Begin to think about the figurative language, word choice, and themes of adversity in this text. Mid-Unit-Assessment: Theme, Figurative-Language, and Word-Choice in Good Masters! -    Within each group of eight, form partnerships of students who  read the same monologue in Lesson 7. Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it. For users of the EL Education K-5 Language Arts Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution 4.0 International License (CC BY). (3 minutes) 4. There are Distribute materials to the triads working on each monologue: Explain that students will have 8 minutes to work with their triads to discuss and record their best responses to the text-dependent questions. Creative Commons Attribution 4.0 International License (CC BY). Each inch on the ruler is divided into eighths. (L.6.5). A. Invite students to sit in their Jigsaw triads. (from Unit 3, Lesson 2) 1. OTHER QUIZLET SETS. Start studying Unit 2 Assessment. Students begin this lesson in a whole-class discussion of their homework from "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter." Choose from 500 different sets of freedom reading 2 flashcards on Quizlet. '", * "I can analyze how a single stanza adds to the whole mongue.". D 1. It is not as poetic as some of the other monologues. Begin to think about the figurative language, word choice, and themes of adversity in this text. Today, students will form groups of eight. Post: Learning targets on charts around the room. (RL.6.5), I can analyze figurative language, word relationships, and nuances in word meanings. Today, they will show how well they have mastered these targets on an independent assessment. Ask them to read aloud their monologue for a final time with their triads. 2 1˜lately 2˜for 3˜yet 4˜already 5˜ever 6˜never 7˜recently 8˜at the moment 3a 1˜Where do 2˜What do 3˜Where’s 4˜Who’s 5˜How 6˜Do 7˜What’s 8˜Are 3b A˜ 1 B˜8 C˜2 D˜ 5 E˜7 F˜3 G˜6 H˜4 Unit 2 VOCABULARY 1 Page 16 1 1˜EPIC 2˜MYTH 3˜LEGEND 4˜FABLE 5˜NOVEL 6˜SAGA 7˜TALE A M Y T H I F O Sample answers: rectangle, square, equilateral triangle 3. Consider providing time over multiple days if necessary. Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? Sweet Ladies! (one per student). ... Mid-Unit-Assessment, Part 2: Summarizing, Analyzing and Discussing Research 1 hour. Circulate and listen as triad members read. Also provide support to partners needing help with the organization of their materials. Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc. Tell us what's going well, share your concerns and feedback. Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it. Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). Share that the text-dependent questions focus on the author's use of figurative language and word choice to create tone. How has Laura Amy Schlitz made choices in her writing to make that happen?". ... Students read the monologue “Pask, the Runaway” in Good Masters! Tell students that today they will discuss this dialogue as a whole group. Mid-Unit Assessment Monday, Feb. 26 Monday, February 26, 2018 Objectives: I can read the monologue “Pask, the Runaway” for flow and for gist. As students share ideas about themes of adversity in "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter," listen for adversities such as: "hatred and prejudice toward Jews," "religious persecution," and "bullying of religious groups and individuals.". Invite each person in the pair to choose three question strips for themselves. Penns Valley Publishers ©2017 ge 2 Answer Key – Unit 1 – Test 2 – Lessons 3 - 5 Multiple Choice (21 pts.) I can interpret figures of speech in context. 4. Abolitionist societies quickly mobilized to prevent the capture of runaway from HIS 1 at Trevecca Nazarene University ... Find answers to commonly asked questions and contact our team. They also serve as note-catchers for class discussions. In this mid-unit assessment, students read the monologue "Pask, the Runaway" in Good Masters! Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc. Tell us what's going well, share your concerns and feedback. If students receive accommodations for assessment, communicate with the cooperating service providers regarding the practices of instruction in use during this study, as well as the goals of the assessment. If students receive accommodations for assessment, communicate with the cooperative service providers regarding the practices of instruction in use during this study as well as the goals of the assessment. Their work culminates with each partnership presenting to their group of eight, thus giving all students a recap of the 4 monologues. Sweet Ladies! For example, students would begin with question strip 1 and summarize their monologue by providing background information about the character and storyline. The translation is 4 units down and 3 to the left. Consider placing students in heterogeneous groupings for their triad work based on individual strengths and needs. Read “Pask, the Runaway” as a preview of the text you will be using in the Mid-Unit 2 Assessment in Lesson 8. ", excerpt, assessment, flow, gist, theme, figurative language, word choice, tone, stanza, * "I can read the monologue 'Pask, the Runaway' for flow and for gist. Prepare for Mid-Unit assessment by reading "Towns and Freedom" page 64-65 and "Pask the Runaway" pages 62-63. Tracing paper may be useful. Name a segment that is a diameter. 