A. Engage the Learner - RI.6.1 (5 minutes)

• Direct students' attention to the posted learning target and select a volunteer to read it aloud:

"I can infer the topic of this module from resources."

• Remind students that they have seen the same learning target in previous modules. Explain that today's lesson is the first of a new module.

• Pair students with a partner and ask them to label themselves A and B. Distribute the text Two Roads.

• Tell students they will now spend 2 minutes looking through their new anchor text with their partner and discussing what they notice and wonder about Two Roads. Partner B will share a notice (statement) or a wonder (question) first, and then partner A, and then partner B again, and so on. Prompt students to read the dust jacket, chapter titles, character list, and the author's biography.

• After 3 minutes, refocus whole group. Clarify that the novel is historical fiction; while the main character is fictional, his experiences represent a true and painful part of American history. Direct students to the Work to Become Ethical People anchor chart, and focus on the habits of respect and compassion.

A. Infer the Topic – RI.6.1, SL6.2 (10 minutes)

• Remind students that they have launched the past two modules using the Infer the Topic protocol. Explain that they will use a slightly different protocol this time with the same objective – to determine the topic of the module by making inferences about a number of resources.

• Strategically group students into pairs, then direct the class to form a large circle. Distribute a single Directions for Infer the Topic, Infer the Topic resources, and the Infer the Topic: I Notice/I Wonder note-catcher or the optional Infer the Topic: I Notice/I Wonder note-catcher ▲ to each pair. Explain that, just as in previous modules, students will record their notices and wonderings about each resource on the note-catcher. However, instead of the resources being posted, pairs will hold one resource and base their observations on the resource they have been assigned. Cue students to begin passing their resource around the circle by playing music. When the music stops, pairs should have a new resource in their hands. Direct partners to repeat the process, recording their notices and wonderings on their note-catcher. If partners have a resource they have seen previously, they can quickly and quietly swap it with a nearby pair.

MEETING STUDENTS' NEEDS

If it is feasible to do so, host individual reading check-ins with ELLs who need lighter support before they begin the Module 3 anchor text. During these meetings, work with students to compare their experiences reading the Module 1 and Module 2 anchor texts. Help them articulate their progress as independent readers and refine their reading goals for this module. Work with students to develop action plans for working toward their goals. Plan to meet with students again at the end of the module to track their progress and adjust goals as needed. This process supports a growth mindset and facilitates opportunities for students to take charge of their own learning.

• Focus students on the question at the top of the note-catcher and read it aloud:

“What do you think you will be learning about in this module?”

• Tell students that the purpose of the note-catcher is to take notes to help them remember their thinking. It isn't something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.

• Guide students through the protocol. Encourage students to agree or disagree with one another about what the resource means using sentence frames. Examples: “I agree because _____.” “I disagree because_____.”

• After students have swapped at least four times, refocus whole group. Think-Pair-Share:

“Now that you have looked at some resources, what do you think this module might be about?” (Responses will vary, but could include: Schools built specifically for educating Native Americans to be more “civilized,”- or White.)

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS

If it is feasible to do so, host individual reading check-ins with ELLs who need heavier support before they begin the Module 3 anchor text. Before these meetings, create a list of clear and specific statements that students can use to help them pinpoint their strengths and areas of growth. Students can use a 1–5 scale to express the extent to which they believe the statements apply to them. These statements might include:

I enjoy reading novels in English.

I enjoy reading novels in other languages.

I can usually use context to understand the meaning of a new word.

I understand more when I read silently than when I read aloud.

I prefer to read alone than to read with others.

I usually understand a text better when I read it a second time.

During Work Time A, invite students who need heavier support to use the Infer the Topic: I Notice/I Wonder note-catcher ▲. This resource features images to support students’ notices and wonders.

B. Introduce the Performance Task and Module Guiding Questions (10 minutes)

• Direct students' attention to the Performance Task anchor chart and read the task aloud.

• As students may be overwhelmed by the Performance Task anchor chart, assure them that they will continue to explore the meaning of the chart in subsequent lessons and units.

