A. Engage the Learner - RL.6.3 (5 minutes)

• Repeated routine: Direct students to fill in the next row of their Analyze Character: Two Roads note-catcher using evidence from chapters 13 or 14 of their anchor text, Two Roads. Refer to the Analyze Character: Two Roads note-catcher (example for teacher reference) as necessary.

• Using a preferred classroom routine, collect or review the answers to Homework: Analyze Structure and Point of View: Two Roads, Chapter 13. Refer to Homework: Analyze Structure and Point of View: Two Roads, Chapter 13 (answers for teacher reference).

• 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.

A. Read Two Roads, Chapter 15 - RL.6.3, RL.6.5 (20 minutes)

• Repeated routine: Read chapter 15 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 the gist anchor chart using 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.

MEETING STUDENTS' NEEDS

In Work Time A, after students read chapter 15 of Two Roads, invite students to participate in a Mini Language Dive in small groups to track the antecedents of multiple pronouns (L.6.1). This Mini Language Dive also highlights the importance of word choice and connotation, as it uses three evocative -ing verbs (grabbing, yanking, lopping) to describe the visceral and violent nature of a key event in the text (RL.6.4).

Develop an extension activity using the sentence from the Mini Language Dive during Work Time A: "She does it methodically, grabbing a handful in her left hand, yanking it straight, then lopping it off with those razor-sharp steel shears." Invite students who need lighter support to compare this sentence with the following sentence from "The Cutting of My Long Hair," which students read as part of the mid-unit assessment of Lesson 7: "I cried aloud, shaking my head all the while until I felt the cold blades of the scissors against my neck, and heard them gnaw off one of my thick braids." Students can use the following questions to guide their comparison of the two sentences:

In what ways are these sentences similar? In what ways are they different?

How is the narrator's point of view similar or different in these two sentences?

• Gist: The school nurse roughly cuts Cal's hair, injects him with vaccines, and gives him a physical exam.

• Ask:

"Think about the way that Bruchac characterizes the nurse through her actions and dialogue. What does his characterization suggest?" (Answers will vary, but may include: Her actions are rough and unfeeling; her words are abrupt, brisk, and issued as commands. She doesn't seem to connect with Cal in any way. She often says that she's doing things that are not her job, but she doesn't seem to care about quality. She is not characterized as a feeling person, just doing her job with the automaticity of a robot or machine.)

"How does this chapter function within the structure of the novel? How does this chapter help to develop the setting of Two Roads?" (Answers will vary, but may include: This chapter gives the reader some insight into the environment that Cal is entering by showing us one of the other adults in charge. It suggests the detached formality of the superintendent carries across the whole setting as far as the school staff are concerned.)

"What connections do you notice between this chapter and Zitkala-Sa's experiences we read about during previous lessons?" (Answers will vary, but may include: Cal also gets his hair cut in a rough fashion, the nurse seems to be as unhearing and unseeing as the adults at Zitkala-Sa's school, and just as lacking in expertise and care. It also echoes a version of the "iron routine," of the mechanical and detached way of interacting, just following procedure.)

"How does the way Cal responds to this challenging experience with the nurse help to develop our understanding of his character?" (Answers will vary, but may include: It shows that he continues to be respectful, quiet, and compliant on the outside, even though we know from his inner thoughts that he feels very differently from how he acts. Again, Cal doesn't share his feelings, not wanting to make any trouble.)

• Refocus whole group. Direct students to retrieve their Analyze Character: Two Roads note-catcher. Instruct students to fill in the row for chapter 15 using the example discussed. Refer to Analyze Character: Two Roads note-catcher (example for teacher reference) as needed.

MEETING STUDENTS' NEEDS

Develop an extension activity using the sentence from the Mini Language Dive during Work Time A: "She does it methodically, grabbing a handful in her left hand, yanking it straight, then lopping it off with those razor-sharp steel shears." Invite students who need heavier support to rewrite this sentence as multiple sentences, rewriting the -ing verbs in the simple present or past tense (e.g., She does it methodically. She grabs a handful in her left hand. She yanks it straight. She lops it off with those razor-sharp steel shears). Encourage students to speculate on ways that the meaning or impact changes when these ideas are separated into multiple sentences. This activity will reinforce key learning surrounding an important Language standard (L.6.3a), as well as provide beneficial practice with verb tenses.

