Grade 6: Module 3B: Unit 2: Lesson 5: Mid-Unit Assessment: Analyzing Point of View and

Grade 6: Module 3B: Unit 2: Lesson 5
Mid-Unit Assessment: Analyzing Point of View and

Plot Development in Flush
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GRADE 6: MODULE 3B: UNIT 2: LESSON 5
Mid-Unit Assessment:
Analyzing Point of View and Plot Development in Flush
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can determine the meaning of literal, connotative, and figurative language (metaphors and similes) in literary text. (RL.6.4)
I can analyze how an author’s word choice affects tone and meaning in a literary text. (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. (RL.6.5)
I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
I can use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) to determine the meaning of a word or phrase.
(L.6.4a)
Supporting Learning Targets Ongoing Assessment
• I can determine the meaning of words and phrases in the text. • Structured notes: Chapters 6 and 7 (from homework)
• I can analyze how the word choice affects tone and meaning. • Mid-Unit 2 Assessment: Point of View, Figurative
• I can analyze how Hiaasen develops Noah’s point of view. Language, and Plot Development in Flush
• I can explain how a chapter contributes to plot development. • Flush Plot Development anchor chart
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 • G6:M3B:U2:L5 • June 2014 • 1
Agenda Teaching Notes
1. Opening • In this Mid-Unit 2 Assessment, students read a passage of Flush and are asked to identify and interpret
A. Engaging the Reader: Chapters 6 and 7 of Flush (7 the point of view and use of figurative language in the passage. They do this in a graphic organizer
minutes) nearly identical to the one they have been using to track point of view throughout the novel so far.
B. Unpacking Learning Targets (2 minutes) Students are then asked a series of short constructed response questions about figurative language,
2. Work Time word choice, and plot development.
A. Mid-Unit 2 Assessment (33 minutes) • Assess student responses using the NYS Grade 6 2-Point Rubric—Short Response. There are also
3. Closing and Assessment suggested answers in the supporting materials, but be aware that student answers may differ from those
A. Debrief (3 minutes) suggested—they are to be used as a guideline for the kind of responses to look for.
4. Homework • Consider allowing time for catch-up reading to ensure all students are at the same place in the book.
A. Read the rest of Chapter 8. As you read, mark the • In advance:
text with evidence flags to help you answer the focus – Review Concentric Circles protocol (see Appendix).
question in your structured notes.
• Post: Learning targets; Plot Development: The Rising Action in Flush anchor chart; Flush Plot
B. Record new vocabulary words on your word-catcher. Development anchor chart.

Lesson Vocabulary Materials
Do not preview vocabulary. • Plot Development: The Rising Action in Flush anchor chart (from Lesson 3)
• Plot Development: The Rising Action in Flush anchor chart (answers, for teacher reference)
• Flush Plot Development anchor chart (from Lesson 2)
• Mid-Unit 2 Assessment: Analyzing Point of View and Plot Development in Flush (one per student)
• Flush (book; distributed in Lesson 1)
• Sticky notes (five per student)
• Colored pencils or markers (blue and one other color; one of each color per student)
• Mid-Unit 2 Assessment: Analyzing Point of View and Plot Development in Flush (suggested answers, for teacher reference)
• NYS Grade 6 2-Point Rubric—Short Response (for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

