GRADE 5, MODULE 2A: UNIT 1,
LESSON 6
MID-UNIT ASSESSMENT: ANALYZING AN
INTERVIEW WITH A RAINFOREST SCIENTIST
AGENDA
1. Opening
2. Work
Time
3. Closing
and
Assessment
• A. Review Learning Targets (5 minutes)
• B. Review How Scientists Communicate
• Research about the Rainforest and
Features of
• Informational Text (10 Minutes)
• A. Mid-Unit Assessment (30 minutes)
• B. Mid-Unit Tracking My Progress:
Reflecting on
• Learning (10 minutes)
• A. Debrief: Sharing Reflections on
Learning
• Targets (5 minutes)
Review Learning targets:
1. “I can identify the main idea of an
interview,”
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 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.
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.
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?
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. 