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ELA 2019 G6:M3:U1

Build Background Knowledge: Analyze Points of View toward American Indian Boarding Schools

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Discover Our Topic: American Indian Boarding Schools
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.1 (5 minutes)

2. Work Time

A. Infer the Topic – RI.6.1, SL.6.2 (10 minutes)

B. Introduce the Performance Task and Module Guiding Questions (10 minutes)

C. Launch the Text: Two Roads, Chapter 1 Excerpts – RL.6.1 (15 minutes)

3. Closing and Assessment

A. QuickWrite: Character Inferences – RL.6.1 (5 minutes)

4. Homework

A. Read and Reflect: Students will read and reflect on the guiding questions for the module and discuss them with their families. They should consider how the guiding questions make them feel. They can sketch or write about their ideas.
  • I can infer the topic of this module from resources. (RL.6.1, RI.6.1, SL.6.2)
  • Work Time A: Infer the Topic: I Notice/I Wonder note-catcher (RL.6.1, RI.6.1, SL.6.2)
  • Work Time C: Gist on sticky notes
  • Closing and Assessment A: QuickWrite: Character Inferences (RL.6.1)

Lesson 2Analyze Plot and Character: Two Roads, Chapters 4 and 5
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.1 (5 minutes)

2. Work Time

A. Read Two Roads, Chapter 4 Excerpt and Chapter 5 – SL.6.1 (25 minutes)

B. Analyze Character: Cal – RL.6.3 (10 minutes)

3. Closing and Assessment

A. QuickWrite: Connect Text to Topic – RL.6.1 (5 minutes)

4. Homework

A. Analyze Character: Fill in the chapters 4–5 row of the Analyze Character: Two Roads note-catcher.
  • I can find the gist of chapters 4 and 5 of Two Roads.
  • I can analyze how Cal responds to and changes due to the events in chapters 4 and 5. (RL.6.3)
  • Opening A: Entrance Ticket (RL.6.1)
  • Work Time A: Gist on sticky notes
  • Work Time B: Character Window: Chapter 5 (RL.6.1, RL.6.3)
  • Closing and Assessment A: QuickWrite (RL.6.1, W.6.10)
  • Homework A: Analyze Character: Two Roads note-catcher (RL.6.1, RL.6.3)

Lesson 3Analyze Point of View: Captain Pratt
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.6.4b (5 minutes)

2. Work Time

A. Read Captain Pratt Speech Excerpt – SL.6.1d (15 minutes)

B. Analyze Point of View – RI.6.6 (15 minutes)

3. Closing and Assessment

A. Launch Independent Research Reading – RL.6.10, RI.6.10 (10 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can paraphrase the key ideas and demonstrate understanding of the perspective being conveyed in Pratt's text. (SL.6.1d)
  • I can analyze Pratt's point of view and how its conveyed in the text. (RI.6.6)
  • Opening A: Entrance Ticket (L.6.4b)
  • Work Time A and Work Time B: Analyze Point of View: Captain Pratt note-catcher (RI.6.1, RI.6.2, RI.6.6, SL.6.1a, SL.6.1b, SL.6.1c, SL.6.1d)

Lesson 4Close Read: Analyze Point of View and Unfamiliar Words: “The Land of Red Apples”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.2 (5 minutes)

2. Work Time

A. Analyze Point of View: “The Land of Red Apples” – SL.6.1d (15 minutes)

B. Close Read: "The Land of Red Apples" – RI.6.6, L.6.5 (20 minutes)

3. Closing and Assessment

A. Analyze Point of View: “The Land of Red Apples” – RI.6.6 (5 minutes)

4. Homework

A. Analyze Language and Point of View: Students complete Homework: Analyze Language and Point of View: “Iron Routine.”
  • I can paraphrase the key ideas and demonstrate understanding of the perspective being conveyed in Zitkala-Sa's text. (SL.6.1d)
  • I can analyze Zitkala-Sa's point of view and how it is conveyed in the text. (RI.6.6)
  • I can determine the meaning of figurative and connotative language as it is used in the text. (L.6.5)
  • Opening A: Entrance Ticket (RI.6.2)
  • Work Time A: Analyze Point of View: "The Land of Red Apples" note-catcher (RI.6.1, RI.6.6, W.6.10, SL.6.1d)
  • Work Time B: Close Read: "The Land of Red Apples" note-catcher (RI.6.1, RI.6.2, RI.6.4, RI.6.6, L.6.4a, L.6.4c, L.6.4d, L.6.5a, L.6.5c)
  • Closing and Assessment A: Analyze Point of View: "The Land of Red Apples" note-catcher (RI.6.1, RI.6.6, SL.6.1d)
  • Homework A: Analyze Language and Point of View: "Iron Routine" (RI.6.1, RI.6.2, RI.6.4, RI.6.6, L.6.4a, L.6.4c, L.6.5a, L.6.5c)