MEETING STUDENTS' NEEDS

If it is feasible to do so, host individual reading check-ins with ELLs who need lighter support before they begin the Module 3 anchor text. During these meetings, work with students to compare their experiences reading the Module 1 and Module 2 anchor texts. Help them articulate their progress as independent readers and refine their reading goals for this module. Work with students to develop action plans for working toward their goals. Plan to meet with students again at the end of the module to track their progress and adjust goals as needed. This process supports a growth mindset and facilitates opportunities for students to take charge of their own learning.

• Turn and Talk:

“What do you notice?” (We will be recording ourselves speak the personal reflections of Native Americans.)

“What do you wonder?” (Responses will vary, but may include: What is an audio museum?)

“Now that you have analyzed the performance task, has your inference of what this module might be about changed? How?” (Responses will vary.)

• Clarify anything pertinent to this specific performance task. Consider displaying a model performance task from a former student. Ask students to make connections between the model and the performance task. Refer to the Performance Task Overview for more detailed explanations.

• Direct students' attention to the Module Guiding Questions anchor chart and read the questions aloud.

“Why were American Indian boarding schools first established?”

“What kinds of experiences did students have at American Indian boarding schools? How did these experiences impact students?”

“What factors influence our identities?”

• Underline the word identities. Turn and Talk:

“What does this mean? What makes up a person’s identity?” (Answers will vary, but may include: one’s culture, language, gender, ethnicity, religion, and/or values.)

• Explain that students will return to this question throughout the module; they do not need to have a complete answer yet.

• Add the new words to the academic word wall, including translations in home languages. ▲

MEETING STUDENTS' NEEDS

If it is feasible to do so, host individual reading check-ins with ELLs who need heavier support before they begin the Module 3 anchor text. Before these meetings, create a list of clear and specific statements that students can use to help them pinpoint their strengths and areas of growth. Students can use a 1-5 scale to express the extent to which they believe the statements apply to them. These statements might include:

I enjoy reading novels in English.

I enjoy reading novels in other languages.

I can usually use context to understand the meaning of a new word.

I understand more when I read silently than when I read aloud.

I prefer to read alone than to read with others.

I usually understand a text better when I read it a second time.

• Tell students that these are the questions that will guide their thinking and learning throughout the module. Turn and Talk:

“What do you notice?” (Responses will vary, but may include: It seems like American Indian boarding schools are in some way connected to identity.)

“What do you wonder?” (Responses will vary, but may include: Why did American Indian boarding schools exist? Do they still exist today?)

“Now that you have analyzed the guiding questions and performance task, has your inference of what this module might be about changed?” (Responses will vary.)

• Cue students to compare the ideas of their classmates:

“How is what _____ said the same as/different from what _____ said? I’ll give you time to think and write.” (Responses will vary.)

• Clarify that this module will be about American Indian boarding schools, specifically why they were established, what experiences students had there, and how these experiences impacted students. Students will build their understanding of this topic through the historical fiction novel, Two Roads by Joseph Bruchac.

• Turn and Talk:

“What does this topic mean to you at this point? Why might it be meaningful to study this topic?” (Responses will vary, but may include: This is a piece of American history about which we don’t often learn.)

“From what you know so far, what are you looking forward to about this topic?” (Responses will vary, but may include: Learning more about Native Americans in the 20th century, as usually we only learn about how early American pilgrims interacted with Native Americans.)

• Acknowledge that some students may already know something about this topic. Explain that for homework, they will reflect on the guiding questions and how they feel about them based on their own experiences, and that this will be discussed more at the beginning of the next lesson. And note that some students may know nothing about the topic—it will be fun to dig in together!

C. Launch the Text: Two Roads, Chapter 1 Excerpts – RL.6.1 (15 minutes)

• Refocus students on the anchor text. Explain that rather than read the entire first chapter, students will read several short excerpts from chapter 1 as their introduction to the main character, Cal, and his father, Pop.

