GRADE 5, MODULE 2A: UNIT 1, LESSON 9 END-OF-UNIT 1 ASSESSMENT: COMPARING AND CONTRASTING TEXTS ABOUT BIODIVERSITY IN THE RAINFOREST.

Slides:

Advertisements

Similar presentations

The Central Idea of Informative Text

Advertisements

APS Teacher Evaluation Module 7: Preparing for My Mid-Year Conversation.

GRADE 5, MODULE 2A: UNIT 1, LESSON 8

Analyzing a Model Essay: “Challenges Facing a Lost Boy of Sudan”

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

Grade 5: Module 1: Unit 2: Lesson 16

Building background knowledge: The Lost boys of Sudan

Analyzing Douglass’s Purpose

Writing an Argumentative Essay

Inferring About Character: Atticus (Chapter 5)

January th grade. Tuesday 10 th grade 4 th period  You need your language books.

I can summarize key articles of the UDHR from previous learning

Mid-Unit 3 Assessment and Planning the Two-Voice Poem

Grade 5, Module 1: Unit 2, Lesson 13

Framing Lyddie’s Decision and Practicing Evidence Based Claims

Speech Structure: Unions as Agents of Change— Part 2

Grade 5 Module 2A Unit 1 Lesson 1. I can listen effectively to my partner when sharing.

“Charting the Course Together” Implementing the Common Core State Standards -Mathematics- Middle School Leadership Teams February 6, 2014.

Grade 5, Module 1: Unit 2 Lesson 15

Module 1 Unit 2 Lesson 6 COMPARING HISTORICAL AND FICTIONAL ACCOUNTS: SECOND SUDANESE CIVIL WAR (CHAPTERS 14 AND 15, PLUS REREADING “TIME TRIP”)

Student-Centered Coaching Instructional Design and Assessment Presented by Diane Sweeney Author of: Student-Centered Coaching (Corwin, 2010), Student-

GRADE 5, MODULE 2A: UNIT 1, LESSON 4

Analyzing Douglass’s Purpose.  Opening ◦ Entry Task: Roots, Prefixes, Suffixes (5 minutes) ◦ Reviewing Learning Targets (2 minutes)  Work Time ◦ Third.

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

End of Unit 2 Assessment, Part 1a: Writing Body Paragraphs

Lesson Guides for EAL B10L Lesson 4. Students will write at least half a page in their journals, and will spend 80% of time their time writing. Students.

ELA Teaching is the Core Day 2 June 25, Think Back… Think back to our first meeting on May 4 th Turn and talk to a neighbor about what you remember.

GRADE 5, MODULE 1: UNIT 2, LESSON 6 Contrasting Two Settings

Module 1: Unit 2: Lesson 19 End of Unit 2 Assessment, Part 2: Revise Essay Drafts.

Building Context for the Narrative: The Abolition Movement

Launching the Performance Task: Planning the Two-Voice Poem

Poetry Analysis: Small Group Practice.  Opening ◦ Entry Task: “Black Woman” (10 minutes)  Work Time ◦ Partner Reading of “slaveships” (30 minutes) 

Module 1 Unit 2 Lesson 7 CONSIDERING AUTHOR’S PURPOSE: COMPARING FICTIONAL AND HISTORICAL EXPERIENCES OF THE SECOND SUDANESE CIVIL WAR (CHAPTERS 14 AND.

How to Read a Poem: “The Negro Speaks of Rivers”.

Analyzing the Content of a Model Essay:

GRADE 5, MODULE 1: UNIT 2, LESSON 3 inferring about characters based on how they respond to challenges Learning Targets I can answer comprehension questions.

LEARNING TARGETS I CAN ANSWER COMPREHENSION QUESTIONS BASED ON TEXT FROM ESPERANZA RISING THAT I HAVE READ INDEPENDENTLY. I CAN SUMMARIZE THE MAIN IDEAS.

Grade 5: Module 1: Unit 2: Lesson 18

Grade 5: Module 1: Unit 2: Lesson 17 Paragraph Writing, Part II.

Grade 6 Module 1 Unit 1 lesson 3.

GRADE 5, MODULE 2A: UNIT 1, LESSON 10

Today is Thursday, November 5, 2015  You will need your: ◦ Writing utensil ◦ Planner and ◦ Language Arts journal ◦ SpringBoard book ◦ Turn in your homework.

 I can relate decimal and fraction multiplication.

End of Unit Assessment: Individual Sections of Readers Theater script.