Lesson 5Jigsaw: Meriam Report
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.1 (5 minutes)

2. Work Time

A. Background: Meriam Report – RI.6.1 (5 minutes)

B. Jigsaw: Meriam Report – RI.6.6 (15 minutes)

C. Jigsaw Share: Meriam Report – SL.6.1d (15 minutes)

3. Closing and Assessment

A. Analyze and Compare Point of View: Meriam Report – RI.6.6 (5 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can analyze the author's point of view and how it's conveyed in excerpts of the Meriam Report. (RI.6.6)
  • I can paraphrase the key ideas and demonstrate understanding of the perspective being conveyed in the Meriam Report excerpts. (SL.6.1d)
  • Opening A: Entrance Ticket (RI.6.1)
  • Work Time B: Jigsaw: Meriam Report task cards (RI.6.1, RI.6.4, RI.6.6, SL.6.1, L.6.4)
  • Work Time C: Analyze Point of View: Meriam Report note-catcher (RI.6.1, RI.6.6, W.6.10, SL.6.1d)
  • Closing and Assessment A: Analyze Point of View: Meriam Report note-catcher (RI.6.1, RI.6.2, RI.6.6, SL.6.1d)

Lesson 6Integrate Information: Photographs and the Meriam Report
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.6.5c (5 minutes)

2. Work Time

A. Analyze Photos: Chalk Talk – RI.6.7 (15 minutes)

B. Integrate Photos and the Meriam Report – RI.6.7 (20 minutes)

3. Closing and Assessment

A. QuickWrite: Reflect on the Meriam Report – RI.6.7 (5 minutes)

4. Homework

A. Integrate Information: Students complete Homework: Integrate Information to better understand events in Two Roads, Chapter 4.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can integrate information from historical photographs to better understand excerpts of the Meriam Report. (RI.6.7)
  • Opening A: Entrance Ticket (RI.6.4, L.6.5c)
  • Work Time A: Analyze Photos: Chalk Talk (RI.6.1, RI.6.7)
  • Closing and Assessment A: QuickWrite: Reflections on the Meriam Report (RI.6.1, RI.6.7, W.6.10)
  • Homework A: Homework: Integrate Information: Two Roads, Chapter 4 and Photographs (RL.6.1, RL.6.3, RI.6.1, RI.6.7, W.6.10)

Lesson 7Mid-Unit 1 Assessment: Analyze Point of View and Integrate Information
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Mid-Unit 1 Assessment: Analyze Point of View and Integrate Information (35 minutes)

3. Closing and Assessment

A. Track Progress – RI.6.1 (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread chapter 9 in Two Roads in preparation for studying this chapter in the next lesson.
  • I can analyze Zitkala-Sa's point of view and how it is conveyed in the text. (RI.6.6)
  • I can determine the meaning of figurative and connotative language as it is used in the text. (L.6.5)
  • I can integrate information from historical photographs to better understand "The Cutting of My Long Hair." (RI.6.7)
  • Opening A: Entrance Ticket
  • Work Time A: Mid-Unit 1 Assessment: Analyze Point of View and Integrate Information (RI.6.1, RI.6.2, RI.6.4, RI.6.6, RI.6.7, RI.6.10, L.6.5a, L.6.5c)
  • Closing and Assessment A: Track Progress (RI.6.1, RI.6.4, RI.6.10)

Lesson 8Analyze Point of View: Two Roads, Chapter 9
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.2 (5 minutes)

2. Work Time

A. Read Two Roads, Chapter 9 – RL.6.1 (20 minutes)

B. Analyze Point of View – RL.6.6 (15 minutes)

3. Closing and Assessment

A. QuickWrite: Pop’s Point of View – RL.6.6 (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread chapters 10 and 11 in Two Roads in preparation for studying these chapters in the next lesson.
  • I can find the gist of chapter 9 of Two Roads.
  • I can analyze Pop's point of view in chapter 9 and how it is developed by the author. (RL.6.6)
  • Opening A: Entrance Ticket (RI.6.2)
  • Work Time A: Gist on sticky notes
  • Work Time B: Analyze Point of View: Two Roads note-catcher (RL.6.1, RL.6.6)
  • Closing and Assessment A: QuickWrite: Pop's Point of View (RL.6.1, RL.6.6, W.6.10)

