A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 10. Students will also need the Audio Museum: Performance Task directions and the Performance Task Recording Planner in order to complete the entrance ticket. Display the Performance Task anchor chart for reference as well.

• Invite students to share their paraphrasing of the performance task directions. Clarify any misconceptions or confusion. Remind students they have already used the recording application at the end of Unit 2 when they practiced recording their letters to Possum.

• Request that students update the steps they wrote for their entrance ticket based on the clarifications provided, and then display these in a prominent location for students to reference as they move forward.

• 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 Recording - SL.6.2 (20 minutes)

• Focus students on the Performance Task Recording Planner.

• Draw student attention to the Preface: Background and Context section of the planner. Using a total participation technique, ask:

"What elements should be included in the prefaces we write?" (The prefaces we write should include: the name of the person who wrote the piece we selected, biographical information about that writer, some information about the American Indian boarding school that the writer attended, and general contextual information about the reading.)

"Based on the planner, what would you say is the purpose of the preface in this recording? Why is it important that we include a preface to our texts in our recordings?" (The purpose of the preface is to prepare the listener for what they are about to hear. Our texts will make more sense and be more impactful if the listener knows who wrote them, in what context, and under what conditions.)

• Draw student attention to the Reflection section of the planner. Using a total participation technique, ask:

"What elements should be included in the reflections we write?" (We should include why the piece is meaningful to me, why it's important to share, what I learned about how to treat others from this piece, and what I took away and can apply to my life now.)

"What would you say is the purpose of the reflection in this recording? Why is it important that we include a reflection of our texts in our recordings?" (The purpose of the reflection is to explain why our text is an important one. Our recordings will be more impactful if the listener understands what they mean to us.)

• Tell students that they will now analyze a Model Recording, which has the same structure and format as the one they will create as part of their performance task.

• Distribute and display the Analyze Model Performance Task Recording note-catcher. Explain that as in Unit 1 when they listened to General Pratt's speech and one of Zitkala-Sa's entries, they will listen twice. The first time, they should listen for characteristics of effective presentation skills, checking off the characteristics at the top of the Analyze Model Recording note-catcher as they hear them. Then they will listen again and reflect on the content of the recording.

• Instruct students to form pairs. Play the model recording the first time. Allow students to discuss with their partner where they heard each of the characteristics of effective presentation and check these off on their note-catcher.

• Play the model recording a second time as pairs complete the reflection portion of the note-catcher. Allow them some time after the recording ends to complete their reflections.

• Reconvene the whole class and ask:

"What do you notice about the speaker's presentation skills? (The pace was slow and clear; the volume was loud enough to understand; the pronunciation was clear enough to be understood; the language was appropriate to the task.)

• Invite students to share their responses to the reflection section of the note-catcher. Refer to the Analyze Model Performance Task Recording note-catcher (example for teacher reference).

• Distribute the Model Performance Task Recording Planner. Ask pairs to review the planner and add to or revise their responses on the reflection section of the Analyze Model Recording note-catcher.

• Turn and Talk:

"What changes did you make to your note-catcher after reading the presentation on the planner? How did hearing and reading the presentation help build your understanding of the information?" (Answers will vary, but may include: I added more biographical information about the writer.)

"How does what you heard in the recording compare to what you see in the model planner?" (The wording in the recording is the same as in the planner.)

• Tell students that, in the following lesson, they will use this planner to plan their own recordings.

B. Select a Text - RL.6.10, RI.6.10 (15 minutes)

• Tell students that they will now select the texts to use for their performance task recording.]

MEETING STUDENTS' NEEDS 

During the model performance task recording analysis of Work Time B, invite students who need lighter support to explore the idea of speaking pace. Students, in pairs, can read aloud short passages from the anchor text Two Roads to each other as quickly as they can. Then, ask them to read other passages as slowly as possible. Students can reflect with their partners about the effect of pace on intelligibility of their speech.

• Ask students to retrieve the Performance Task Recording: Text List. Students should have at least read through the different text options. Some students may have already chosen which text they want to focus on for the performance task. Explain that some students may end up choosing the same text.

• Remind students that they should be choosing their texts carefully and thoughtfully. If there is not sufficient class time for them to make a selection that they feel good about, they can continue to review and select their texts as homework. If students select their texts before the end of Work Time B, invite them to begin gathering some brief biographical details about the author by conducting research on a computer or tablet. Draw students' attention back to the Model Performance Task Recording Planner for examples of the type of context they should be providing.

MEETING STUDENTS' NEEDS 

During the model performance task recording analysis of Work Time B, invite students who need heavier support to explore the idea of speaking pace. If feasible and productive, use a software program to artificially slow down or speed up the speaker's pace in the model recording. Provide sentence starters for students to describe the impact that each version of the recording has on their listening. For example:

When the speaker speaks very quickly, I ___.

When the speaker speaks very slowly, I ___.

When I speak my home language, I usually speak ___.

When I speak in English, I usually speak ___.

One way to improve my speaking pace in English is to ___.

A. Peer Share - SL.6.1 (5 minutes)

• Direct students to form triads and share the texts they have selected for the performance task recording. If students worked with partners during Work Time B, they should work with different classmates for this Peer Share. Each student in the triad should plan to address the following three questions during the peer share:

  • Which text did you select?

  • Why did you choose it?

  • What is something that stands out to you right away about the text, its author, or its context?

• Once triads are done sharing their answers to these questions, field any new questions. Clarify that, in the next lesson, students will write a preface and reflection to frame their selected piece for the recording. A Language Dive will help them better understand the purpose and structure of a key sentence in the preface. They will also participate in the final Independent Research Reading share of the module.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using a sentence from the preface of the model performance task recording. Consider providing ELLs with the Language Dive sentence ahead of time. To reinforce work with SL.6.4, invite students who need lighter support to record themselves reading aloud the Language Dive sentence. Students can reflect on their recording and note their volume, pace, and pronunciation. Then, they can produce a second recording with small adjustments to their volume, pace, and pronunciation that improve overall intelligibility.

In the next lesson, students will participate in a Language Dive using a sentence from the model performance task recording. Consider providing ELLs with the Language Dive sentence ahead of time. To reinforce work with SL.6.4, invite students who need heavier support to record themselves reading aloud the Language Dive sentence. They can also ask a friend, family member, or teacher to read aloud and record the Language Dive sentence as well. Students can reflect on the similarities and differences across the volume, pace, and pronunciation of the two recordings.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.