Opening Meeting Students’ Needs
A. Engaging the Reader: Chapters 6 and 7 of Flush (7 minutes) • Opening the lesson by asking
• Invite students to refer to their structured notes homework and the answer to the focus question: students to share their homework
* “What does Shelly think of Lice in Chapter 6? How do you know?” makes them accountable for
completing it. It also gives you the
• Remind students of Concentric Circles protocol:
opportunity to monitor which
1. Split the group in half. Invite one half to make a circle facing out and the other half to make a circle around them, facing students are not doing their
in. homework.
2. Ensure that all students are facing someone opposite them.
3. Ask: “What happened in Chapter 6?”
4. Invite students to share their answers with the person opposite them.
5. Invite students on the inside circle to move two people to the right.
6. Ask: “What happened in Chapter 7?”
7. Invite students on the inside circle to move two people to the right.
8. Ask: “What does Shelly think of Lice in Chapter 6? How do you know?”
9. Invite students to share their answers to with the person opposite them.
• Refocus whole group. Invite volunteers to share their answers with the whole group. Listen and write student answers on the
displayed Plot Development: The Rising Action in Flush anchor chart. For guidance, see Plot Development: The
Rising Action in Flush anchor chart (answers, for teacher reference).
• Direct students’ attention to the posted Flush Plot Development anchor chart and add a summative statement for
Chapters 6 and 7. For example: “Tension builds with the possibility that Noah’s dad could actually be wrong and there is
disappointment that Lice, who Noah’s dad has been pinning his hopes on, has gone. The tension about the sewage tank is
relieved when we find out the sewage tank isn’t used.”

Opening (continued) Meeting Students’ Needs
B. Unpacking Learning Targets (2 minutes) • Learning targets are a research-

• Invite students to read the learning targets with you: based strategy that helps all
* “I can determine the meaning of words and phrases in the text.” students, especially challenged
* “I can analyze how the word choice affects tone and meaning.” learners.
* “I can analyze how Hiaasen develops Noah’s point of view.” • Posting learning targets allows
students to reference them
* “I can explain how a chapter contributes to plot development.” throughout the lesson to check their
• Remind students that these are the same learning targets they have been working with for the past four lessons. Tell them understanding. The learning targets
that today they will show how well they can demonstrate these targets independently in an assessment. also provide a reminder to students
and teachers about the intended
learning behind a given lesson or
activity.

Work Time Meeting Students’ Needs
A. Mid-Unit 2 Assessment (33 minutes) • If students receive accommodations

• Distribute a Mid-Unit 2 Assessment: Analyzing Point of View and Plot Development in Flush to each student. for assessment, communicate with
They will also need their text Flush, five sticky notes, and colored pencils or markers. the cooperating service providers
regarding the practices of
• Invite students to read through the learning targets and the prompt with you. Remind them that the graphic organizer on
instruction in use during this study,
the assessment handout is similar to the one they have been using to analyze point of view in previous lessons.
as well as the goals of the
• Invite students to read through the questions below the graphic organizer with you. Explain that once they have analyzed the assessment.
point of view and tone, they are to answer those questions.
• Remind the class that because this is an assessment, it is to be completed independently. However, if students need
assistance, they should raise their hand to speak with a teacher.
• Explain to students they should independently read the excerpt for gist, and they have the option of using the sticky notes to
write down the gist as a tool to support their comprehension.
• Circulate and support students as they work. During an assessment, your prompting should be minimal.
• At the conclusion of the allotted time, collect the Mid-Unit 2 Assessment.
• Congratulate students on their hard work during the assessment.

Closing and Assessment Meeting Students’ Needs
A. Debrief (3 minutes)
• Fist to Five. Invite students to reread each of the learning targets with you and to show on their fingers how well they
achieved each target with 0 being “not at all” and 5 being “achieved it successfully.”
• Take note of students who show low numbers on their fingers and be sure to address their concerns in the next lesson.
• Preview homework and distribute structured notes and evidence flags.
Homework Meeting Students’ Needs
• Read the rest of Chapter 8. As you read, mark the text with at least three evidence flags to help you answer this focus
question in your structures notes:
* “What happens in this chapter and how do those events contribute to the plot development?”
• Record new vocabulary words on your word-catcher.

