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Grade 6: Module 1: Unit 1: Lessons 15–16
How It Builds on Previous Work
In the previous lesson, students prepared for this assessment by completing the Text- Based Discussion note-catcher with evidence of how Percy responds to and changes as a result of the events of the first half of the novel. In the assessment, they discuss their ideas about what readers can learn about Percy’s character by how he responds to the struggles he has faced and also consider which events so far in the novel were most significant.
Support All Students
As before, continue to be mindful about the issues and characterizations noted previously that may be sensitive for students or with which some students may connect personally or deeply. Monitor students, and determine if there are issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently. Be aware that reflections may be personal, and students are not required to share them.
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 more than the time allotted to complete the assessment. Assessment Guidance
End of Unit 1 Assessment: Text-Based Discussion: The Lightning Thief, Chapters 1–12 (for students) and End of Unit 1 Assessment: Teacher Scoring Materials are included in the Assessment Overview and Resources.
When assessing and providing feedback to students on this assessment, use the Collaborative Discussion checklist (see Assessment Overview and Resources) to help complete the student Track Progress recording form. Make notes in the appropriate column for each criterion in a di erent color than student responses. There is also space provided to respond to student comments.
In this assessment, students track progress toward anchor standard SL.1: Prepare for and participate e ectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing my own clearly and persuasively. Specifically, students are working on substandards a and b, being prepared and using evidence from the text to support ideas and follow discussion norms.
Down the Road
In the next lesson, students begin Unit 2, during which they continue reading excerpts from the novel, focusing on Percy’s character and themes in comparison to the Greek myths to which they’ve been introduced through the novel.
In Advance
Ensure Mid-Unit 1 Assessments with feedback are available for each student at tables.
Review the student tasks and examples answers to become familiar with what students
are required to do in the lesson (see Materials list).
Review the Socratic Seminar protocol.
Prepare:
– End of Unit 1 Assessment (see Assessment Overview and Resources), and prepare the room for the Socratic Seminar discussion.
EL Education Curriculum 141
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