A. Engage the Learner - RL.6.3 (5 minutes)

• Direct students to retrieve their Analyze Character: Two Roads note-catcher and anchor text, Two Roads. Instruct students to fill in the row for chapter 9, recalling the reading they did in the previous lesson. Remind students to reference the text for evidence rather than relying on memory. Use equity sticks to call on students to share their entries. Refer to Analyze Character: Two Roads note-catcher (example for teacher reference) as needed.

• 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, Chapters 10 and 11 – RL.6.1 (20 minutes)

• Repeated routine: Read chapters 10 and 11 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 Synopsis: Two Roads, Chapters 10 and 11 as needed, as well as any other appropriate resources.

• Gist of chapter 10: Cal and Pop demonstrate their talent for handling horses. Their help wrangling the horses earns them a meal.

• Gist of chapter 11: Pop teaches Cal about survival at Indian school—march properly, eat quickly, and fight fairly. Cal continues to struggle with his half-Indian identity.

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

B. Language Dive: Analyze Language and Point of View - RL.6.6 (15 minutes)

• Tell students they will now participate in a Language Dive to analyze the ways in which the author develops Cal's point of view toward Challagi school and his Creek identity in chapter 11 of Two Roads. Tell students that the process of Language Dives in Modules 3 and 4 will be different from the Language Dive process of earlier modules.

• Turn and Talk:

"What do you remember about teacher and student roles in the most recent Language Dive from Module 2?" (It was teacher-led, with the teacher asking questions about the sentence chunk strips and the students responding.)

• Let students know that, going forward, they will be invited to be more independent as they think and discuss the chunks in their groups. Reassure students that they will continue to be supported as they grapple in the Language Dive.

• Using a total participation technique, invite responses from the group:

"Think about our work with Language Dives. What questions do we ask about the sentences? What questions do we ask about the chunks? What questions do we ask about the words?" Tell students they will be given time to think and discuss with their partner. (Responses will vary.)

• As students share out, capture their responses on the Questions We Can Ask During a Language Dive anchor chart. Refer to the Questions We Can Ask During a Language Dive anchor chart (example for teacher reference) as necessary. Ensure students understand how to use these questions, pointing out that the questions underlined on the anchor chart are questions that students should always ask when they dive into a sentence.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive in Work Time B and to reinforce work with L.6.3a, invite students who need lighter support to more deeply explore the function and meaning of the non-referential there in the chunk "and there's a sensation" (123). Provide students with the following excerpt from chapter 4 of Two Roads and challenge students to determine the difference in meaning and function of the examples of there.

"There is sage there and grasses you do not see in the East or the South . . . " (47) (The first there in this sentence does not refer to any place in particular, it just indicates that something exists; the second there is talking specifically about a place.)

• Say:

"How will thinking of our own questions for a Language Dive help us during a Language Dive?" Tell students they will be given time to think and discuss with a partner. (The questions will support our thinking about important language features in the sentence.)

• Tell students they will now begin the Language Dive. Reread aloud the excerpt from Two Roads on page 123 from "Behind us, the horses are making soft sounds . . ." and ending at ". . .like a knotted rope in my belly."

• Focus students on the sentence:

  • "My head is throbbing and there's a sensation like a knotted rope in my belly."

• Use the Language Dive Guide: Two Roads, Page 123 (for teacher reference) and the Language Dive: Two Roads, Page 123 Sentence Chunk Chart (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Two Roads, Page 123 note-catcher, and the Language Dive: Two Roads, Page 123 sentence chunk strips. Refer to the Language Dive: Two Roads, Page 123 note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive in Work Time B, invite students who need heavier support to explore the structure of the progressive aspect in the chunk "My head is throbbing" (123). Extract other examples from Two Roads written in the progressive aspect and work with students to deduct general "rules" for generating sentences in the progressive aspect. These sentences may include:

My head is throbbing. (123)

I'm leaning against the rough pinewood wall. (120)

The train is rolling across an endless expanse of brown and yellow plains. (120)

Some things are making sense, though. (105)

• Invite students to Think-Pair-Share:

"Now that we have completed our first new Language Dive, what additional questions should we add to our Questions We Ask During a Language Dive anchor chart?" (Responses will vary.)

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

A. Debrief: Module Guiding Questions (5 minutes)

• Distribute sticky notes, one per student. Direct students to the Module Guiding Questions anchor chart. Explain that now that students have built some background information about this historical time period and the novel, they are ready to start generating responses to the guiding questions.

• Invite students to choose one guiding question about which they feel strongly. Students should record their initial answer to the question on their sticky note. Remind students that guiding questions are meant to have multiple answers and interpretations; it is fine if their thoughts on the question are still evolving. Instruct students not to write their names on the sticky notes.

• Select three students to be the "Roving Reporters" who refrain from answering the questions at this stage.

• When students have finished writing, invite them to stick their response to the anchor chart next to the question they answered. Direct the Roving Reporters to read each of the sticky notes silently and look for one or two particularly strong or insightful responses to share aloud.

• Tell students that they will return to the questions throughout the module to update their answers and demonstrate new learning.

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