Lesson 9Analyze Point of View and Development of Plot: Two Roads, Chapters 10 and 11
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.6.3 (5 minutes)

2. Work Time

A. Read Two Roads, Chapters 10 and 11 – RL.6.1 (20 minutes)

B. Language Dive: Analyze Language and Point of View – RL.6.6 (15 minutes)

3. Closing and Assessment

A. Debrief: Module Guiding Questions (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread chapter 12 in Two Roads in preparation for studying this chapter in the next lesson.
  • I can analyze how Cal responds and changes due to the events in chapters 10 and 11. (RL.6.3)
  • I can demonstrate understanding of chapters 10 and 11 of Two Roads. (RL.6.1)
  • I can analyze Cal's point of view in chapters 10 and 11 and how it is developed by the author. (RL.6.6)
  • Opening A: Analyze Character: Two Roads note-catcher (RL.6.1, RL.6.3)
  • Work Time A: Gist on sticky notes
  • Work Time B: Language Dive: Analyze Language and Point of View (Two Roads, page 123) note-catcher (RL.6.1, RL.6.4, RL.6.6, SL.6.1, L.6.5a, L.6.5c)

Lesson 10Analyze Point of View and Development of Plot: Two Roads, Chapter 12
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.6.6 (5 minutes)

2. Work Time

A. Read Two Roads, Chapter 12 – RL.6.1 (20 minutes)

B. Analyze Plot and Character Development – RL.6.3, RL.6.5 (15 minutes)

3. Closing and Assessment

A. QuickWrite: Reflect on Chapter 12 – RL.6.3 (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread chapters 13 and 14 in Two Roads in preparation for studying these chapters in the next lesson.
  • I can analyze Cal's point of view in chapters 10 and 11 and how it is developed by the author. (RL.6.6)
  • I can demonstrate understanding of chapter 12 of Two Roads. (RL.6.1)
  • I can analyze how a particular section of chapter 12 fits into the overall structure and contributes to the development of the plot of Two Roads. (RL.6.5)
  • I can analyze how Cal responds and changes due to the events in chapter 12. (RL.6.3)
  • Opening A: Analyze Point of View: Two Roads note-catcher (RL.6.1, RL.6.6)
  • Work Time A: Gist on sticky notes
  • Work Time B: Analyze Character: Two Roads note-catcher (RL.6.1, RL.6.3)
  • Closing and Assessment A: QuickWrite (RL.6.1, RL.6.3, W.6.10)

Lesson 11Analyze Language and Point of View: Two Roads, Chapters 13 and 14
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.6.6 (5 minutes)

2. Work Time

A. Read Two Roads, Chapters 13 and 14 – RL.6.6, L.6.5 (15 minutes)

B. Analyze Language Variety – RL.6.3, L.6.1e (20 minutes)

3. Closing and Assessment

A. Analyze Character: Possum – RL.6.3, L.6.1e (5 minutes)

4. Homework

A. Analyze Structure and Point of View: Two Roads, Chapter 13. Students complete Homework: Analyze Structure and Point of View: Two Roads, Chapter 13.

B. Preread Anchor Text: Students preread chapter 15 in Two Roads in preparation for studying this chapter in the next lesson.
  • I can analyze a character's point of view in chapter 12 and how it is developed by the author. (RL.6.6)
  • I can analyze the impact of the author's use of connotative and figurative language to develop Cal's point of view in chapters 13 and 14 of Two Roads. (RL.6.6, L.6.5)
  • I can analyze the impact of the author's use of language variety to understand Possum's character. (RL.6.3, L.6.1e)
  • Work Time A: Gist on sticky notes
  • Work Time A: Analyze Point of View: Two Roads note-catcher (RL.6.1, RL.6.6)
  • Work Time B and Closing and Assessment A: Analyze Language: Possum note-catcher (RL.6.1, RL.6.3, W.6.10, L.6.1e)

Lesson 12Analyze Structure and Character: Two Roads, Chapter 15
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.6.3 (5 minutes)

2. Work Time

A. Read Two Roads, Chapter 15 – RL.6.3, RL.6.5 (20 minutes)

B. Mini Lesson: Intensive Pronouns – L.6.1b (15 minutes)

3. Closing and Assessment

A. Practice Intensive Pronouns – L.6.1b (5 minutes)

4. Homework

A. Preread Anchor Text: Students preread chapter 16 in Two Roads in preparation for studying this chapter in the next lesson.
  • I can analyze how Cal responds and changes due to the events in chapters 13-15. (RL.6.3)
  • I can analyze how chapter 15 fits into the overall structure of the novel and contributes to the development of the setting of Two Roads. (RL.6.5)
  • I can recognize and correctly use intensive pronouns. (L.6.1b)
  • Work Time A: Gist on sticky notes
  • Work Time A: Analyze Character: Two Roads note-catcher (RL.6.1, RL.6.3)
  • Closing and Assessment A: Practice Intensive Pronouns (L.6.1b)

Lesson 13Analyze Structure and Language: Two Roads, Chapter 16
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.6.1b (5 minutes)

2. Work Time

A. Read Two Roads, Chapter 16 – RL.6.5 (20 minutes)

B. Language Dive: Two Roads, Page 167 – RL.6.3, L.6.1e (15 minutes)

3. Closing and Assessment

A. Character Window: Possum – RL.6.3, L.6.1e (5 minutes)

4. Homework

A. Analyze Structure and Practice Pronouns: Two Roads, Chapter 16: Students complete Homework: Analyze Structure and Practice Pronouns: Two Roads, Chapter 16.

B. Preread Anchor Text: Students preread chapter 17 in Two Roads in preparation for studying this chapter in the next lesson.
  • I can analyze how chapter 16 fits into the overall structure of the novel and contributes to the development of the setting and plot of Two Roads. (RL.6.5)
  • I can analyze the impact of the author's use of language variety. (L.6.1e)
  • Opening A: Entrance Ticket (L.6.1b)
  • Work Time A: Gist on sticky note
  • Work Time B: Language Dive: Two Roads, Page 167 note-catcher (RL.6.1, RL.6.3, SL.6.1, L.6.1e)
  • Closing and Assessment A: Character Window: Possum (RL.6.1, RL.6.3, L.6.1e)

Lesson 14Analyze Structure and Point of View: Two Roads, Chapter 17
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.6.2 (5 minutes)

2. Work Time

A. Read Two Roads, Chapter 17 – RL.6.5 (15 minutes)

B. Analyze Point of View: Cal – RL.6.6 (10 minutes)

3. Closing and Assessment

A. Share Independent Research Reading – RL.6.10, RI.6.10 (15 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can analyze how chapter 17 fits into the overall structure of the novel and contributes to the development of the plot of Two Roads. (RL.6.5)
  • I can analyze Cal's point of view in chapter 17 and how it is developed by the author. (RL.6.1, RL.6.6)
  • I can share my independent research reading with my peers. (RL.6.10, RI.6.10)
  • Opening A: Entrance Ticket (RL.6.1, RL.6.2)
  • Work Time A: Gist on sticky notes
  • Work Time B: Analyze Point of View: Two Roads note-catcher (RL.6.1, RL.6.6)

Lesson 15End of Unit 1 Assessment: Analyze Point of View, Structure, and Language: Two Roads, Chapter 18
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 1 Assessment: Analyze Point of View, Structure, and Language: Two Roads, Chapter 18 (30 minutes)

3. Closing and Assessment

A. Track Progress – RL.6.1 (10 minutes)

4. Homework

A. Analyze Point of View: Students complete the next row on their Analyze Point of View: Two Roads note-catcher using evidence from chapter 18 in Two Roads.

B. Preread Anchor Text: Students preread chapter 20 in Two Roads in preparation for studying this chapter in the next lesson.
  • I can analyze how Cal's point of view is developed by the author. (RL.6.1, RL.6.6)
  • I can analyze how a particular paragraph fits into the structure and contributes to the development of the plot and character of Two Roads. (RL.6.1, RL.6.3, RL.6.5)
  • I can correctly use intensive pronouns. (L.6.1b)
  • I can analyze the impact of the author's use of language varieties on character development. (RL.6.1, RL.6.3 , L.6.1e)
  • Opening A: Entrance Ticket
  • Work Time A: End of Unit 1 Assessment: Analyze Point of View, Structure, and Language: Two Roads, Chapter 18 (RL.6.1, RL.6.3, RL.6.5, RL.6.6, RL.6.10 , L.6.1b, L.6.1e)
  • Closing and Assessment A: Track Progress (RL.6.1, RL.6.10)

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