Grade 6: Module 3B: Unit 2: Lesson 5
Supporting Materials
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Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
Plot Development: The Rising Action in Flush Anchor Chart

(Answers, for Teacher Reference)
Learning Target: “I can analyze how each chapter contributes to plot development.”
How do these events contribute to

the plot development?
Chapter Main Events in Chapter
(Do they introduce a new character?
Provide/build on conflict or tension?)
Chapter 6 1. Noah and Abbey escape from the 1. Tension builds with the possibility
marina knowing that there is a that Noah’s dad could actually be
sewage tank in the marina that it wrong.
looks like the Coral Queen has been
2. Tension builds when Noah finds
using. Noah goes to visit his dad in
out that Lice, who Noah’s dad has
jail again and tells him about the
been pinning his hopes on, has
sewage tank.
gone.
2. Noah goes to visit Lice only to find
he has run away.
Chapter 7 1. Noah’s dad’s interview is on TV, so 1. Tension builds as Noah and Abbey
Noah and Abbey try to stop their do everything they can to stop their
mom from seeing it. mom watching the interview.
2. Noah sneaks down to the marina 2. Tension about the sewage tank is
again in the dark and finds that the relieved when we find out the
sewage tank is rusty and useless, sewage tank isn’t used.
so cannot have been used by the
Coral Queen.
NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 9

Mid-Unit 2 Assessment:
Name:
Date:
Long-Term Learning Targets Assessed:

“I can determine the meaning of literal, connotative, and figurative language (metaphors and similes)
in literary text.” (RL.6.4)
“I can analyze how an author’s word choice affects tone and meaning in a literary text.” (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.” (RL.6.5)
“I can analyze how an author develops a narrator or speaker’s point of view.” (RL.6.6)
“I can use context (e.g., the overall meaning of a sentence or paragraph, a word’s position
or function in a sentence) to determine the meaning of a word or phrase.” (L.6.4a)
Assessment Prompt:
One of the characteristics that makes Carl Hiaasen’s novel Flush a compelling story is his
development of the narrator’s point of view. Through his use of details and descriptive language that
capture Noah’s observations and thoughts, the reader comes to know Noah’s point of view of his
father, of Lice Peeking, and of where he lives in Florida. In this assessment, you will have the
opportunity to show what you have learned about determining how Noah’s point of view has been
developed, how both figurative and connotative language and word choice can affect the tone of a
novel, and how each chapter contributes to the development of the plot in the novel.
Directions:
In Chapter 8 of Flush, read from the last paragraph on page 82, beginning with “The next afternoon
Mom insisted,” and ending with “In a matter of moments he had hustled to his car and sped away” on
page 84. After you read, complete the organizer and answer the questions.

1. Complete the organizer below.
CLAIM EVIDENCE WORD CHOICE

What is Noah’s point of view of his dad’s How do you know? How did Hiaasen Describe the tone of the text with one
interview? develop Noah’s point of view of his word.
dad’s interview?
Provide three examples of specific (for example, angry or sad)
words, phrases, and sentences that
support your claim.
1. 1.
2. 2.
3. 3.

2. On your completed organizer:

A. Underline each piece of text evidence with a colored pencils or marker as follows:
• Noah’s own thoughts, actions, and feelings—blue
• The words and actions of others—another color
B. Code each piece of evidence as a thought, word, or action using the Thought, Word, Action
symbols.
3. “My father ended the interview by saying he intended to stay locked behind bars until the law dealt
squarely with Dusty Muleman.” (page 82)
• What do you think the word squarely means?
• What word(s) would you replace squarely with? Use that strategy to help you determine
what this word might mean. Explain why you would replace it with that word(s).
4. “Mr. Shine sucked air through his teeth. ‘Sorry. I’m obliged to tell your mother first.’” (page 83)
• What do you think the word obliged means?
• Use the context to determine the meaning and record it below. Explain how you know the
meaning from the context clues in the text:

5. “Dad’s TV interview was the buzz of the Keys...” (page 82)

• What is the connotation of buzz?
• What other words could have been used here with a similar meaning but a different
connotation?
• Why has the author used this connotation here?
6. “Next to show up on camera was a rodent-faced man who identified himself as Dusty’s attorney.”
(page 82)
• Circle the figurative language about Dusty Muleman’s attorney in this sentence. What does it
mean?
• Why has the author used this figurative language here? In your explanation, include the
specific words or phrase that helped you determine the meaning.
7. “Mr. Shine looked like he’d swallowed a bad clam. ‘What?’ he croaked. ‘Where in the world did you
get that idea?’” (page 84)
• Circle the figurative language in this sentence. What does it mean?
• Why has the author used this figurative language here?

