1. GRADE 5, MODULE 2A: UNIT 1, LESSON 6
MID-UNIT ASSESSMENT: ANALYZING AN INTERVIEW WITH A RAINFOREST SCIENTIST

2. 3. Closing and Assessment
AGENDA
1. Opening
A. Review Learning Targets (5 minutes)
B. Review How Scientists Communicate
Research about the Rainforest and Features of
Informational Text (10 Minutes)
2. Work Time
A. Mid-Unit Assessment (30 minutes)
B. Mid-Unit Tracking My Progress: Reflecting on
Learning (10 minutes)
3. Closing and Assessment
A. Debrief: Sharing Reflections on Learning
Targets (5 minutes)

3. Review Learning targets: 1
Review Learning targets: 1. “I can identify the main idea of an interview,”
identify
main idea
2. “I can determine the meaning of new words from context in an interview about research in the rainforest,” and
meaning
context
3. “I can analyze the features of an interview and how they help readers.”
analyze

4. Main Idea vs. Gist
They 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.

5. 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.

6. 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.

7. 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?

8. 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.

9. Learning target:
1. “I can reflect on my learning about the rainforests and about the features of informational texts.”
What does reflect mean in this context?

10. Self-Assessment
Please skim the Mid-Unit Tracking My Progress sheet as your teacher passes them out.
Please complete independently.

11. 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.

12. Homework
No ELA homework tonight. 