A. Engage the Learner - RI.6.1 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 1, Lesson 5. Refer to the Entrance Ticket: Unit 1, Lesson 5 (example for teacher reference) for possible responses. Students will also need their anchor text, Two Roads.

• Using a preferred classroom routine, collect or review the answers to Homework: Analyze Language and Point of View: "Iron Routine." Refer to Homework: Analyze Language and Point of View: "Iron Routine" (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. Background: Meriam Report - RI.6.1 (5 minutes)

• Distribute the Background: Meriam Report handout. Explain that the handout contains an abstract of the Meriam Report itself, to which students were just introduced in the Afterword of Two Roads Tell students that they are going to build their understanding of the Meriam Report by reading this passage and participating in a Back-to-Back and Face-to-Face protocol.

MEETING STUDENTS' NEEDS 

Monitor pairs during the Back-to-Back and Face-to-Face protocol of Work Time A and strategically use combinations of Conversation Cues to deepen the thinking of students who need lighter support. For example:

“Can you say more about that?” (Goal 1)

“Can you tell me what your partner said in your own words?” (Goal 2)

“Can you explain why your partner came up with that language?” (Goal 4)

Before Work Time A, for further practice with the intonation strategies introduced during the Mini Language Dive of Lesson 2, encourage students who need lighter support to read aloud the wh- questions on the Jigsaw: Meriam Report task cards and identify their intonation patterns. Invite students to begin to compile a “Question Intonation anchor chart” that tracks the intonation patterns of different question types (e.g., yes/no questions → rising intonation; or questions → rising/falling intonation; wh- questions → falling intonation). Display this resource in future activities that require students to ask or answer questions aloud.

• Read the passages aloud as students follow along. Call on a student to paraphrase the passage by giving a general definition of the Meriam Report.

• Ensure students understand the directions for back-to-back and face-to-face. (Refer to the Classroom Protocols document located on the Tools Page for the full version of the protocol.) Use Back-to-Back and Face-to-Face: Meriam Report (for teacher reference) to guide students through the Back-to-Back and Face-to-Face protocol.

• Circulate and monitor student responses during the protocol. Make note of students who might need support and check in with them moving forward. Give additional time and attention to any terms with which students struggle.

MEETING STUDENTS' NEEDS 

Monitor pairs during the Back-to-Back and Face-to-Face protocol of Work Time A and strategically use combinations of Conversation Cues to help students who need heavier support understand one another and build off of each other’s responses. For example:

“So do you mean ___?” (Goal 1)

“Can you repeat what your partner said?” (Goal 2)

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

Before Work Time A, for further practice with the intonation strategies introduced during the Mini Language Dive of Lesson 2, read aloud the wh- questions on the Jigsaw: Meriam Report task cards and invite students who need heavier support to repeat after you and practice the falling intonation associated with wh- questions. Help them compare the intonation of these questions with the intonation of other questions, such as

“Did you read the text?” (rising intonation)

“Are you part of Group A or Group B?” (rising/falling intonation)

B. Jigsaw: Meriam Report – RI.6.6 (15 minutes)

• Explain that students will now dig into the Meriam Report further, becoming an expert on one passage from the report using the Jigsaw protocol.

• Review the Jigsaw procedure: Students have home groups and expert groups. They will first work with their expert groups to read and answer questions about a short excerpt from the Meriam Report. Then, they will share what they learned with their home groups and also learn about the other groups’ texts.

• Display home group (e.g., ABCD) and expert group (e.g., AAAA; BBBB; CCCC; DDDD) assignments. Have students move into their expert groups. Group(s) A will read excerpt A from Jigsaw: Meriam Report, Group(s) B will read excerpt B, Group(s) C will read excerpt C, and Group(s) D will read excerpt D.

• Once students are settled in their expert groups, distribute Jigsaw: Meriam Report and Jigsaw: Meriam Report task cards. Each student should receive only one task card (A, B, C, or D) based on the expert group to which they have been assigned.

• Tell students that they will work with their expert groups to closely read their assigned excerpts from the Meriam Report and then answer each of the questions on their task card. Students should be prepared to share their understanding of their excerpts and their responses to the questions with their home groups during Work Time B.

• Invite students to begin working. Encourage them to read their assigned excerpt silently first, and then appoint a group member to read the excerpt out loud again before students discuss its content and complete their section of the note-catcher. This gives all readers the chance to engage with the content in multiple modes. ▲ Provide print or online dictionaries as an option for students.

• As students work, circulate and provide support as needed. Allow more proficient groups to grapple; provide more intensive support to less proficient groups. ▲ Refer to Jigsaw: Meriam Report task cards (example for teacher reference) as needed.

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

C. Jigsaw Share: Meriam Report - SL.6.1d (15 minutes)

• Direct students to return to their home groups (ABCD). Tell students that they are now going to consolidate their learning from the Jigsaw and think about the point of view and key ideas evident in these excerpts as a whole.

• Distribute the Analyze Point of View: Meriam Report note-catcher. Explain that students will collaborate with their home groups to share out what they learned with their expert groups and then complete the first two white rows of this note-catcher together. (They will complete the remaining two rows individually during Closing and Assessment A).

• First, each student within the home group should share aloud the notes from their task cards, focusing on the gist statements they wrote for their assigned excerpts (question 5 on the task cards).

• As students listen to the other students in their home group share out their gist statements, they should take notes directly onto the first row Analyze Point of View: Meriam Report note-catcher to answer the question, What are the key ideas in the excerpts? Then, students will work together to complete the second row and address the question, What point of view toward the boarding schools is being conveyed in the excerpts? What words from the excerpts helped you determine that point of view? Students should stop after completing the second row. Refer to Analyze Point of View: Meriam Report note-catcher (for teacher reference).

• Circulate the room to monitor progress. As productive, cue students to expand the conversation about point of view:

"Who can add on to what your classmate said?"

"Who can explain why your classmate came up with that response?"

• After several minutes, refocus whole group.

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

A. Analyze and Compare Point of View: Meriam Report - RI.6.6 (5 minutes)

• Explain that students will now work independently and silently to complete the final two rows of the Analyze Point of View: Meriam Report note-catcher. Invite students to refer to the Analyze Point of View: Captain Pratt note-catcher from Lesson 3 and the Analyze Point of View: "The Land of Red Apples" note-catcher from Lesson 4 as needed to help them answer the questions. Refer to Analyze Point of View: Meriam Report note-catcher (for teacher reference), Analyze Point of View: Captain Pratt note-catcher (for teacher reference), and Analyze Point of View: "The Land of Red Apples" note-catcher (for teacher reference).

• After 4 minutes, reconvene whole group.

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