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

• Repeated routine: Follow the same routine as previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 5. Refer to the Entrance Ticket: Unit 2, Lesson 5 (example for teacher reference) for possible responses.

• 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, Chapter 24 - RL.6.6 (15 minutes)

• Repeated routine: Read chapter 24 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, update the Gist anchor chart: Two Roads, 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 chapter synopsis as needed, as well as any other appropriate resources.

• Gist: Cal learns about his Creek identity from his friends at school. They teach him about stomp dancing.

• Turn and Talk:

"How does the way Cal talks about the woods help to develop our understanding of his and the gang's point of view toward being in nature?" (They see it as a place of freedom, escape, and friendship. They can be themselves and forget about the bad things they experience at the school.)

• Refocus students, and direct them to retrieve their Analyze Point of View: Two Roads note-catcher. Instruct students to fill in the row for chapter 24 using the examples discussed. Using a total participation technique, invite students to share their responses. Refer to Analyze Point of View: Two Roads (example for teacher reference) as needed.

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

B. Complete Text-Dependent Questions - RL.6.2 (15 minutes)

• Distribute and display Text-Dependent Questions: Two Roads, Chapter 24.

MEETING STUDENTS' NEEDS

During Work Time B, as students complete text-dependent questions about chapter 24 of Two Roads, strategically use combinations of Conversation Cues to help students who need lighter support to listen to one another and deepen their thinking. For example:

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

"Who can tell us what your classmate said in your own words?" (Goal 2)

"What, in the text, makes you think so?" (Goal 3)

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

• Direct students to work in small groups to respond to the text-dependent questions. They should be prepared to share their responses during Closing and Assessment A. As students work, continue to circulate and support students as needed, pushing them back into the text for evidence to support their responses.

• Refocus the whole group.

• Briefly review each text-dependent question, and cold-call students to share their responses with the whole group. Focus particularly on question 2, as this question might need further teaching or explanation, depending on student responses. Refer to the Text-Dependent Questions: Two Roads, Chapter 24 (example for teacher reference) as necessary.

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

MEETING STUDENTS' NEEDS

During Work Time B, as students complete text-dependent questions about chapter 24 of Two Roads, strategically use combinations of Conversation Cues to help students who need heavier support to listen to one another and expand the conversation. For example:

"I'll give you time to discuss this with a partner." (Goal 1)

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

"Do you agree or disagree with what your classmate said? Why?" (Goal 4)

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

A. Plan a Literary Analysis Paragraph – RL.6.2 (10 minutes)

• Focus students on the Determine Themes: Two Roads anchor chart. Point out that one of the themes previously identified is present in chapter 24 again—Our peers, our school, our families, and our experiences can affirm or threaten our identities.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from chapter 21 of Two Roads. Consider providing ELLs with the Language Dive sentence ahead of time. Invite students who need lighter support to choose one of the following tasks to complete in preparation for the Language Dive. Students should select a different task from the one they completed before the Language Dive of Lesson 2:

Paraphrase the sentence using your own words.

Generate three questions that could be asked about the sentence during a Language Dive.

Underline all pronouns, check all nouns, circle all verbs, and star all adjectives. What words do you have left? What are the function of these words?

• Explain that students will learn to synthesize their thinking on this subject in a cohesive and structured literary analysis paragraph.

• Think-Pair-Share:

“What additional text evidence can be found in this chapter to support this theme?” (“I no longer feel like an out-of-place white boy, the way I did before. I feel like I belong to our gang. Maybe I’m not totally Indian, but I’m not the same as I was before. I’m seeing things another way” (253). “Soon all of us are dancing, including me – an Indian boy who thought he was white, following a white boy who knows he’s Indian” (259).)

• Update the Determine Themes: Two Roads anchor chart with student responses to the theme question. Refer to the Determine Themes: Two Roads anchor chart (example for teacher reference) as needed.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from chapter 26 of Two Roads. Consider providing ELLs with the Language Dive sentence ahead of time. Invite students who need heavier support to choose one of the following tasks to complete in preparation for the Language Dive. Students should select a different task from the one they completed before the Language Dive of Lesson 2:

Make a guess about what the "chunks" of the sentence might be.

Use a dictionary to look up the word treated and select the best definition for the word as it is used in this sentence.

Write a question to ask Cal about his thoughts in this sentence.

• Distribute and display the Paragraph Planner: Two Roads, Chapter 24. Explain that students only need to plan their literary analysis paragraph during this time; they will complete the last step, composing the paragraph, for homework. Refer to Paragraph Planner: Two Roads, Chapter 24 (example for teacher reference), as needed.

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