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ELA G4:M4:U1:L9

End of Unit Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day

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The Foundational Reading and Language Standards Resources Package for Grades 3–5

Use this guide to build additional literacy blocks alongside the module lessons.

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We updated this lesson in June 2014 based on teacher feedback. We recommend that you reprint this lesson if you previously downloaded it. To see the specific aspects of this lesson that were updated, please refer to the update summary.

Long Term Learning Targets

  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6)

Supporting Targets

Learning TargetsOngoing Assessments
  • I can compare and contrast a firsthand and secondhand account of the 2009 presidential inauguration.
  • End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day
  • Tracking My Progress, End of Unit 1 recording form

Agenda

AgendaTeaching Notes

1. Opening

A. Reviewing Firsthand and Secondhand Accounts (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reviewing the Assessment Format (5 minutes)

B. End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day (40 minutes)

3. Closing and Assessment

A. Tracking My Progress (5 minutes)

4. Homework

  • The heart of Lessons 7–9 is RI.4.6. The two texts used in this assessment were selected for students to read and compare on-demand and independently. They represent contemporary content and grade-level appropriate Lexile measures. The texts are intentionally easier than the complex primary source firsthand account students worked with during Lessons 7 and 8 (with teacher support).
  • This assessment contains several short response questions. Students’ answers may vary; the answer key provides a variety of possible answers.
  • In advance: Review and give feedback to students on their Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording forms.
  • Consider providing some periodicals or other short texts for students to silently read if they finish the assessment early.

Vocabulary

VocabularyMaterials

compare, contrast, firsthand account, secondhand account, inauguration

 

  • Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial Recording Forms (from Lesson 8, with feedback from teacher to each student)
  • End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day (one per student)
  • Tracking My Progress, End of Unit 1 recording form (one per student)
  • End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day (answers, for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Reviewing Firsthand and Secondhand Accounts (5 minutes)

  • Review Lesson 8 homework with students: “Find examples of firsthand and secondhand accounts outside of the class. Be prepared to share them in the opening of Lesson 9.”
  • Ask students to Think-Pair-Share:

*   How did you determine whether a text was a firsthand account or a secondhand account? Give examples from the texts you found.

  • Distribute students’ work with feedback from Lesson 8, Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording forms.
  • Review the difference between firsthand (the author witnessed the event) and secondhand accounts (the author researched the event). Address any misunderstandings and make any clarifications that are needed based on students’ work from Lesson 8.
  • Depending on the needs of your class, you may spend more time reviewing the comparison of firsthand and secondhand accounts.

B. Reviewing Learning Targets (5 minutes)

  • Post the following learning target:

*   “I can compare and contrast a firsthand and secondhand account of the 2009 presidential inauguration.”

  • Read the learning target aloud and ask students to turn to a partner discuss what they think the target means and any unfamiliar words. Students should be familiar with the words compare, contrast, firsthand account, and secondhand account. Ask pairs to share out their thinking.
  • Tell students that today they will demonstrate their ability to compare and contrast firsthand and secondhand accounts of the same event.
  • Check that all students understand the meaning of inauguration. Tell them that on this day every four years, after a president has been elected, the winner officially takes office and starts his or her term. Explain that today students will read two texts (a firsthand and a secondhand account) about the 2009 presidential inauguration.

Note: Because this is an assessment, do not explain more about the event itself or the texts that students will be reading.

Work Time

Work TimeMeeting Students' Needs

A. Reviewing the Assessment Format (5 minutes)

  • Distribute a copy of the End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day to each student.
  • Review the format of the assessment with students, particularly because this assessment has a different format from that of previous assessments in the modules. In particular, review Part III, in which students use the Venn diagram to compare the texts from Parts I and II.
  • Remind students of the importance of reading the directions and clarify any confusion before beginning the assessment.
  • Most students should be comfortable with the format of this assessment based on their work in Lesson 8; however, for students who need additional support in taking summative assessments, you may consider explicitly modeling Part II of this assessment using the provided example.

B. End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of Inauguration Day (40 minutes)

  • Give students 40 minutes to work. Circulate to observe test-taking strategies, and record observations for future instruction. For example, are students going back to the text to look for answers? Do they appear to be reading the text completely? Are they annotating the text? This information can be helpful in preparing students for future assessments and standardized tests.
  • If students finish this assessment early, have them select a periodical or short text for silent reading.
  • Allow ELLs additional time to complete their assessment. They will receive extra time on the New York State assessment.

Closing & Assessments

Closing

A.  Tracking My Progress (5 minutes)

  • Ask students to reflect on the following learning target and then record their progress using the Tracking My Progress, End of Unit 1 recording form

*   “I can compare and contrast a firsthand and secondhand account of the 2009 presidential inauguration.”

  • Collect the Tracking My Progress sheet and use it along with the assessment to determine students’ progress toward RI.4.6.

Assessment

Homework