8. How does the excerpt you read from page 82–84 contribute to plot development? Describe the
main events in this excerpt and how they contribute to the rising action of the plot.
Main events in excerpt:
How do these events contribute to the development of the plot’s rising action? Do
they introduce new characters? Do they build tension? Do they introduce/continue conflict?

(Suggested Answers, for Teacher Reference)
Long-Term Learning Targets Assessed:

“I can determine the meaning of literal, connotative, and figurative language (metaphors and similes)
in literary text.” (RL.6.4)
“I can analyze how an author’s word choice affects tone and meaning in a literary text.” (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.” (RL.6.5)
“I can analyze how an author develops a narrator or speaker’s point of view.” (RL.6.6)
“I can use context (e.g., the overall meaning of a sentence or paragraph, a word’s position
or function in a sentence) to determine the meaning of a word or phrase.” (L.6.4a)

1. Complete the organizer below.

2. On your completed organizer:
A. Underline each piece of text evidence with a colored pencils or marker as follows:
• Noah’s own thoughts, actions, and feelings—blue
• The words and actions of others—another color
B. Code each piece of evidence as a thought, word, or action using the Thought, Word, Action
symbols.
CLAIM EVIDENCE WORD CHOICE

What is Noah’s point of view How do you know? How did Describe the tone of the text
of his dad’s interview? Hiaasen develop Noah’s point with one word.
of view of his dad’s interview?
Provide three examples of (for example, angry or sad)
specific words, phrases, and
sentences that support your
claim.
He seems to be quite relieved and 1. “My father was in rare form.” (page 1. Relief
pleased with it. It seems that he thinks 82) – NOAH’S THOUGHT
his dad didn’t come across as badly as
he had feared.
2. “He came off more like a college 2. Relief

professor than a boat vandal.” (page
82) – NOAH’S THOUGHT
3. “He had the good sense not to 3. Relief

compare himself to Nelson Mandela
(or if he did, the TV people were nice
enough to cut that part out).” (page
82) – NOAH’S THOUGHT

3. “My father ended the interview by saying he intended to stay locked behind bars until the law
dealt squarely with Dusty Muleman.” (page 82)
• What do you think the word squarely means?
• What word(s) would you replace squarely with? Use that strategy to help you determine
what this word might mean. Explain why you would replace it with that word(s).
I would replace “squarely” with “fairly.” I would replace it with “fairly” because I know that Noah’s
dad thinks the law is being very unfair by arresting him rather than Dusty Muleman.
4. “Mr. Shine sucked air through his teeth. ‘Sorry. I’m obliged to tell your mother first.’” (page 83)
• What do you think the word obliged means?
• Use the context to determine the meaning and record it below. Explain how you know the
meaning from the context clues in the text:
I think the word “obliged” means that he has to tell her first. I think this because Mr. Shine refuses to
tell Noah before he has told his mother.
5. “Dad’s TV interview was the buzz of the Keys ...” (page 82)
• What is the connotation of buzz?
• What other words could have been used here with a similar meaning but a different
connotation?
• Why has the author used this connotation here?
The word “buzz” has the connotation that it was alive and active. The word “talk” could have also
been used here, but that sounds more passive. The author has used this word here to make the
reader understand that everyone was talking about it.

