A. Engage the Learner – RL.6.1 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 1, Lesson 2 or the optional Entrance Ticket: Unit 1, Lesson 2 ▲. Refer to the Entrance Ticket: Unit 1, Lesson 2 (example for teacher reference) for possible responses. Students will also need their anchor text, Two Roads.

• Refocus whole group. Explain that the author included an Afterword in the novel to provide historical background for the text. Break down the word Afterword into two parts: after and word.

• Ask:

“Based on what you know about these two words, what do you think Afterword means?” (a concluding section in a book; a section after the main words, or text, of the book)

• Clarify that afterword is different than the word afterward with which students may be familiar. Clarify the difference in the words (Afterword is a noun; afterward is an adverb meaning at a later time.) Add these words to the domain-specific and academic word walls and to students’ vocabulary logs.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 1, Lesson 2 ▲. This resource features a glossary of key terms to support students’ understanding of the text excerpt and sentence starters to guide students’ writing.

• 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 4 Excerpt and Chapter 5 – SL.6.1 (25 minutes)

• Invite students to turn to page 57 in their text. As students read along silently, read aloud pages 57–60 of chapter 4, starting at the bottom of page 57, “VETS MARCHING ON D.C.” Continue reading through chapter 5. 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.

• Read aloud the selected excerpt, using the Text Guide: Two Roads for comprehension and vocabulary questions as needed.

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

• Use the Synopsis: Two Roads, Chapters 4–8 to review and note key details for these chapters. This will help to complete students’ understanding of the events, especially if they are not able to finish all of the reading.

MEETING STUDENTS' NEEDS

In Work Time A, after students read the chapter 4 excerpt of Two Roads, invite students to participate in a Mini Language Dive in small groups to examine the way in which words can be emphasized to enhance meaning (L.6.3a) and to illuminate a character's attitudes toward a critical moment in the text (RL.6.3). This Mini Language Dive also gives students the opportunity to practice adapting their speech to different contexts, using intonation appropriately and strategically (SL.6.6).

Develop an extension activity using the sentence from the Mini Language Dive suggested during Work Time A: "Now that I am going to Washington." Invite students to reread pages 58-59 and note other ways in which the author draws attention to the characters' strategic or emphatic use of intonation. For example, students may wish to explore Pop's unique way of exclaiming "'Wash-ing-ton!'" on page 58, or examine Cal's private concern about Pop's language use on page 59: "Now I am confused, especially because of the way he emphasized that one word I." Students can work in small groups to discuss the author's purpose; alternatively, they can generate their own Mini Language Dives that focus on one of these sentences.

• Think-Pair-Share:

“What is the gist of this part of chapter 4?” (Pop announces that Cal needs to get back to school, except this time he will be attending Indian school.)

“What is the gist of chapter 5? What is this chapter mostly about?” (Cal learns that his father is Creek Indian. Pop shares stories of his time as a student at Indian boarding school. Cal struggles with his new identity.)

• Record this on the Gist anchor chart: Two Roads. Distribute sticky notes for students to record the gist and place in their texts. Refer to the Gist anchor chart: Two Roads (example for teacher reference) as necessary.

• Focus students on this sentence from page 62, and read it aloud:

  • “I feel like I’m standing with my feet stuck in mud, with water rising around me.”

• Cold-call a student, and ask:

“What type of figurative language does the author use in this sentence?” (simile)

• Turn and Talk:

“How does this use of simile reveal how Cal is feeling?” (It shows that he is feeling helpless and paralyzed after learning that he will be sent to Indian school. Being stuck in mud would hinder someone from being able to move, but water rising around you heightens the concern because of the risk of drowning. Cal not only feels stuck with Pop’s decision to send him to Indian school, but he feels overwhelmed by the fear of the unknown at the school.)

• Invite students to share any new words, adding any unfamiliar words to their vocabulary logs. Add any new words to the academic word wall and domain-specific word wall, and invite students to add translations in native languages. ▲

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

B. Analyze Character: Cal – RL.6.3 (10 minutes)

• Display the Model Character Window: Chapter 4 (constructed prior to class).

• Say:

“The way a character responds to challenges can reveal something about them—their values, morals, personality, ways they are changing, etc. Their words and actions can be like a window, revealing the character’s values and morals. When the reader takes note of the way a character adapts and responds to challenges, we can think about the text more deeply.”

• Model an example. Read aloud the posted statement on one window pane of the Character Window:

“Pop says that he will go to Washington DC without Cal. Cal will go to school instead.”

• Explain that this is one challenge that Cal faces at the end of chapter 4. Invite students to look for words or phrases in the text that explain how Cal responds to this challenge. These can be direct quotes or paraphrases. Add these words and phrases to the other window pane (“confused” “befuddled,” “baffled,” asks himself several questions to try to understand what Pop is talking about).

MEETING STUDENTS' NEEDS

At the end of Work Time B, as students share their character windows with the class, use strategic combinations of Conversation Cues to support and challenge students' thinking. For example:

Goal 1. Can you say more about that?

Goal 2. Who can repeat what your classmate said?

Goal 3. How does our discussion add to your understanding of Cal's character development in Two Roads?

Goal 4. Who can explain why your classmate came up with that response?

• “Open” the window by lifting up the window flap. Read aloud the “revelation” written on the bottom flap of the model:

“Cal is nervous about being separated from his father because they are supposed to take care of each other.”

• Explain that this is what Cal’s response to this challenge reveals about his character.

• Group students into triads. Distribute a half sheet of card stock or construction paper and colored pencils or markers. Display the Instructions for Character Window (for teacher reference) to guide students in constructing their own windows. Direct groups to fold the paper in half widthwise. Invite groups to make a simple drawing of a window on the outside flap. Demonstrate how students should be able to “open” the window to reveal the blank side underneath by lifting up the top flap. Direct students to write a challenge Cal faces in chapter 5 and how he responds to this challenge on the window on the inside flap. On the underside (inside of the window), triads should write what Cal’s response reveals about him.

• Circulate and monitor, clarifying any misconceptions. Once triads have finished constructing their character windows, invite groups to share. Display the character windows around the room.

• Distribute the Analyze Character: Two Roads note-catcher. Explain that, for homework, students will fill in the first row of the note-catcher with one of the examples shared during this activity. Refer to the Analyze Character: Two Roads note-catcher (example for teacher reference).

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

For Lighter Support

• N/A

For Heavier Support

• At the end of Work Time B, as students share their character windows with the class, use strategic combinations of Conversation Cues to support and challenge students' thinking. For example:

  • Goal 1. Can you say more about that?

  • Goal 2. Who can repeat what your classmate said?

  • Goal 3. How does our discussion add to your understanding of Cal's character development in Two Roads?

  • Goal 4. Who can explain why your classmate came up with that response?

A. QuickWrite: Connect Text to Topic - RL.6.1 (5 minutes)

• Distribute QuickWrite: Connect Text to Topic, and read aloud the prompt at the top:

  • "Based on the Infer the Topic resources from the previous lesson, how do you think this novel will connect to the topic of American Indian boarding schools? Cite specific examples."

• 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. Refer to QuickWrite: Connect Text to Topic (example for teacher reference).

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