A. Engage the Learner - W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 11.

• 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.

A. Language Dive: Model Recording Preface - L.6.3a (10 minutes)

• Tell students they will now participate in a Language Dive to analyze a transitional statement from the preface of the model recording.

• Display the Questions We Can Ask during a Language Dive anchor chart. Refer to the Questions We Can Ask during a Language Dive anchor chart (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS 

As an extension to the Language Dive of Work Time A, invite students to revisit Language Dives from previous modules to draw connections and reinforce learning. Students who need lighter support can return to the Language Dive from Module 1, Unit 3, Lesson 8, which also included the word as, but for a different purpose (i.e., to indicate that two things were happening at the same time, rather than to signal a comparison). Students can use an online learner's dictionary to more deeply explore the different ways that the word as can be used. Provide sentences from Two Roads and invite students to use the learner's dictionary to help them determine the meaning and function of the word as in each context. For example:

". . . those unforgiving steel wheels that'll lop off a leg as easy as a knife cutting through butter" (46-47) [as is being used to make a comparison.]

"There's a small assortment of clothes on the first table as we walk in the door" (190) [as is being used to show that two things are happening at the same time.]

"Then he shakes water from his hands . . . as if he's offering the ground some of the water" (24) [as to introduce a simile.]

• Replay the preface section of the Model Recording, which students analyzed in the previous lesson. Remind students that, for homework in the previous lesson, they began conducting research to find these biographical details for the author of their chosen text. They should continue that work during this lesson and for homework to complete that section of their own Performance Task Recording Planner.

• Focus students on this sentence from the preface:

  • One way they did this was by forcing the students to change their names, as Standing Bear explains in this excerpt from a personal narrative.

• Use the Language Dive Guide: Model Recording Preface and the Language Dive: Model Recording Preface Sentence Chunk Chart to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Model Recording Preface note-catcher, and the Language Dive: Model Recording Preface sentence chunk strips. Refer to the Language Dive: Model Recording Preface note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS 

As an extension to the Language Dive of Work Time A, invite students to revisit Language Dives from previous modules to draw connections and reinforce learning. Students who need heavier support can return to the Language Dive from Module 2, Unit 3, Lesson 6, which included a by + verb -ing clause in its focus structure. Students can compare this past focus structure to a similar structure in the current Dive: by forcing the students to change their names. Provide relevant sentence frames, with gradually decreased scaffolding, for students to complete as practice with this structure. For example:

By reviewing this structure, I _____.

One way I improve my grammar is by _____.

By _____, _____.

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

B. Write Preface and Reflection - W.6.4, W.6.10 (25 minutes)

• Explain that students will now write a preface and reflection to frame their selected text, using the Performance Task Recording Planners that they received in the previous lesson. Make sure students understand that they do not have to rewrite their selected texts in the Reading with Bibliographic Source Information section of the table; however, a space is available for them if they wish to cut out their text and tape or glue it into the chart.

• Invite students to begin writing. As students work, circulate to monitor and support them as needed. Provide computers or tablets with access to the internet for students to gather biographical details about their author and context about the school they attended. Encourage them to refer to their Model Performance Task Recording Planners from the previous lesson as they write.

• If students finish early, encourage them to pair up and practice reading their preface and reflection aloud in preparation for the recording in the following lesson.

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

A. Prepare Listening Station (5 minutes)

• Explain that for students to share their recordings, they will need to set up listening stations for their guests.

• Guide students through the process for creating listening stations. If applicable, display a website where students can generate QR codes that guests can scan to get access to the recording file, such as http://eled.org/0212.

• Turn and Talk:

"Besides a link to the recording, what else might you want to include at your listening station to engage guests more?" (Answers will vary, but may include: An image of the person whose narrative is being shared. An image of the boarding schools like the ones we analyzed in Unit 1.)

• Guide students to devise a plan for creating the other materials that will be displayed at their listening station.

MEETING STUDENTS' NEEDS 

In the following lesson, students will record their performance task recordings. As part of the end of unit assessment, students will reflect on their and a partner's speaking volume, pronunciation, and language use. To help prepare students who need lighter support, invite them to listen again to select sentences from the model performance task recording and work with partners to discuss their answers to the following questions:

What do you notice about the speaker's intonation in this sentence? When does it rise or fall?

What words does the speaker emphasize? What words does the speaker say quickly?

Can you repeat the same sentence with a similar intonation?

How does this activity support your understanding of intonation? How might this help you when recording your performance task in the next lesson?

• Remind students that they will work on recording and refining their own presentations and also reflecting on and giving feedback to a peer during the end of unit assessment in the next lesson.