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

• Explain that they’re going to take a closer look at structure in the chapters of Two Roads and begin thinking about how that structure contributes to the development of the plot and also our understanding of the characters.
• Ask students to recall the types of organizational structures they learned about during Modules 1 and 2 (problem and solution, cause and effect, compare and contrast, and chronological/sequential).
• Ask:

“How would you describe the structure of Two Roads?” (The novel itself is structured in chronological order, as are the chapters. The story is told by Cal, who is narrating, and he uses the present tense to tell us the story as it happens.)

• Explain that narrative texts, even if they’re informational like The Boy Who Harnessed the Wind, generally use some kind of chronological or sequential organization. This organization is driven by the events of the plot and setting.
• Point out that the novel is separated into three parts: Part 1 “On the Road March 1932,” Part 2 “At Challagi School,” and Part 3 “A Different Road.” Part 2 starts at chapter 12, which they just read.
• Ask:

“What do each of these sections signal to the reader?” (That a major shift or change is happening, specifically that the setting is changing and will likely lead to new experiences for Cal.)

• Prepare students to engage in the Back-to-Back and Face-to-Face protocol. Remind students that they have done this protocol before. Cold-call students to review the steps of the protocol (students face away from their partners as they listen to a question; students turn around when the signal is given and take turns sharing their response and actively listening to their partner’s response). Explain that one modification will be made to the protocol for today’s activity. After each question, students will move back-to-back with a different partner.
• Direct students to the Work to Become Ethical People anchor chart.
• Ask:

“What does an ethical person do when choosing partners?” (An ethical person shows compassion by making sure everyone is included and every person feels welcome to join a partnership. An ethical person shows respect by using appropriate body language and eye contact to accept someone’s offer to work together. An ethical person shows integrity by choosing a partner who will help them to stay on task, even if that means not working with a close friend.)

• Move students into partners. Direct students to turn back-to-back with their partner. Students may wish to look at their text as an excerpt is read aloud.
• Reread from pages 129–130, starting at “There’s also a design. . . “ and ending at, “I nod but I’m not okay.”
• Face-to-face:

“How would you describe what just happened to Cal?” (Answers will vary.)

• Ensure that students understand that occasionally and without warning Cal has these immersive visions in which he embodies someone else’s seemingly real experience.
• Direct students to quickly move to a new partner and turn back-to-back.
• Face-to-face:

“Are Cal’s visions real?” (Answers will vary, but may include: They are real in the sense that he is actually experiencing these thoughts, but they are happening only within his brain, not in the physical world.)

• Direct students to quickly move to a new partner and turn back-to-back.
• Face-to-face:

“How does Cal’s vision function within the structure of the chapter? How does this vision help to develop the plot of Two Roads?” (Answers will vary, but may include: This vision, while it occurs within the chronological sequence of the chapter, puts Cal into another time and place, pulling him out the larger narrative for a moment. It may be foreshadowing for the reader what might occur or possibly revealing an event that has already occurred. It sets the mood, showing that an experience that seems positive may turn bad.)

• Direct students to quickly move to a new partner and turn back-to-back.
• Reread the next lines on page 130, starting at “For just a moment. . . “ and ending at, “. . . and step out.”
• Face-to-face:

“How does the way Cal responds to the challenging events of the vision and his father’s question help to develop our understanding of his character?” (Answers will vary, but may include: It shows how deeply connected Cal feels towards other people, especially his father; it shows he is selfless and wants to protect his father’s feelings—he tells him he is OK when he’s not. He puts Pop’s comfort above his own. He believes in sticking to the promise that Cal and Pop take care of each other. Cal spares Pop’s feelings and takes care of Pop by standing up straight and moving forward.)

• Refocus whole group. Direct students to retrieve their Analyze Character: Two Roads note-catcher. Instruct students to fill in the row for chapter 12 using the example discussed. Refer to Analyze Character: Two Roads note-catcher (example for teacher reference) as needed.