A. Engage the Learner - RL.6.2 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 1, Lesson 14. Refer to the Entrance Ticket: Unit 1, Lesson 14 (example for teacher reference) for possible responses. Invite students to use the Determine Themes: The Lightning Thief Theme anchor chart to help them as they complete their entrance ticket.

• Invite students to share responses to the entrance ticket. Explain that they will revisit these later in this lesson and in Unit 2, Lesson 1, and will need to save them in a safe spot.

• Using a preferred classroom routine, collect or review the answers to Homework: Analyze Structure and Point of View: Two Roads, Chapter 16. Refer to Homework: Analyze Structure and Point of View: Two Roads, Chapter 16 (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. Invite students to choose a habit of character focus for themselves for this lesson.

A. Read Two Roads, Chapter 17 - RL.6.5 (15 minutes)

• Repeated routine: Read chapter 17 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.

MEETING STUDENTS' NEEDS

In preparation for the end of unit assessment, invite students to revisit the sentence frame from the Mini Language Dive of Lesson 4:

Cal _____ [verb phrase] more _____ [adverb phrase] than _____ [other character].

Encourage students who need lighter support to consider ways to manipulate this frame to focus on new characters or this frame can be used to answer a similar question on the assessment of the following lesson.

• Gist: Cal is assigned a bed. He returns to Pop to say goodbye.

• Ask:

"How does this chapter seem to be functioning within the overall structure of the novel? How does it help to develop the plot of Two Roads?" (This chapter acts as a turning point. It ends Cal's time with his father as this is the moment he and his father say goodbye, and it begins Cal's time at the school. The plot of the earlier chapters builds to this pivotal moment, one that is necessary before Cal can begin his own journey and his father his.)

"How does this chapter help to develop a possible theme of Two Roads?" (Cal is coming to the realization that he will not be with Pop anymore, and he will have to stand on his own as he also comes to understand his own history and works to figure out how this new identity fits into the one he has known previously. This seems to convey the theme that challenges and adversity can help us uncover a greater understanding of ourselves and our identities. "For the first time in my life I feel awkward around my father. I do not know what to say or do. The two of us stand side by side, looking out over the broad lawn that stretches in front of the big imposing buildings of the school.")

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

MEETING STUDENTS' NEEDS

In preparation for the end of unit assessment, invite students to revisit the sentence frame from the Mini Language Dive of Lesson 4:

Cal _____ [verb phrase] more _____ [adverb phrase] than _____ [other character].

Encourage students who need heavier support to practice using this frame to describe differences between Cal's and Possum's speech in chapter 17, which students read during Work Time A. This frame can be used to answer a similar question on the assessment of the following lesson.

B. Analyze Point of View: Cal - RL.6.6 (10 minutes)

• Move students into groups of four. Remind students of the process for the Final Word protocol. Explain that each member of the group will take a turn answering a question as the rest of the group listens. When all members of the group have answered, the person who answered first gets the final word and will explain how their thinking changed or evolved after hearing the responses of their peers.

MEETING STUDENTS' NEEDS

In preparation for the end of unit assessment, invite students to revisit the sentence frame from the Mini Language Dive of Lesson 4:

Cal _____ [verb phrase] more _____ [adverb phrase] than _____ [other character].

Encourage students who need lighter support to consider ways to manipulate this frame to focus on new characters or this frame can be used to answer a similar question on the assessment of the following lesson.

• Ask:

"What is Cal's point of view about being at Challagi? What, in the text, makes you think so?" (Answers will vary, but may include: increasingly optimistic. He is starting to see Possum as a friend.)

• Allow time for students to discuss the prompt using the Final Word protocol. Encourage students to use their anchor text to find specific evidence from chapters 16 or 17 to support their response.

• Refocus students and invite them to pick a new group member to start the next round of Final Word.

MEETING STUDENTS' NEEDS

In preparation for the end of unit assessment, invite students to revisit the sentence frame from the Mini Language Dive of Lesson 4:

Cal _____ [verb phrase] more _____ [adverb phrase] than _____ [other character].

Encourage students who need heavier support to practice using this frame to describe differences between Cal's and Possum's speech in chapter 17, which students read during Work Time A. This frame can be used to answer a similar question on the assessment of the following lesson.

• Ask:

"How does the author show the reader how Cal is feeling? Give examples from the text to explain your thinking." (Answers will vary, but may include: allusion. Cal references Robinson Crusoe, the story of a sailor left shipwrecked on an island of cannibals but saved with the help of his friend, Friday. Cal sees Challagi as the island and Possum as Friday.)

• Allow time for students to discuss the new prompt.

• Circulate and monitor, strategically using a combination of Conversation Cues to help students to elaborate on their thinking and co-construct understanding of the text and the author's methods:

"Can you say more about that?" (Goal 2)

"What, in the (sentence/text), makes you think so?" (Goal 3)

"Do you agree or disagree with what your partner said? Why?" (Goal 4)

"Who can explain why your classmate came up with that response?" (Goal 4)

• Refocus students, and direct them to retrieve their Analyze Point of View: Two Roads note-catcher. Instruct students to fill in the row for chapter 17 using the examples discussed. Refer to Analyze Point of View: Two Roads note-catcher (example for teacher reference) as needed, although students may come up with correct responses other than the sample listed on the example.

A. Share Independent Research Reading - RL.6.10, RI.6.10 (15 minutes)

• Refer to the Independent Reading Sample Plans to guide students through a research reading share, or use a different routine.

MEETING STUDENTS' NEEDS

During the independent research reading share, strategically use combinations of Conversation Cues to challenge students who need lighter support to deepen their thinking and expand the conversation. For example:

"Can you say more about that?" (Goal 1)

"Can you figure out why [the author presented the information in that way]?" (Goal 3)

"How is what ___ said the same as/different from what ___ said?" (Goal 4)

• Remind students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity. Students demonstrate integrity by keeping up with their independent research reading even though it can be challenging.

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

MEETING STUDENTS' NEEDS

During the independent research reading share, strategically use combinations of Conversation Cues to help students who need heavier support be understood and improve their metacognition. For example:

"So do you mean ___?" (Goal 1)

"What strategies have helped you succeed in your independent research reading?" (Goal 3)

"I'll give you time to think and write or sketch." (Goal 1)

During the independent research reading share, pair students who need heavier support. Invite them to select short passages from their independent research reading texts and read them aloud to their partners. This will allow students to practice their intonation using principles from the Mini Language Dive of Lesson 2 and begin to prepare them for the expectations of the performance task during Unit 3.