3. This, perhaps, reflects the idea that Pask was born in a lower social class. Answers vary. page 6 Exercise 4 Students’ own answers 1D Grammar Verb patterns Exercise 1 page 7 1 going out 2 to see 3 to watch 4 to finish 5 laughing 6 to go 7 to help 8 doing Exercise 2 page 7 1 studying 2 to learn 3 doing 4 studying 5 to go out 6 taking 7 going 8 lying Exercise 3 page 7 How long is it? This lesson is the second day of a two-part Jigsaw meant to help prepare students for the Mid-Unit 2 Assessment in Lesson 8. Mid-Unit Assessment: Part 1, Theme of Adversity . Themes of Adversity in "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter" (4 minutes), B. Unpacking Learning Targets (2 minutes), A. Attend the Standards Institute. Catch up on any missing workbook pages. (3 minutes) 4. Two students from each of the monologues should be in each group. Sweet Ladies! Each pair that read the same monologue will form a partnership. Ask students to reflect on each learning target as you read it aloud. ", * "If this stanza or sentence were removed, how would the tone be affected? For example, one group of eight would have two students who read about Constance, two students who read about Lowdy, two students who read about Otho, and two students who read about Will. ", * "What is another word the author could have used to create a similar tone? Sweet Ladies! -    Mid-Unit Assessment: Part 1, Themes of Adversity. If students struggle, ask probing questions such as: Tell students that the work they did in the previous lesson and the work they do today will prepare them for the mid-unit assessment in Lesson 8. Circulate and encourage collaboration and discussion of the question strips. This unit in the Big Era timeline 8 Lesson 1: The Great Dying tT 9 Lesson 2: Animals, Plants, People, and Goods on the Move Moved Between Hemispheres In Both Directions. I can determine a theme based on details in the monologue "Pask, the Runaway. Jigsaw, Part 2: Good Masters! Tell students that "Pask, the Runaway" is written in prose. I can determine the meaning of literal and figurative language (metaphors and similes) in literary text. Read the other three monologues from the Jigsaw. Tell them that the number on the question strip identifies the order in which information should be presented. Chart paper for Learning Targets Stars and Steps chart (5 charts; one for each target; see Teaching Notes). After 35 minutes, collect the assessments. Read "Pask, the Runaway" as a preview of the text you will be using in the Mid-Unit 2 Assessment in Lesson 8. figurative language, literal language, monologue, dialogue, word choice, tone, stanza, * "I can analyze how the author's word choice affects the tone of the monologue. Download Lesson Related Resources. Explain that the assessment will ask them to do many of the things they have done in previous lessons. * "I can analyze how a single stanza adds to the whole monologue.". Attend the Standards Institute. Ask them to consider whether the target is a "star" or a "step." Each student should understand that he or she brings individual strengths to the group: strong reading skills, writing skills, discussion facilitation, creativity, etc. Sweet Ladies! Creative Commons Attribution 4.0 International License (CC BY). Sweet Ladies! I’m still uploading Bluehost tutorials. 1 a 2 c 3 e 4 b Challenge! A. Unpacking Learning Targets (2 minutes), A. 2. Lesson ELA / G6 / M3B / U2 / lesson 5. ELA Grade 6 Curriculum Map. Mid-Unit Assessment: Theme, Figurative Language, and Word Choice in Good Masters! Name a segment that is a radius. This assessment will ask them to read a new monologue and determine the theme of adversity, identify and interpret figurative language, and analyze how an author's word choice creates tone. Answer: Two (Page 2) Answer: A leather bracelet (from a horse rein) (Page 5) ... Keystone C Unit 2 Reading 1, The Train to Freedom (+pictures) fugitive. 20 terms. Direct students' attention to the posted learning targets and invite them to read the targets with you: Explain that students will continue working in Jigsaw triads to analyze the author's word choice, tone, and text structure. Students should present in the order of the monologues in. Order printed materials, teacher guides and more. (RL.6.2) Title of Monologue: _____ “Pask, the Runaway” _____ Directions: Read the monologue “Pask, the Runaway” on pages 62 and 63 in Good Masters! The reection is across a horizontal line through point . The set of governing natural processes that keep Earth habitable by preventing Earth from entering the runaway icehouse and runaway greenhouse climate states. ", * "What type of figurative language is this an example of? Learn vocabulary, terms, and more with flashcards, games, and other study tools. I can distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.. Matching (20 pts.) Students will independently answer selected response questions, then discuss their answers with their triads. Consider revisiting learning targets throughout the lesson so that students can connect their learning with the activity they are working on. Ask them to write their name on each of the sticky notes. Homework: "Jacob and Petronella" p.50, "Pask, the runaway" p.62 M 2/1: M2 U2 Lesson 4 and 5: Close read and analyzing "Taggot, the Blacksmith's Daughter" W 2/3: asynchronous poet laureate Review to see how well they understand the development of themes of adversity, the use of figurative language, and how the author's word choice creates tone. ... Students prepare for their Mid Unit-2 Assessment. If you have students who are not mastering these skills, consider pulling them for small strategy group sessions during the assessment time in Lesson 8. Learners work independently to identify the theme and answer questions about Pask, the Runaway. Also share that the questions ask students to analyze how a particular sentence or stanza contributes to the development of theme. ... Find answers to commonly asked questions and contact our team. Jigsaw, Part 2: Good Masters! 