GRADE 5, MODULE 2A: UNIT 1, LESSON 6

GRADE 5, MODULE 2A: UNIT 1, LESSON 6

MID-UNIT ASSESSMENT: ANALYZING AN

INTERVIEW WITH A RAINFOREST SCIENTIST

AGENDA

•A. Review Learning Targets (5 minutes)•B. Review How Scientists Communicate•Research about the Rainforest and

Features of•Informational Text (10 Minutes)

1. Opening

•A. Mid-Unit Assessment (30 minutes)•B. Mid-Unit Tracking My Progress:

Reflecting on•Learning (10 minutes)

2. Work Time

•A. Debrief: Sharing Reflections on Learning

•Targets (5 minutes)3. Closing and

Assessment

Review Learning targets: 1. “I can identify the main idea of an interview,”

identify

2. “I can determine the meaning of new words from context in an interview about

research in the rainforest,” and 3. “I can analyze the features of an interview and how they help readers.”

main idea

meaningcontext

analyze

Main Idea vs. GistThey are very similar…but main idea is synonymous with the key or central point of a text. It is a little different from the gist since gist is a more general sense of what a passage is mostly about.

Assessment Today

…but first, we’ll take 10 minutes to review.

In a triad (group of 3), first look at your Rainforest KWL charts. Please consider and discuss: “What did I learn about rainforests?”

Each triad will share at least one thing with the class.

Assessment Today• In your triad, review the Features of

Informational Text anchor chart and your Venn diagram comparing the features of interviews and articles and discuss the following with your triad:

1. “What is similar and what is different about interviews and articles as informational text?”

2. “What specific features of informational text did you notice in the interview? In the article?”

3. “Which features helped you the most to understand the information in the text? Why? What is the connection to your Learning Style?”

Each triad will share at least one thing with the class.

Analyzing an Interview with a Rainforest Scientist (30 minutes)

• Please quickly scan the assessment as I distribute it- Mid-Unit Assessment: Analyzing an Interview with a Rainforest Scientist and - “Live Online Interview with Eve Nilson” (one per student)

• Note: Please know that you will not read the entire article for your assessment. You just read through Eve’s answer “Rain forests receive large amounts of rain every year . . . hot spot for biodiversity.” Please put a line and the word STOP in the interview so you know where to stop.

• Any questions?

Analyzing an Interview with a Rainforest Scientist (30 minutes)

• Please work quietly and independently on - Mid-Unit Assessment: Analyzing an Interview with a Rainforest Scientist and - “Live Online Interview with Eve Nilson”

• Note: Stop after Eve’s answer “Rain forests receive large amounts of rain every year . . . hot spot for biodiversity.”

• If you finish the assessment early, you may do the following: – 1. Add to the L column of your KWL charts: new information your learned

from the Eve Nilson interview. – 2. Read the rest of the article. – 3. Work on your glossaries in your journal. You may add new words from the

“Online Interview with Eve Nilson” that you just read for the Mid-Unit Assessment, or add synonyms, phrases and/or pictures to any words you have not had time complete.

1. “I can reflect on my learning about the rainforests and about the features of informational texts.”

Learning target:

What does reflect mean in this context?

Self-Assessment

• Please skim the Mid-Unit Tracking My Progress sheet as your teacher passes them out.

• Please complete independently.

Self-Assessment• With a partner, share your reflections you

made on your Mid-Unit Tracking My Progress.• Each group will share out at least one

reflection.• You will turn them in to your teacher after the

group share.

Homework• No ELA

homework tonight.