Module 1: Unit 2: Lesson 16 End of Unit 2 Assessment, Part 1b: Writing Introduction and Conclusion.

Welcome! Junior English! 5/16/2012 WHEN YOU ENTER THE ROOM COPY YOUR AGENDA AND OBJECTIVES AND BEGIN YOUR SSR SSR Agenda/ Objectives Warm-up: Ted Talk:

End of Unit 2 Assessment, Part 1: Drafting The Argument Essay.

In your journals on the next empty space write the date and “Do Now,” then answer these questions: Which way do parallels of latitude run? And which way.

GRADE 5, MODULE 1: UNIT 2, LESSON 4 Inferring About Characters Based on How They Respond to Challenges Learning Targets I can answer comprehension questions.

Turn in the seminar reflection if you completed it over the weekend.

Module 1, Unit 3, Lesson 1 Learning Targets

Please take a seat with no more than 8 people at each table.

C-Day September 28, 2017 D-Day September 29, 2017

Welcome Today is Tuesday, November 3, 2015 You will need your:

6th Grade Odyssey 2/13-2/17 Mon: Verbs Work, Harry Potter Text Study

How to respond to sentence strips Function and forms

Socratic Seminar Day! Warm Up: (5 Minutes)

How to respond to sentence strips Function and forms

Grade 6: Module 1: Unit 1: Lesson 5 Inferring about Character: Close Reading of The Lightning Thief (Chapter 3)

How to respond to sentence strips Function and forms

How to respond to sentence strips Function and forms

Group Talk Feedback – A focus on the individual

Group Talk Feedback – A focus on the individual

SEMI Journal 2/5/18 Continue on last week’s journals.

9/10 - 9/14 Olivia Hardison.

Module 3 Unit 1: Lesson 4 Mid-Unit assessment:

Warm-Up During our last class session, we completed a 10-minute paper in class. What were the three main parts of that paragraph? Which sentence frames.

Describing Distribution

In order to make progress over the next two lessons I will:

Title: 9-Week Progress Check

Presentation transcript:

GRADE 5, MODULE 2A: UNIT 1, LESSON 9 END-OF-UNIT 1 ASSESSMENT: COMPARING AND CONTRASTING TEXTS ABOUT BIODIVERSITY IN THE RAINFOREST

AGENDA A. Review Learning Targets (5 minutes) 1. Opening A. End of Unit Assessment: Analyzing a Text about a Rainforest (40 minutes) B. End of Unit Tracking My Progress: Reflecting on Learning (10 minutes) 2. Work Time A. Exit Ticket (5 minutes) 3. Closing and Assessment

End of Unit Assessment Today, you are going to take the End of Unit Assessment, so you can show… – all you have learned about rainforests of the Western Hemisphere; – what you know about how scientists communicate their research; and – the different types of informational texts that helped you learn more about the rainforests.

1. I can determine the main ideas in informational texts about rainforests of the Western Hemisphere. 2. I can compare and contrast the features of different informational texts about rainforests. 3. I can express my opinion about types of informational texts in writing. 4. I can use details to support my opinion. 5. I can reflect on my learning about informational texts and the rainforests. * express—share ideas through writing * opinion —what I think; my own feelings about something * details—specific ideas; supporting facts/information * support—use details/information from sources to justify/explain thinking

End-of-Unit Assessment (40 minutes) Today you will read a new piece of informational text about the rainforest. You will respond to some questions about this text, as well as the other informational texts you have read/viewed throughout this unit. This is an “open book” assessment, which means you may use your resources, but must work on your own. You may use your journal notes, other texts, and all anchor charts to support your responses to questions/prompts.

End-of-Unit Assessment (40 minutes) Today you will read a new piece of informational text about the rainforest. You will respond to some questions about this text, as well as the other informational texts you have read/viewed throughout this unit. This is an “open book” assessment, which means you may use your resources, but must work on your own. You may use your journal notes, other texts, and all anchor charts to support your responses to questions/prompts. At this time, you should receive your assessment. Good luck!

1. “I can determine the main ideas in informational texts about rainforests of the Western Hemisphere,” and 2. “I can compare and contrast the features of different informational texts about rainforests.” Learning targets: What do the words in red mean?

Self-Assessment Please skim the End of the 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 End of the 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.

“If you could meet one of the scientists we read about in our informational texts, what question about the rainforest would you want to talk with her/him about? Why?” 1.Write on your own. 2.Share with your neighbor. 3.Share with the class. 4.Hand in to your teacher.

Is there anything you still w ant to learn or w onder about the rainforest? KWLKWLKWLKWL