After the end of unit 2 assessment there is time

• After the End of Unit 2 Assessment, there is time dedicated for Independent Reading.
Pick up where you left off with the launch of independent reading or do a check-in. See
the Launching Independent Reading in Grades 6-8: Sample Plan (stand-alone document
on EngageNY.org) for possible activities.
• In advance: Post vocabulary terms and definitions:
–
concur : agree
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critical : very important
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DDT, DDE, Dieldrin : pesticides and chemicals used by growers
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reckless : not considering risk
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enacted : passed
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blatant : easy to see
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indiscriminate : without considering the harm this might cause
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residues : remaining chemicals
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insecticides : chemicals that kill insects
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nerve gas : poisonous gas that affects the brain
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carcinogens : cancer-causing
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wakes : funerals
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plague : disease that causes death and spreads rapidly
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M2A:U2:L8 • June 2014 •
2

GRADE 7: MODULE 2A: UNIT 2: LESSON 8
End of Unit Assessment: Analyzing the Structure
of Chávez’s Wrath of Grapes Speech
Lesson Vocabulary Materials
concur, critical, DDT, DDE,
Dieldrin, reckless, enacted,
blatant, indiscriminate, residues,
insecticides, nerve gas,
carcinogens, wakes, plague
• Vocabulary words and definitions (posted)
• Assessment Text: Wrath of Grapes speech (excerpts; one per student)
• End of Unit 2 Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech (one per student)
• End of Unit 2 Assessment: Analyzing the Structure of Chávez’s Wrath of Grapes Speech (Answers, for
Teacher Reference)
Opening Meeting Students’ Needs
A. Entry Task: Reading “Wrath of Grapes” speech (10 minutes)
• As students enter, distribute the Assessment Text: “Wrath of Grapes” speech (excerpt). Tell them that
today they will show you how much they have learned about analyzing the structure of a speech by
completing an assessment of this text. Ask students to silently read the speech to themselves, using the
posted vocabulary and circling words they do not know.
• After students have read the speech, answer any clarifying questions about vocabulary. Make sure that
students notice when Chávez is giving this speech: It is May 1986, a few years after his Commonwealth
Club Address. Remind students that in the previous speech, Chávez called for a renewal of the grape
boycott. As he gives this “Wrath of Grapes” speech, the grape boycott is continuing.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M2A:U2:L8 • June 2014 •
3

GRADE 7: MODULE 2A: UNIT 2: LESSON 8
End of Unit Assessment: Analyzing the Structure
of Chávez’s Wrath of Grapes Speech
Work Time Meeting Students’ Needs
A. End of Unit 2 Assessment (20 minutes)
• Tell students that today they get to demonstrate their progress on the learning targets:
*