A. Engage the Learner - RL.6.6 (5 minutes)

• Direct students to retrieve their Analyze Point of View: Two Roads note-catcher and anchor text, Two Roads. Instruct students to fill in the row for chapters 10 and 11 about Cal's point of view towards his identity, recalling the reading they did in the previous lesson, as well as the Language Dive. Remind students to reference the text for evidence rather than relying on memory. Use equity sticks to call on students to share their entries. Refer to Analyze Point of View: Two Roads note-catcher (example for teacher reference) as needed.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar to or the same as previous lessons. Invite students to choose a habit of character focus for themselves for this lesson.

A. Read Two Roads, Chapter 12 - RL.6.1 (20 minutes)

• Repeated routine: Read chapter 12 of the text, using Text Guide: Two Roads (for teacher reference) for comprehension and vocabulary questions as needed. Students who are ready to read independently or in small groups should be released to this independence. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, and reflect on their reading as they choose. Students continue to identify how characters in the text demonstrate habits of character. Refer to the Gist anchor chart: Two Roads (example for teacher reference) and chapter synopsis as needed, as well as any other appropriate resources.

• Gist: Cal and Pop arrive at Challagi and meet Superintendent Morrell, who remembers Pop as a student. Cal watches the students do marching drills and grows more nervous.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

B. Analyze Plot and Character Development – RL.6.3, RL.6.5 (15 minutes)

• Explain that they’re going to take a closer look at structure in the chapters of Two Roads and begin thinking about how that structure contributes to the development of the plot and also our understanding of the characters.

• Ask students to recall the types of organizational structures they learned about during Modules 1 and 2 (problem and solution, cause and effect, compare and contrast, and chronological/sequential).

• Ask:

“How would you describe the structure of Two Roads?” (The novel itself is structured in chronological order, as are the chapters. The story is told by Cal, who is narrating, and he uses the present tense to tell us the story as it happens.)

• Explain that narrative texts, even if they’re informational like The Boy Who Harnessed the Wind, generally use some kind of chronological or sequential organization. This organization is driven by the events of the plot and setting.

• Point out that the novel is separated into three parts: Part 1 “On the Road March 1932,” Part 2 “At Challagi School,” and Part 3 “A Different Road.” Part 2 starts at chapter 12, which they just read.

• Ask:

“What do each of these sections signal to the reader?” (That a major shift or change is happening, specifically that the setting is changing and will likely lead to new experiences for Cal.)

• Prepare students to engage in the Back-to-Back and Face-to-Face protocol. Remind students that they have done this protocol before. Cold-call students to review the steps of the protocol (students face away from their partners as they listen to a question; students turn around when the signal is given and take turns sharing their response and actively listening to their partner’s response). Explain that one modification will be made to the protocol for today’s activity. After each question, students will move back-to-back with a different partner.

• Direct students to the Work to Become Ethical People anchor chart.

MEETING STUDENTS' NEEDS

During Work Time B, adapt the Back-to-Back and Face-to-Face protocol by repeating the protocol several times in a row with the same partners. This will give students who need heavier support more opportunities to check their understanding and clarify their partner's ideas.

• Ask:

“What does an ethical person do when choosing partners?” (An ethical person shows compassion by making sure everyone is included and every person feels welcome to join a partnership. An ethical person shows respect by using appropriate body language and eye contact to accept someone’s offer to work together. An ethical person shows integrity by choosing a partner who will help them to stay on task, even if that means not working with a close friend.)

• Move students into partners. Direct students to turn back-to-back with their partner. Students may wish to look at their text as an excerpt is read aloud.

• Reread from pages 129–130, starting at “There’s also a design. . . “ and ending at, “I nod but I’m not okay.”

• Face-to-face:

“How would you describe what just happened to Cal?” (Answers will vary.)

• Ensure that students understand that occasionally and without warning Cal has these immersive visions in which he embodies someone else’s seemingly real experience.

• Direct students to quickly move to a new partner and turn back-to-back.

• Face-to-face:

“Are Cal’s visions real?” (Answers will vary, but may include: They are real in the sense that he is actually experiencing these thoughts, but they are happening only within his brain, not in the physical world.)

• Direct students to quickly move to a new partner and turn back-to-back.

• Face-to-face:

“How does Cal’s vision function within the structure of the chapter? How does this vision help to develop the plot of Two Roads?” (Answers will vary, but may include: This vision, while it occurs within the chronological sequence of the chapter, puts Cal into another time and place, pulling him out the larger narrative for a moment. It may be foreshadowing for the reader what might occur or possibly revealing an event that has already occurred. It sets the mood, showing that an experience that seems positive may turn bad.)

• Direct students to quickly move to a new partner and turn back-to-back.

• Reread the next lines on page 130, starting at “For just a moment. . . “ and ending at, “. . . and step out.”

• Face-to-face:

“How does the way Cal responds to the challenging events of the vision and his father’s question help to develop our understanding of his character?” (Answers will vary, but may include: It shows how deeply connected Cal feels towards other people, especially his father; it shows he is selfless and wants to protect his father’s feelings—he tells him he is OK when he’s not. He puts Pop’s comfort above his own. He believes in sticking to the promise that Cal and Pop take care of each other. Cal spares Pop’s feelings and takes care of Pop by standing up straight and moving forward.)

• Refocus whole group. Direct students to retrieve their Analyze Character: Two Roads note-catcher. Instruct students to fill in the row for chapter 12 using the example discussed. Refer to Analyze Character: Two Roads note-catcher (example for teacher reference) as needed.

A. QuickWrite: Reflect on Chapter 12 - RL.6.3 (5 minutes)

• Distribute the QuickWrite: Reflect on Chapter 12 handout.

• Read aloud the prompt:

  • "When Cal thinks about being Creek, he probably feels ____ because ____."

• Point out that the prompt guides students to use evidence from the text in their response; however, students are welcome to elaborate on their response by making personal connections to Cal's experience.

• Invite students to begin writing. Refer to the QuickWrite: Reflect on Chapter 12 (example for teacher reference).

• With one minute left, refocus students. Cold-call students to share just the adjective they used to complete the first blank in the prompt. As student responses may have been personal, do not collect the QuickWrite.

• Repeated routine: Invite students to reflect on their habit of character focus for this lesson.