for teacher reference) (see Assessment Overview and Resources)
• Grade 6 Argument Writing Rubric ( see Tools Page )
• Entrance Ticket: Unit 3, Lessons 8-9 (one per student)
• Lined paper or devices with word-processing software (one per student)
• Mid-Unit 3 Assessment: Write a Literary Argument Essay (one per student and one for display; see Assessment Overview and Resources)
• Track Progress: Argument Writing (one per student)
• Sticky notes (three per student)
• Performance Task Recording: Text List (one per student; see Performance Task Overview and Resources)

Each unit in the 6-8 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 students' understanding of what they accomplished through supported, standards-based writing.

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