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

B. Mini Lesson: Intensive Pronouns - L.6.1b (15 minutes)

• Using equity sticks, call on a student and ask:

"What is a pronoun? How would you explain or define pronouns?" (Pronouns take the place of a noun.)

• Using equity sticks, call on a student and ask:

"What is the purpose of using pronouns?" (They make writing smoother and more succinct because the noun does not have to be repeated over and over. They keep the writing from sounding too repetitive.)

• Using equity sticks, call on a few students and ask:

"Can you give us an example of a pronoun?" (I, you, he, she, it, we, them, her, etc.)

• Explain that there are many sub-categories of pronouns. Students are likely familiar with personal pronouns (he, she, we, it, etc.) or object pronouns (me, you, him, her, us, etc.). Students may even be familiar with possessive pronouns (mine, yours, his, hers, etc.)

• Explain that today students will learn about another type of pronoun: intensive pronouns.

• Distribute and display the Practice Intensive Pronouns handout. Reference Practice Intensive Pronouns (example for teacher reference) as needed. Focus students on the top of the handout, the intensive pronouns chart. Ask:

"What do you notice about these pronouns?" (They all end in "-self".)

• Turn and talk:

"Look at the word intensive. What does it mean when something is intense?" (extreme, strong, forceful, powerful)

• Explain that intense and intensive are both adjectives with similar meaning. Explain that intensive pronouns add emphasis in a sentence. An intensive pronoun refers back to the noun in the sentence to add emphasis.

• Focus students on item 1 of the Practice Intensive Pronouns handout. Point to pair A of the example sentences, and read each aloud.

  • "I finished the project."

  • "I finished the project myself."

• Turn and Talk:

"How does the intensive pronoun change the sentence?" (It adds emphasis to the fact that the project was completed by one individual, the subject.)

"In what scenario might you write this sentence with this intensive pronoun?" (Answers will vary, but may include: If it was important to show that the project was finished without help, perhaps the other partners did not do their work and the subject of the sentence wanted to make it known that he/she did all the work alone.)

• Point out that the intensive pronoun could be removed from the sentence, and the sentence would still be complete.

• Focus students on pair B of the example sentences, and read each aloud.

  • "The dog opened the bag of dog food."

  • "The dog itself opened the bag of dog food."

• Turn and Talk:

"How does the intensive pronoun change the sentence?" (It adds emphasis to the fact that the bag was opened by the dog without help.)

"In what scenario might you write this sentence with this intensive pronoun?" (Answers will vary, but may include: To show surprise that the dog was capable of opening the bag. To point to the dog as the culprit for the bag being opened.)

• Point out that intensive pronouns can refer to the subject of the sentence but they cannot be the subject.

• Focus students on pair C of the example sentences, and read each aloud.

  • "We went to the trial to hear Adria speak."

  • "We went to the trial to hear Adria herself speak."

• Turn and Talk:

"How does the intensive pronoun change the sentence?" (It adds emphasis to the fact that hearing something in person spoken from a particular source was important to the subject.)

"In what scenario might you write this sentence with this intensive pronoun?" (Answers will vary, but may include: The subjects wanted to hear information straight from the source. As someone is on trial in this sentence, perhaps the audience wants to see whether she would be truthful.)

• Point out that intensive pronouns often, though not always, appear right after the noun or pronoun they are emphasizing.

• Direct students to item 2 of the Practice Intensive Pronouns handout. With a partner, invite students to write an original sentence using an intensive pronoun.

A. Practice Intensive Pronouns - L.6.1b (5 minutes)

• Direct students to item 3 of the Practice Intensive Pronouns handout. Students should complete this item independently. Circulate and scan students' answers to determine where students will need extra support.

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