- 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)
Focus Standards: These are the standards the instruction addresses.
- RL.6.1, RL.6.3, RL.6.4, RL.6.6, 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, SL.6.1
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
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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. |
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 10 and 11 of Two Roads to identify potentially challenging vocabulary or plot points.
- Review the new materials used in this lesson to ensure clarity about what students will need to know and be able to do.
- Review the Roving Reporters activity from Closing and Assessment A. Determine in advance which students are best equipped to choose the most insightful responses to the module guiding questions and assign them as the Roving Reporters.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Closing and Assessment A: Create the Module Guiding Questions anchor chart in an online format such as http://eled.org/0158 to share with families. