A. Engage the Learner (5 minutes)

• Direct students to retrieve their Independent Argument Evidence note-catcher that was started in Unit 2, Lesson 11.

• Think-Pair-Share:

"What is one update that you should make to your note-catcher based on your growing understanding of what makes an effective literary argument?" (Responses will vary.)

• Using a preferred classroom routine, collect or review the answers to Homework: Strengthen Claim, Evidence, and Reasoning. Refer to Homework: Strengthen Claim, Evidence, and Reasoning (answers for teacher reference).

• Repeated routine: Follow the same routine as with 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 in previous lessons.

A. Gather and Evaluate Evidence - RL.6.3, W.6.1 (10 minutes)

• Direct students to review the reasons and evidence they gave for both positions regarding the prompt: Should Cal return to Challagi Indian Industrial School? Explain that, in the next lesson, students will be using this thinking to independently write an argument essay for their mid-unit assessment. They will now have time to review and update their Independent Argument Evidence note-catcher with stronger or more fully developed evidence and reasoning.

• Students may also want to refer to their Two Roads text, Analyze Character: Two Roads note-catcher and Analyze Point of View: Two Roads note-catcher.

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

MEETING STUDENTS' NEEDS 

During Work Time A, encourage students who need lighter support to revisit and polish the sentences they produced during the Practice sections of the Language Dives and Mini Language Dives of Lessons 3, 4, 5, and 6. Allow students to incorporate these sentences into their planners for use in the problem-solution essays that they write during the mid-unit assessment of the following lessons.

• Direct students to complete the final part of the note catcher blank ("Now that I've thought about it, my claim is _____").

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

B. Plan Literary Argument Essay - W.6.1, W.6.5 (25 minutes)

• Explain that now students will use their completed evidence note catcher to plan their argument essay to support their chosen claim.

• Distribute the Independent Literary Argument Writing Plan graphic organizer and display the Characteristics of Effective Argument Writing anchor chart.

MEETING STUDENTS' NEEDS 

During Work Time B, as students plan their essays, consider providing sentence strips that feature the structural frames that students completed during the Language Dives and Mini Language Dives of Lessons 3, 4, 5, and 6. Encourage them to use these sentences as "checkpoints" around which the remainder of their essay can be built. Some frames may require minor modifications so that they are ready for use in this essay. For example:

Although ______, Cal should ______.

The first reason why Cal should ______ is that ______.

Even though ______, ______ "______" (___).

The best way for Cal to ______ is to ______.

• Remind students that they may refer to the following materials as necessary:

  • Independent Argument Evidence note-catcher

  • Collaborative Literary Argument Writing Plan graphic organizer

  • Collaborative Literary Argument Essay

  • Model Literary Argument Writing Plan graphic organizer

  • Model Literary Argument Essay

  • Argument Writing checklist

• Circulate to support students as they plan. If necessary, prompt by asking questions such as:

"What evidence do you have for this point?"

"How does that evidence support your point?"

"How does that point support your claim?"

"How might you acknowledge the other side of the issue, the other claim?"

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

A. Whole Group Reflection (5 minutes)

• Invite students to share their thoughts about their planning from today. Clarify that, in the next two lessons, they will write their literary argument essay. Review and troubleshoot any areas of uncertainty in preparation for assessment in the next lesson.

• If desired, ask students to share the position they'll be taking in their essay, whether Cal should return to Challagi or whether Cal should stay in Washington with Pop.

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