6. “Next to show up on camera was a rodent-faced man who identified himself as Dusty’s
attorney.” (page 82
• Circle the figurative language about Dusty Muleman’s attorney in this sentence. What does it
mean?
• Why has the author used this figurative language here? In your explanation, include the
specific words or phrase that helped you determine the meaning.
It means his face looked like a rat or a mouse, and I think the author chose to use that figurative
language because he wants us to know that Noah doesn’t like Dusty Muleman’s attorney.
7. “Mr. Shine looked like he’d swallowed a bad clam. ‘What?’ he croaked. ‘Where in the world
did you get that idea?’” (page 84)
• Circle the figurative language in this sentence. What does it mean?
• Why has the author used this figurative language here?
It means he pulled a face like he tasted something bad that made him feel unwell. I think the author
chose to use it because it makes us understand how uncomfortable Mr. Shine was about
answering Noah’s question.
8. How does the excerpt you read on pages 82–84 contribute to plot development? Describe the
main events in this excerpt and how they contribute to the rising action of the plot.
Main events in excerpt:
Noah watches his dad’s TV interview and Mr. Shine comes to deliver some news.
How do these events contribute to the development of the plot’s rising action? Do
they introduce new characters? Do they build tension? Do they introduce/continue conflict?
The tension about what Noah thought his father might say in the interview is taken away
because it wasn’t as bad as he thought. The visit from Mr. Shine builds tension again because we
wonder what news he has.

NYS Grade 6 2-Point Rubric—Short Response

(For Teacher Reference)
Use the below rubric for determining scores on short answers in this assessment.
2-point Response The features of a 2-point response are:
• Valid inferences and/or claims from the text where required by the
prompt
• Evidence of analysis of the text where required by the prompt
• Relevant facts, definitions, concrete details, and/or other information
from the text to develop response according to the requirements of the
prompt
• Sufficient number of facts, definitions, concrete details, and/or other
information from the text as required by the prompt
• Complete sentences where errors do not impact readability
1-point Response The features of a 1-point response are:
• A mostly literal recounting of events or details from the text as required

by the prompt
• Some relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to the
requirements of the prompt
• Incomplete sentences or bullets
0-point The features of a 0-point response are:

Response
• A response that does not address any of the requirements of the

prompt or is totally inaccurate
• No response (blank answer)
• A response that is not written in English
• A response that is unintelligible or indecipherable
1 From New York State Department of Education, October 6, 2012.

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Grade 6: Module 3B: Unit 2: Lesson 5

Mid-Unit Assessment: Analyzing Point of View and

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

Supporting Learning Targets Ongoing Assessment

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Agenda Teaching Notes

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Lesson Vocabulary Materials

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Opening Meeting Students’ Needs

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (2 minutes) • Learning targets are a research-

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Work Time Meeting Students’ Needs

A. Mid-Unit 2 Assessment (33 minutes) • If students receive accommodations

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Closing and Assessment Meeting Students’ Needs

Homework Meeting Students’ Needs

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Plot Development: The Rising Action in Flush Anchor Chart

How do these events contribute to

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 9

Long-Term Learning Targets Assessed:

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 10

1. Complete the organizer below.

CLAIM EVIDENCE WORD CHOICE

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 11

2. On your completed organizer:

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 12

5. “Dad’s TV interview was the buzz of the Keys...” (page 82)

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 13

Main events in excerpt:

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 14

Long-Term Learning Targets Assessed:

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 15

1. Complete the organizer below.

CLAIM EVIDENCE WORD CHOICE

2. “He came off more like a college 2. Relief

3. “He had the good sense not to 3. Relief

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 16

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 17

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 18

NYS Grade 6 2-Point Rubric—Short Response

2-point Response The features of a 2-point response are:

1-point Response The features of a 1-point response are:

• A mostly literal recounting of events or details from the text as required

0-point The features of a 0-point response are:

• A response that does not address any of the requirements of the

1 From New York State Department of Education, October 6, 2012.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • June 2014 • 19

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