A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 7. Students will also need their Module 3, End of Unit 1 Assessment with feedback.

• Once all students are ready, invite them to share their "stars" and "steps" with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

• Using a preferred classroom routine, collect or review the answers to Homework: Write a Summary and Analyze Point of View: Two Roads, Chapter 26. Refer to Homework: Write a Summary and Analyze Point of View: Two Roads, Chapter 26 (example 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. Mid-Unit 2 Assessment: Analyze Character, Point of View, and Theme: Two Roads, Chapter 27 (35 minutes)

• Distribute Mid-Unit 2 Assessment: Analyze Character, Point of View, and Theme: Two Roads, Chapter 27.

• Tell students that for this assessment, they will read the next chapter of Two Roads, chapter 27. In this assessment, students analyze how Cal responds and how his point of view toward his visions changes as a result of the events in this chapter. Students also write a summary of the chapter, which includes discussion of a possible theme of the novel.

MEETING STUDENTS' NEEDS

Before the assessment of Work Time A, underline key vocabulary in the assessment directions and prompt, and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

• Read the directions for each part of the assessment aloud as students follow along, reading silently. Make sure students understand the directions; paraphrase some instructions, if needed. ▲ Answer students’ questions, but refrain from supplying answers to the assessment questions themselves.

• Direct students’ attention to the following anchor charts:

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

• Remind students to refer to these anchor charts as they read the assessment text and answer the assessment questions.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart and review what perseverance looks and sounds like. Remind students that because they will be reading and answering questions independently for the assessment, they may need to practice perseverance.

• Invite students to begin the assessment.

MEETING STUDENTS' NEEDS

Display a "map" of the assessment to reference while explaining directions to the mid-unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Read chapter 27 of Two Roads. Then,

Question 1A. Determine how Cal's responds to an event in the text.

Question 1B. Select text evidence that supports your answer to 1A.

Question 2. Write a paragraph explaining how Cal's point of view toward events in the chapter change.

Question 3. Write a summary of the chapter.

• While they are taking the assessment, circulate to monitor and document their test-taking skills.

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

A. Track Progress - RL.6.1 (5 minutes)

• Give students specific, positive feedback on their completion of the Mid-Unit 2 Assessment. Provide students with Synopsis: Two Roads, Chapter 27 if students need clarification on the chapter they read for the assessment.

• Distribute Track Progress folders, Track Progress: Read, Understand, and Explain New Text, Writing Record, and sticky notes.

• Tell students the sticky notes are for them to find evidence of the following criteria:

  • RL.6.1

• Guide students through completing the form. The row for RI.6.4 will not apply to this assessment and should be left blank. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing. Direct students to complete Writing Record for the writing they did as part of the Mid-Unit 2 Assessment (paragraph and summary).

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