• Invite students to turn to page 7. Read the following excerpts as students read along silently. Note that while students may read in small groups or individually in future lessons, students will benefit from this initial introduction to the text as a whole class.

MEETING STUDENTS' NEEDS

If it is feasible to do so, host individual reading check-ins with ELLs who need lighter support before they begin the Module 3 anchor text. During these meetings, work with students to compare their experiences reading the Module 1 and Module 2 anchor texts. Help them articulate their progress as independent readers and refine their reading goals for this module. Work with students to develop action plans for working toward their goals. Plan to meet with students again at the end of the module to track their progress and adjust goals as needed. This process supports a growth mindset and facilitates opportunities for students to take charge of their own learning.

• Smoothly connect each of the excerpts; assure students that they will still be able to form an initial impression of the main characters, their relationship, and the setting even without reading every word of chapter 1.

  • Page 7 starting at the beginning of the chapter and ending at page 8, “. . . leaving it behind.”

  • Page 9 starting at “I’m so lost . . .” and ending at page 9, “All we have is each other.”

  • Page 10 starting at “I feel the weight . . .” and ending at page 11, “. . . good for a cough.”

  • Page 12 starting at “‘Where-all you boys . . . ‘“ and ending at page 13 “. . . are not treated fair.”

  • Page 14 starting at “He gestures down . . .” and ending at page 15 “. . . Run or Rule You.”

• Think-Pair-Share:

“What happened?” (Twelve-year-old Cal and his Pop are traveling by foot from place to place as hoboes without a home. Pop has a memory from his time serving during WWI. Cal explains that he loves to read but can only carry a few books in his backpack. They meet a man on the road and offer to exchange labor for a meal. Cal references the ethical code held by knights of the road.)

• Invite a student to paraphrase the key points in more comprehensible language for those who need heavier support. ▲

MEETING STUDENTS' NEEDS

If it is feasible to do so, host individual reading check-ins with ELLs who need heavier support before they begin the Module 3 anchor text. Before these meetings, create a list of clear and specific statements that students can use to help them pinpoint their strengths and areas of growth. Students can use a 1-5 scale to express the extent to which they believe the statements apply to them. These statements might include:

I enjoy reading novels in English.

I enjoy reading novels in other languages.

I can usually use context to understand the meaning of a new word.

I understand more when I read silently than when I read aloud.

I prefer to read alone than to read with others.

I usually understand a text better when I read it a second time.

In Work Time C, allocate time for students to examine the anchor text before listening to short excerpts read aloud. Provide questions to help orient students to the text. These questions could include:

"Go to the copyright page at the beginning of the text. When was this text written? Now, find the page where Part 1 begins. When does this story take place?"

"Go to the Characters page at the beginning of the text. What do you notice or wonder about the names and descriptions of the characters?"

"Scan the text to find the titles of the chapters. How many chapters are in the text? What words do you recognize in the chapter titles? What questions do you have about the words?"

• Think-Pair-Share:

“What is the gist? What is this part of the book mostly about?” (Twelve-year-old Cal and his father, Pop, have been riding the rails as “knights of the road,” or hoboes, since they lost their farm in the Great Depression and Cal’s mother died.)

• Record this on the Gist anchor chart: Two Roads. Distribute sticky notes. Direct students to record the chapter number and the gist, and stick it at the front of the chapter, as they have done with previous anchor texts. Refer to the following resources as appropriate to support this section of the lesson: Gist anchor chart: Two Roads (example for teacher reference), vocabulary logs, chapter synopsis, and Work to Become Ethical People anchor chart.

A. QuickWrite: Character Inferences - RL.6.1 (5 minutes)

• Distribute QuickWrite: Character Inferences, and read aloud the prompt at the top:

  • "Based on the excerpts from chapter 1, what can you infer about Cal and Pop?"

• Repeat or rephrase the prompt as necessary. Direct students to begin writing and to write continuously for the whole time.

• After 4 minutes, collect the QuickWrite to review later for any misconceptions.

• Repeated routine: Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.