A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 15. Students will also need their Mid-Unit 1 Assessment with feedback.

• Once all students are ready, invite them to share their "stars" and "steps" with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

• 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. End of Unit 1 Assessment: Analyze Point of View, Structure, and Language: Two Roads, Chapter 18 (30 minutes)

• Distribute End of Unit 1 Assessment: Analyze Point of View, Structure, and Language: Two Roads, Chapter 18, and invite students to retrieve their copies of Two Roads.

• Tell students that for this assessment, they will read an excerpt of a new chapter of Two Roads. In this assessment, students analyze the development of Cal’s point of view, the structure of the text, the use of intensive pronouns, and the impact of the use of language varieties on character development.

MEETING STUDENTS' NEEDS

Before the assessment of Work Time A, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

Before the assessment, invite students who need lighter support to revisit the sentence frames from the Practice section of the Mini Language Dive of Lesson 12:

I study _______ [adverb], _______ and _______.

Challenge students to rewrite this frame so that it contains only blank spaces and part of speech information For example:

_______ [noun phrase] + _______ [verb phrase]

+ _______ [adverb], _______ [-ing verb phrase]

and _______ [-ing verb phrase].

Display this frame during the end of unit assessment for all students, including those who need heavier support, to reference as needed. This frame may be especially useful for students as they answer constructed response questions on the assessment. For example:

Possum speaks flexibly, using casual idioms sometimes and speaking in complete sentences other times.

• Invite students to follow along, reading silently in their heads, while the directions for each part of the assessment are read aloud. Make sure students understand the directions; paraphrase some instructions, if needed. ▲ Answer students’ questions, but refrain from supplying answers to the assessment questions themselves.

• Direct students’ attention to the following anchor charts:

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

• Remind students to refer to these anchor charts as they read the assessment text and answer the assessment questions.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart and review what perseverance looks and sounds like. Remind students that because they will be reading and answering questions independently for the assessment, they may need to practice perseverance.

• Invite students to begin the assessment.

MEETING STUDENTS' NEEDS

Display a “map” of the assessment to reference while explaining directions to the end of unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Read pages 184–189 of chapter 18 in Two Roads. Then answer the questions.

Question 1: Identify sentences that correctly use intensive pronouns.

Question 2: Identify a sentence that correctly uses an intensive pronoun and insert it in a paragraph.

Question 3: Use evidence from the text to determine what Cal’s inner thoughts convey about his point of view.

Question 4: Describe Cal’s and Possum’s use of language and explain what it conveys about their characters.

Question 5: Identify the function of a paragraph within the excerpt and explain how it develops the plot and characters.

Question 6: Use evidence from the text to determine Cal’s point of view toward Possum.

After students who need lighter support generate a more sparse sentence frame (see the accompanying suggestion in For Lighter Support), invite students who need heavier support to practice filling in the frames with simple statements about Cal and Possum. Provide examples as needed (e.g., Cal speaks softly, using few words and listening to others). This will refresh students’ memories about the function and use of the sentence frame and prepare them to adapt it for their own writing, if they choose, during the end of unit assessment.

• While they are taking the assessment, circulate to monitor and document their test-taking skills.

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

A. Track Progress - RL.6.1 (10 minutes)

• Give students specific, positive feedback on their completion of the End of Unit 1 Assessment. Provide students with Synopsis: Two Roads, Chapter 18 if students need clarification on the chapter they read for the assessment.

• Distribute Track Progress folders, Track Progress: Read, Understand, and Explain New Text, Writing Record, and sticky notes.

• Tell students the sticky notes are for them to find evidence of the following criteria:

  • RL.6.1

• Guide students through completing the form. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing. Direct students to complete the Writing Record for the writing they did as part of the End of Unit 1 Assessment (constructed responses).

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