A. Engage the Learner - L.6.1d (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 12. Refer to the Entrance Ticket: Unit 2, Lesson 12 (example for teacher reference) for possible responses.

• Using a preferred classroom routine, collect or review the answers to Homework: Practice Pronouns: Two Roads. Refer to Homework: Practice Pronouns: Two Roads (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. Analyze a Model Narrative Letter: Cal Stays with Pop - W.6.4 (10 minutes)

• Explain that in this lesson, students will first analyze a model letter to Possum from Cal that explains why he is staying with Pop. Then they will write a letter to Possum from Cal explaining why he is returning to school. Remind them they will also use this evidence and these narratives to help them write a literary argument essay in the next unit.

• Direct students to retrieve their Independent Argument Evidence note-catcher.

MEETING STUDENTS' NEEDS

If time allows after Work Time A, consider inviting students who need lighter support to share with the class how conventions of letter writing in their home languages or cultures may be similar to or different from the model narrative letter. Raising awareness of these similarities or differences may help students draw connections that help them during their own writing.

• Distribute and display the Model Narrative Letter: Cal Stays with Pop.

• Read the model aloud as students follow along, reading silently.

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

"What is this text about?" (It is a letter to Possum from Cal, explaining why he is not returning to school and instead is going to stay with Pop.)

• Point out that even though this is a letter format, the writer uses reasons and evidence to support her points.

• Ask:

"What are the reasons Cal gives for staying with Pop?" (His stay at Challagi was only supposed to be temporary; Cal has become older and more mature.)

"Did you have those reasons on your evidence note-catcher?" What other reasons did you have?" (Answers will vary. Sample student responses: Pop needs Cal to protect him, and Pop wants Cal to stay with him.)

"What makes this a letter and not an essay?" (There is a greeting and a signature. The style is more informal. The author uses personal pronouns.)

"What do you notice about the way the letter is written?" (It is written from Cal's perspective and is written in the first person (I), it is written to Possum and uses the second person (you), it sounds like what Cal really would say to Possum, the variety of English the writer uses is consistent with how Cal speaks to Possum in the novel.)

• After guiding students through analyzing the model, invite them to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS

During the model analysis of Work Time A, consider reprinting the Model Narrative Letter: Cal Stays with Pop in large font, with space to take notes, or in chunks that separate the letter by its parts or paragraphs. Students who need heavier support may benefit from having multiple ways to engage with the text of the letter.

B. Write a Narrative Letter: Cal Returns to School - W.6.3 (20 minutes)

• Explain that now that students have analyzed the model, they will write their own narrative letter from Cal to Possum about his decision to return to Challagi.

• Direct students to review their reasons and evidence for why Cal should return to Challagi on their Independent Argument Evidence note-catcher. Tell them to star two reasons that they want to explore in their letter.

• Invite students to begin writing. As students work, circulate to monitor and support them as needed. Encourage them to use the model and their note-catcher as they draft. Refer to Narrative Letter: Cal Returns to School (example for teacher reference).

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

A. Record Narrative Letter - SL.6.4 (10 minutes)

• Remind students that for their performance task they will be hosting an audio museum that features voices of those who experienced the American Indian boarding schools. Part of that work will involve recording themselves reading and reflecting on their chosen contribution. Explain that in order to gain experience recording themselves, they will practice with the technology and record themselves reading their narrative letter.

• Direct students to use the preferred, available recording technology to record themselves reading their narrative letter. Demonstrate how to use the tool, or assign a student who is particularly proficient with technology to do so. Distribute any audio recording equipment students might need, such as headphones or microphones.

• If time allows, invite students to share their reflections about recording themselves, including what went well and what they would like to work on.

• Remind students that this is just a practice opportunity, and they will have more practice with this process and technology in the later lessons. Encourage them to tinker with the audio recording resources on their own.

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