A. Engage the Learner – RI.6.8 (5 minutes)

• Distribute the Model Literary Argument Evidence note-catcher and Entrance Ticket: Unit 3, Lesson 2 or the Entrance Ticket: Unit 3, Lesson 2 ▲. Follow the same routine as previous lessons to review Entrance Ticket: Unit 3, Lesson 2. Refer to the Entrance Ticket: Unit 3, Lesson 2 (example for teacher reference) for possible responses.

• Explain that the author of the Model Literary Argument Evidence note-catcher decided on the claim: Pop should not bring Cal to Washington DC with him. Focus students on the column of reasons supporting this claim.

• Turn and Talk:

“Read through each of the reasons for Position 2, and their corresponding evidence and reasoning. Which two reasons should the author include in the essay? Why would you choose these?”

• If productive, use strategic combinations of Conversation Cues to help students listen to one another and and expand the conversation. ▲ For example:

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

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

  • “Can you say more about that?” (Goal 1)

  • “Who can add on to what your classmate said?” (Goal 4)

• 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.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 3, Lesson 2 ▲. This resource features sentence starters to support student comprehension and reduce the amount of writing students are expected to produce.

A. Collect Evidence and Make Claim - RL.6.3, W.6.1 (20 minutes)

• Distribute the Collaborative Literary Argument Evidence note-catcher. Explain that this note-catcher is to help them collect and analyze evidence for a practice essay which they will plan and write in collaboration with a partner.

• Draw students' attention to the focus question on the note-catcher, and call on a student to read it aloud:

  • "Should Cal leave Challagi Indian Industrial School to find Pop?"

• Remind students that, since they have finished reading the novel, they already know that Cal does decide to leave. However, the purpose of this activity is to practice gathering evidence, making a claim, and composing an argument essay. Although they already know how the narrative turns out, encourage students to imagine other possibilities as they consider the focus question.

• Read the two column headings and the labels in the section below. Remind students that "reasons" refers to the reasons why Cal should or should not leave school to find Pop, "evidence" is the textual evidence that supports each reason, and "reasoning" is the elaboration that explains how the evidence supports the reason.

• Move students into their writing partnerships. Direct partners to each pick one position and focus on gathering reasons and evidence for just their assigned position.

• Encourage students to reference the anchor text Two Roads, and any other note-catchers and anchor charts from previous units to support their work.

• As students work, circulate to push their thinking, provide support, and answer questions as needed. Refer to the Collaborative Literary Argument Evidence note-catcher (example for teacher reference) as needed.

• With two minutes remaining, refocus students. Referring back to the entrance ticket, explain that it is time to evaluate all of their evidence and make a claim, just as the author of the Model Literary Argument Evidence note-catcher did.

• Direct students to decide with their partner which position they can best argue and write a claim statement at the bottom of the note-catcher.

• If partners struggle to pick a position, direct them back to their entrance ticket and use the same logic used there to evaluate their own note-catchers.

B. Group Practice: Plan a Literary Argument Essay - W.6.1, W.6.5 (15 minutes)

• Distribute and display the Model Literary Argument Writing Plan graphic organizer. Direct students to place the Model Literary Argument Writing Plan graphic organizer side-by-side with the Model Literary Argument Evidence note-catcher. Distribute highlighters. Distribute green, yellow, and blue highlighters.

• Direct students to use their green highlighter to highlight the claim on both the Model Literary Argument Writing Plan graphic organizer and the Model Literary Argument Evidence note-catcher.

• Direct students to use their yellow highlighter to highlight the reason, evidence, and reasoning included under Proof Paragraph 1 on the Model Literary Argument Writing Plan graphic organizer and then find and highlight the same on the Model Literary Argument Evidence note-catcher.

• Direct students to use their blue highlighter to highlight the reason, evidence, and reasoning included under Proof Paragraph 2 on the Model Literary Argument Writing Plan graphic organizer and then find and highlight the same on the Model Literary Argument Evidence note-catcher.

• Distribute the Collaborative Literary Argument Writing Plan graphic organizer. Explain that students should make the same connections between their evidence note-catcher and the writing planner as they did with the model.

• Remind students that they have used a similar tool in previous modules, and that much of the information they will record on this planner, they have already found when they were filling in the evidence note-catcher. For some students, the step of copying it over to their writing planner is a helpful support; for others, it may be redundant. Clarify the requirements for students based on their needs.

• Ensure that students understand their task before releasing them to begin working.

• Circulate and monitor, using the Collaborative Literary Argument Writing Plan graphic organizer (example for teacher reference) as necessary.

• With one minute remaining, refocus students' attention. Explain that if they were unable to complete the writing planner during this time, they will need to complete it for homework in preparation for drafting the introduction in the next lesson. If needed, direct students to assign responsibility within their partnerships for completing the planner for any remaining paragraphs.

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

A. Peer Share: Writing Planners - W.6.1, SL.6.1 (5 minutes)

• Direct partnerships to join another pair, and share their in-progress argument writing planners for feedback. Each partnership will give one star and one step to help the other pair improve their planner.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using the main claim from the Model Literary Argument Essay. 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:

Rearrange the two clauses of the sentence, appropriately adjusting punctuation, capitalization, and other language as needed.

Add the word because to the end of the sentence and add a reason.

Write down three qualities of the sentence that make it an effective main claim.

• Explain that feedback is often best presented in the form of a question that guides the presenter to elaborate on the topic and add more details.

• Post and read aloud the following sentence frames:

  • "Can you say more about . . . ?"

  • "Will you explain what you mean by . . . ?"

  • "I found myself wondering . . . ?"

• Direct students to use at least one of the sentence frames when giving feedback to the other partnership. Invite students to begin.

• Once groups are done sharing, field any new questions about the specifics of the writing planner.

MEETING STUDENTS' NEEDS

In the next lesson, students will participate in a Language Dive using the main claim from the Model Literary Argument Essay. 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:

Replace the words although and sad with synonyms without disrupting the meaning of the sentence.

Write down one question about the sentence that could be asked during a Language Dive.

Separate the sentence into two simpler sentences.

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