A. Engage the Learner – L.6.4b (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 1, Lesson 3. Refer to the Entrance Ticket: Unit 1, Lesson 3 (example for teacher reference) for possible responses. Students will also need their anchor text, Two Roads.

• Invite students to share their definitions of assimilate. Invite a student to clarify its precise meaning using an online or print dictionary. Add assimilate to the academic word wall and vocabulary logs (to make groups similar by incorporating one group into the dominant group).

• Point to the sentence where assimilate appears on page 316, and invite students to choral read it together.

  • “Rather than continuing to fight expensive Indian Wars-–fought again and again because Native Americans stubbornly refused to give up their lands–schools could be used to assimilate and acculturate.”

• Point students to the word acculturate.

• Ask:

“What word do you recognize inside this word?” (culture)

• Point out that acculturate has a similar prefix and suffix as assimilate. Invite a student to look up its definition in an online or print dictionary (to make one culture more like another). Add acculturate to the academic word wall and vocabulary logs.

• Turn and Talk:

“Based on this excerpt, which group was expected to assimilate or acculturate?” (Native Americans)

“How were Native Americans expected to assimilate or acculturate?” (By going to schools to learn to be more like White European settlers.)

“What is the connotation of these words? How do you know?” (Negative because both words refer to actions that disrespect and dishonor a person’s culture and traditions.)

• 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 Captain Pratt Speech Excerpt - SL.6.1d (15 minutes)

• Remind students that the anchor text is historical fiction. Over the next several lessons, students will read supplemental informative texts to build background on this historical event to better understand the novel.

• Remind students that the Afterword referenced Richard Henry Pratt, who was quoted as saying, "Kill the Indian, save the man."

• Turn and Talk:

"What does this statement mean?" (Pratt believed in destroying Indian culture and identity, but not by physically killing the Native Americans as had been common practice.)

• Distribute the Analyze Point of View: Captain Pratt note-catcher.

• Cold-call students to read the directions, column headings, and questions aloud. Clarify that students will listen to an excerpt from Captain Pratt's infamous speech two times before reading the text. For the first reading, students should just listen. After the second reading, students will record their initial responses in the first column.

• Direct students' attention to the Point of View anchor chart. Cold-call a student to read the parts of the chart related to informational texts.

• Point to the second question in the table on the Analyze Point of View Captain Pratt note-catcher. Explain that, for this question, students should explain Pratt's perspective on the topic of Indian boarding schools.

• Invite students to close their eyes and listen closely.

• Read aloud the Captain Pratt speech excerpt.

• After the first reading, ask:

"What seems to be the purpose of this speech?" (The purpose is to explain why the American government should assimilate Indians through boarding schools.)

"Who is the likely audience? How do you know?" (The audience is likely other high-ranking members of the American government or military. I know this because the author is a captain, and he references "a great general," which are military titles. He also uses the pronoun "we," so his audience is likely people like himself. His language also doesn't sound defensive; he is likely talking to other people who are open to his ideas.)

• Read aloud the Captain Pratt speech excerpt a second time.

• Direct students to complete the Listen column of the note-catcher. Refer to Analyze Point of View: Captain Pratt note-catcher (example for teacher reference).

• Explain that they will complete the Read column in triads using a new protocol.

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

B. Analyze Point of View - RI.6.6 (15 minutes)

• Move students into triads.

• Display Final Word Protocol anchor chart.

MEETING STUDENTS' NEEDS

During the Final Word protocol of Work Time B, strategically use combinations of Conversation Cues to deepen the thinking of students who need lighter support. For example:

"Can you give an example?" (Goal 1)

"Why do you think that?" (Goal 3)

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

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

• Call on volunteers to read the steps of the protocol. Clarify any questions about the process. Model the protocol with a triad, if necessary.

• Direct students' attention to the Work to Become Effective Learners anchor chart.

• Ask:

"Which of these habits of character best applies to the work we will be doing during the Final Word protocol?" (I collaborate.)

"What does effective collaboration look and sound like in the context of this activity?" (Following the protocol by taking turns. Actively listening to what each group member contributes and not focusing only on what I am going to say. Respectfully asking a group member for clarification if needed. Building on each other's ideas.)

• Distribute the Captain Pratt speech excerpt to each student and allow time for students to read the speech. Direct them to use the Glossary provided to clarify difficult vocabulary.

MEETING STUDENTS' NEEDS

During the Final Word protocol of Work Time B, strategically use combinations of Conversation Cues to help students who need heavier support build upon the comments of others. For example:

"Who can repeat what your classmate said?" (Goal 2)

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

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

"Who can add on to what your classmate said?" (Goal 4)

• Remind triads to number themselves, then each take turns sharing their response to one of the questions in the table. Each student in the triad gets a chance to share what they wrote. The person who started the conversation gets the final word, sharing how their perspective or answer changed or evolved based on the contributions of the group.

• Repeat the protocol with each question in the table. Each student should get the final word on one of the questions.

• Circulate and monitor triad conversations. Provide answers to any clarifying questions without directly giving students answers to the note-catcher questions.

• Guide students using strategic combinations of Conversation Cues:

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

"Why do you think that?" (Goal 2)

"Who can add on to what your classmate said?" (Goal 4)

"How does our discussion add to your understanding of point of view?" (Goal 3)

• Remind students that it is okay to revise the information in the right column of their note-catcher based on new ideas stemming from the discussion.

• Call time on the protocol and refocus whole group.

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

A. Launch Independent Research Reading - RL.6.10, RI.6.10 (10 minutes)

• Launch independent reading for this module. There is a suggested independent reading launch in the Independent Reading Sample Plans. Urge students to choose a text before the end of the lesson.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a close read of a narrative text, "The Land of Red Apples." Provide ELLs who need lighter support with one paragraph of the text ahead of time (e.g., paragraph 8: It was night when we reached the school grounds. The lights from the windows of the large buildings fell upon some of the icicled trees that stood beneath them. We were led toward an open door, where the brightness of the lights within flooded out over the heads of the excited palefaces who blocked the way. My body trembled more from fear than from the snow I trod upon). This paragraph acquaints students with some of the structural and lexical complexity of the text. Provide students with questions that guide their comprehension of the text and prepare them to dissect figurative language in the following lesson. These questions may include:

What do you think "icicled trees" look like?

How does the author play with the idea of light in this paragraph?

How does the narrator's use of language in this paragraph show how she is feeling?

In the next lesson, students will participate in a close read of a narrative text, "The Land of Red Apples." Provide ELLs who need heavier support with one paragraph of the text ahead of time (e.g., paragraph 14: I had arrived in the wonderful land of rosy skies, but I was not happy, as I had thought I should be. My long travel and the bewildering sights had exhausted me. I fell asleep, heaving deep, tired sobs. My tears were left to dry themselves in streaks, because neither my aunt nor my mother was near to wipe them away). This paragraph is the last in the essay, and it offers a clear picture of the author's emotional state with less complex vocabulary or figurative language than other paragraphs. Provide students with sentence frames that prepare them to address ideas of point of view in the following lesson. These sentence frames may include:

The narrator probably feels ______.

The words and phrases that make me think this are ______, ______, and ______.

I think that the narrator feels ______ because she ______.