Page 133 - ELA_CA_HighSchool_Sampler_Flipbook

Previewing Embedded Assessment 2
ACTIVITY 1.15
ACTIVITY 1.15
Learning Targets
• Reflect on concepts, Essential Questions, and vocabulary.
• Identify and analyze the knowledge and skills needed to complete Embedded Assessment 2 successfully.
Making Connections
In the first part of this unit, you explored how point of view presents the reader with a filter or perspective from which to view events. You used Reader Response Criticism to examine a variety of texts to understand how your own perspective
and experiences can affect how you interpret a text. In this part of the unit, you will continue to build reading, writing, and collaborative skills as you apply another literary theory—Cultural Criticism—to your reading. Using the lens of Cultural Criticism, you will interpret texts by analyzing elements of culture, such as religious beliefs, ethnicities, class identification, or political beliefs. By the end of the unit, you will have gained a deeper understanding of the texts you are reading and be prepared to write and present a reflective essay for Embedded Assessment 2.
Essential Questions
Reflect on your responses to the Essential Questions at the beginning of the unit. Would you change your responses now, and, if so, how?
1. How does perspective influence perception?
2. What does it mean to be a stranger in the village?
Developing Vocabulary
Turn to your Reader/Writer Notebook to review the vocabulary and other words you have learned in this unit. Add notes to show increased understanding of terms/ concepts, and identify those words that need additional study.
Unpacking Embedded Assesment 2
Closely read the assignment for Embedded Assesment 2: Writing a Reflective Essay.
Write and present a reflective essay that illustrates an event in which you or someone you know felt like a “stranger in the village” or was perceived as a stranger by some group.
With your class, create a graphic organizer as you “unpack” the requirements of Embedded Assessment 2. What knowledge must you have (what do you need to know) and what skills must you have (what must you be able to do) to be successful on this assignment?
My Notes
PLAN
Suggested Pacing: 1 50-minute class period
TEACH
1 Ask students to think-pair-share responses to the two Essential Questions, considering how their answers have changed since the beginning of the unit.
2 Ask students to find the Embedded Assessment 2 assignment and Scoring Guide. Lead students through a close reading of the assignment, steps, and Scoring Guide criteria. Instruct students to mark the text by underlining or highlighting the skills or knowledge necessary to succeed on the assessment.
3 Closely review the criteria on the Presenting Scoring Guide, located in the Resouces section of the student edition. Clarify any expectations specific to the presenting portion of this Embedded Assessment.
4 Instruct students to summarize/ paraphrase with a partner or small group the skills and knowledge they have underlined or highlighted. As you conduct a large-group discussion, create a web graphic organizer that lists the knowledge and skills.
5 Revisit the web graphic organizer throughout the unit. Pointing students back to the web reinforces the purpose of each activity they are doing and how each activity allows them to practice the skills and knowledge needed for success on the Embedded Assessment.
6 Have students read and respond to the Independent Reading Link.
INDEPENDENT
READING LINK
Read and Respond
In the second half of the
unit, continue your study
of different perspectives by selecting an independent reading text that explores an aspect of culture. You might look at a reading in which
the author examines his or her place in one’s own or another’s culture. Write a brief reflection in your Reader/ Writer Notebook considering the text you have chosen from the perspective of Reader Response Criticism.
ASSESS
9781457304682_TCB_SE_G12_U1_B2.indd 53
12:54 AM
COMMON CORE STATE STANDARDS
Focus Standards:
Unit 1 • Perception Is Everything 53 L.11–12.6: Acquire and use accurately general
Check that students understand the skills and knowledge they need to develop to complete Embedded Assessment 2 successfully.
Evaluate where students’ skills for the Embedded Assessment may need the most support, and focus on those skills in the upcoming activities.
W.11–12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
academic and domain-specific words and phrases, sufficient for reading, writing, 10/3/15 speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ADAPT
Unit 1 • Perception Is Everything 53
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.