A. Engage the Learner – L.6.3a (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 11 or the Entrance Ticket: Unit 2, Lesson 11 ▲. Refer to the Entrance Ticket: Unit 2, Lesson 11 (example for teacher reference) for possible responses. Direct students to refer to the Sentence Variety anchor chart 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.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 2, Lesson 11 ▲. This resource features sentence frames that students can use to guide their answers to question 2.

A. Mini Lesson: Pronoun Person and Number - L.6.1c (15 minutes)

• Distribute and display Pronoun Person and Number notes. Invite students to spend 3 minutes reading over the notes.

• Think-Pair-Share:

"What wonderings do you have based on the notes?"

• Use equity sticks to call on three students to share one of their partner's wonderings.

• Write student wonderings on a piece of chart paper that serves as a Parking Lot for questions.

• Explain to students that there are three pronoun person categories: first, second, and third. Each case has specific pronouns for both singular and plural antecedent. In order to figure out if a pronoun is used correctly based on its person and number, students must learn to identify the person and number that corresponds to a pronoun's antecedent (the word that is being replaced by the pronoun).

• Direct students' focus to the chart located in the Pronoun Person and Number notes.

• Turn and Talk:

"What is familiar about this chart? What is unfamiliar?"

• Direct students' focus to the first example located in the Pronoun Person and Number notes.

• Cold-call a student to read the sentence. Ask:

"What is the case of the missing pronoun?" (possessive)

"What is the antecedent of the missing pronoun?" (Gale)

"What is the person and number of the antecedent?" (third, singular)

"What is the correct pronoun to use in this sentence?" (her)

• Direct students' focus to the second example located in the Pronoun Person and Number notes.

• Cold-call a student to read the sentence. Ask:

"What is the case of the missing pronoun?" (subjective)

"What is the antecedent of the missing pronoun?" (Cal)

"What is the person and number of the antecedent?" (first, singular)

"What is the correct pronoun to use in this sentence?" (I)

• Direct students' focus to the third example located in the Pronoun Person and Number notes.

• Cold-call a student to read the sentence. Ask:

"What is the case of the missing pronoun?" (objective)

"What is the antecedent of the missing pronoun?" (kids at my old school)

"What is the person and number of the antecedent?" (third, plural)

"What is the correct pronoun to use in this sentence?" (them)

• Return to the Parking Lot questions and address any questions that were not answered through the mini lesson instruction.

• Think-Pair-Share:

"Why might it be important or useful to understand pronouns and the person and number of their antecedent?" (Answers will vary, but may include: Using the correct pronoun that corresponds to the antecedent's person and number, and of course, case, means the pronoun will be more clear for a reader, or there will be less chance of an unclear reference. This means the sentence will be more clear for a reader as well.)

• Explain that the homework provides them with additional practice with pronoun case, person, and number.

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

B. Gather Evidence: Cal Returns to School - W.6.1b, W.6.9a (20 minutes)

• Remind students of the narrative letter writing task that was introduced in the previous lesson.

• Distribute and display the Independent Argument Evidence note-catcher.

• Explain that this note catcher will also be used to help them collect and analyze evidence for their argument essay in Unit 3, and they'll spend more time learning about the term "claim," which is a key term in argument writing.

• Ask:

"What is meant by 'reasons' in the context of this note-catcher?" ("Reasons" refers to the reasons why Cal should or should not return to school.)

"What is meant by 'evidence' in the context of this note-catcher?" ("Evidence" is the textual evidence from Two Roads that supports each reason.)

• Turn and Talk:

"How do 'reasons' differ from 'reasoning'?" ("Reasoning" is the elaboration that explains how the evidence supports that reason.)

• Remind students that they are familiar with evidence and elaboration from previous writing instruction in Modules 1 and 2.

• Focus students on just one side of the note-catcher: Position 1: Cal should return to Challagi Indian Industrial School.

• Invite students to offer reasons to support this position. Gather their reasons on chart paper in a highly visible location. After several reasons have been offered, divide students into triads.

• Explain that triads will pick one of the reasons offered by the class to support Position 1 and complete the Reason, Evidence, and Reasoning boxes on the note-catcher for their chosen Reason. Remind students to reference their Analyze Character and Analyze Point of View note-catchers for assistance.

• Circulate and monitor as students fill in the evidence and reasoning for just one reason.

• Refocus students and call one triad to share their responses. Model the completion of the first row (reason, evidence, explanation) with student assistance in providing the content. Clarify any questions students might have.

• Direct students to continue filling in their note-catcher for Position 1, gathering reasons and evidence for why Cal should return to school rather than stay with Pop and elaborating by explaining their reasoning in the note-catcher. As students work, circulate to push their thinking, provide support, and answer questions. Refer to the Independent Argument Evidence note-catcher (example for teacher reference) as needed.

A. Determine Reasons: Cal Stays with Pop - SL.6.1 (5 minutes)

• Focus students on just the other side of the note-catcher: Position 2: Cal should NOT return to Challagi Indian Industrial School.

• Invite students to offer reasons to support this position. Gather their reasons on chart paper in a highly visible location and direct students to add these reasons to their Independent Argument Evidence note-catcher. After several reasons have been offered, pause and explain that students will complete the Evidence and Reasoning sections for Position 2 as their homework.

• Students should leave the final part of the note catcher blank ("Now that I've thought about it, my claim is _____"). They will be completing this portion during Unit 3 when they plan their argument essays.

• Field any new questions. Clarify that, in the next lesson, they will analyze a model letter and then write a letter to Possum from Cal. Remind them they will also use this evidence to help them write an argument in the next unit.

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