- 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)
Focus Standards: These are the standards the instruction addresses.
- RL.6.1, RL.6.3, RL.6.6, L.6.1e, L.6.5a, L.6.5c
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.6.10
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
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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. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Preread chapters 13 and 14 of Two Roads to identify potentially challenging vocabulary or plot points.
- Print and cut out the Possum Quotes Sentence Strips. Consider laminating these to be reused with multiple classes.
- Determine student partnerships for Work Time B. Consider pairing a student adept at making inferences with a student who struggles to make inferences.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time B: Students may use a word-processing program to document evidence on their note-catchers.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.A.1, 6.I.A.2, 6.I.A.4, 6.I.B.5, 6.I.B.6, and 6.I.B.7.
Important Points in the Lesson Itself
- To support ELLs, this lesson invites students to use sentence strips to analyze the language used by a key character, Possum, and notice the ways in which his speech changes according to context. All students, but especially ELLs, benefit from the practice of closely examining excerpts of spoken language and analyzing them for their vocabulary, grammar, and overall impact.
- ELLs may find it challenging to interpret Possum's speech in some of the sentence strips, especially when Possum uses a variety of English that may be less familiar to students. This may make it more challenging for ELLs to apply the primary message of this lesson (i.e., language changes flexibly according to context, audience, and purpose) to their own English-language use. The process of switching among multiple languages or language varieties is a highly sophisticated sociolinguistic process; switching among different varieties of English requires that one understand the at-times conflicting linguistic rules and social impacts of multiple varieties. Help ELLs recognize and celebrate the fact that, as speakers of other languages who use English in certain environments for certain purposes, they are already demonstrating that they are nimble and sophisticated users of language. Once ELLs recognize the extent to which they already switch among languages in their own personal, social, and academic lives, they will be more equipped to understand Possum's choice to switch among English-language varieties.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Analyze Point of View: Two Roads note-catcher (example for teacher reference) (from Module 3, Unit 1, Lesson 8, Work Time B)
- Author's Methods anchor chart (one for display; from Module 2, Unit 1, Lesson 2, Work Time B)
- Equity sticks (from Module 1, Unit 1, Lesson 1, Work Time C)
- Text Guide: Two Roads (for teacher reference) (from Module 3, Unit 1, Lesson 2, Work Time A)
- Gist anchor chart: Two Roads (example for teacher reference) (from Module 3, Unit 1, Lesson 1, Work Time C)
- Gist anchor chart: Two Roads (one for display; from Module 3, Unit 1, Lesson 1, Work Time C)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- Analyze Point of View: Two Roads note-catcher (one per student; from Module 3, Unit 1, Lesson 8, Work Time B)
- Two Roads (text; one per student; from Module 3, Unit 1, Lesson 1, Opening A)
New Materials
Teacher
Student
- Possum Quotes Sentence Strips (answers for teacher reference)
- Analyze Language: Possum note-catcher (example for teacher reference)
- Homework: Analyze Structure and Point of View: Two Roads, Chapter 13 (answers for teacher reference) (see Homework Resources)
- Sticky notes (one per student)
- Synopsis: Two Roads, Chapter 13 and 14 (one per student)
- Possum Quotes Sentence Strips (one set per student pair)
- Analyze Language: Possum note-catcher (one per student)
- Homework: Analyze Structure and Point of View: Two Roads, Chapter 13 (one per student; see Homework Resources)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner - RL.6.6 (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Read Two Roads, Chapters 13 and 14 – RL.6.6, L.6.5 (15 minutes)
“What similes does Bruchac use on pages 150–152?” (“feeling like a lamb being led to the slaughter,” “pointing his finger like a gun at the boy’s chest,” “those three words hit like arrows shot into my chest,” “Ready to get shaved like a sheep?”)
“What do the connotations of the words and phrases used in these similes help to convey about Cal’s point of view toward what he is experiencing in this chapter?” (These four similes are all related in that they describe animals being at the mercy of humans, either in terms of being farmed—slaughter and shaving—or hunted. These examples of figurative language help to convey the idea that Cal is feeling powerless and at the mercy of the powers around him. He also seems to be waiting for terrible things to happen. It is interesting also that Possum and Cal both have nicknames that are animals [Possum and a bird].) “What connections do you notice between Cal’s point of view in this chapter and that of Zitkala-Sa from her memoir?” (Zitkala-Sa also uses figurative language that conveys her feeling of being treated like a captive animal. In “Iron Routine,” she says “I have many times trudged in the day's harness heavy-footed, like a dumb sick brute.” In “The Cutting of My Hair,” she says “I was only one of many little animals driven by a herder.”)
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For Lighter Support
For Heavier Support
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B. Analyze Language Variety - RL.6.3, L.6.1e (20 minutes)
"Can you say more about that?" (Goal 1) "Why do you think that?" (Goal 3) "Do you agree or disagree with what your classmate said? Why?" (Goal 4)
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Analyze Character: Possum - RL.6.3, L.6.1e (5 minutes)
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Homework
Homework |
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A. Analyze Structure and Point of View: Two Roads, Chapter 13
B. Preread Anchor Text
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