2. Thursday: Classwork: Take M2:U2: Mid-Unit Test. Note that their discussions analyzing theme, figurative language, and word choice helped them to understand how the author of. Anchor charts, such as the Themes of Adversity chart, provide a visual cue to students about the themes in the monologues. Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? ", I can determine the meaning of figurative language in the monologue "Pask, the Runaway. The four monologues involved in the Jigsaw were "Will, the Plowboy," "Constance, the Pilgrim," "Otho, the Miller's Son," and "Lowdy, the Varlet's Child.". (RL.6.4), I can analyze how an author's word choice affects tone and meaning in a literary text. Ryan_a09. The practice questions and answers are not intended to demonstrate the length of the actual test, nor should student responses be used as an indicator of student performance on the actual test. For users of our Grades 6-8 ELA Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). They are asked to determine the themes of adversity, identify and interpret figurative language, and consider how the author's word … As long as all of the 5-PS1 standards were taught in your class, this assessment should work for any class. ... Students read the monologue “Pask, the Runaway” in Good Masters! I can determine a theme based on details in the monologue “Pask, the Runaway". Learn freedom reading 2 with free interactive flashcards. Also let students know they will have an opportunity to present their Jigsaw monologue to their peers. Themes of Adversity anchor chart (begun in Lesson 2), Text-Dependent Questions for "Constance, the Pilgrim" (for Jigsaw, Part 2) (one per student in two triad groups), Text-Dependent Questions for "Lowdy, the Varlet's Child" (for Jigsaw, Part 2) (one per student in two triad groups), Text-Dependent Questions for "Otho, the Miller's Son" (for Jigsaw, Part 2) (one per student in two triad groups), Text-Dependent Questions for "Will, the Plowboy" (for Jigsaw, Part 2) (one per student in two triad groups), Themes of Adversity graphic organizer from Jigsaw, Part 1 (from Lesson 6), Figurative Language graphic organizer: Jigsaw, Part 1 (from Lesson 6), Jigsaw question strips (one set per Jigsaw partnership), Jigsaw, Part 2 task card (one per Jigsaw partnership), Remind students that for homework they were to complete the Themes of Adversity graphic organizer for "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter.". Matching game, word search puzzle, and hangman also available. Grade 6 Module, 2B Unit 2, Lesson 9 Bilingual Language Progressions These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. legacy or tradition. Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? Careful attention to learning targets throughout a lesson engages, supports, and holds students accountable for their learning. In advance: Consider students who need testing accommodations: extra time, separate location, scribe, etc. The Runaway Jury Short Answer Test - Answer Key John Grisham This set of Lesson Plans consists of approximately 138 pages of tests, essay … Remind students that in Module 1, they learned that authors use several ways to help their readers understand and get to know characters: actions, dialogue, inner thoughts, etc. Sweet Ladies! runaway, someone who is escaping the police. Sweet Ladies! Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? The targets also provide reminders to students and teachers about the intended learning behind a given lesson or activity. Begin to think about the figurative language, word choice, and themes of adversity in this text. Solution 1. A. Problem 3 (from Unit 1, Lesson 2) 1. (RL.6.4), I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. Sweet Ladies! Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? (RL.6.4), I can analyze how an author's word choice affects tone and meaning in a literary text. Distribute the following to each student: Tell students that in this assessment, they will focus on the monologue they read last night for homework: "Pask, the Runaway" from, Remind them of all of their great discussions in the previous lessons. (See supporting materials). I will also upload the video on YouTube soon. Mid-Unit Assessment: Theme, Figurative Language, and Word Choice in Good Masters! Homework: Prepare for test. ELA / G6 / M2B / U2 / lesson 9. Mid-Unit Assessment: Part 1, Theme of Adversity Name: Date: Long-Term Learning Targets Assessed: I can determine a theme based on details in a literary text. Jigsaw, Part 1: Good Masters! After scoring the assessment with the Unit 2 Assessment Answer Key I completed the Data Analysis Unit 2 Assessment form so I could note any strengths and weaknesses. (RL.6.5), I can analyze figurative language, word relationships, and nuances in word meanings. '", * "I can analyze how the author's word choice affects the tone of the monologue 'Pask, the Runaway. I can use the relationship between particular words to better understand each of the words. Sweet Ladies! ", * "I can present to my peers themes of adversity, figurative language and interpret its literal meaning, how word choice affects tone, and how a stanza contributes to theme in a monologue. M01 Chapter 2 Quiz. Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA).

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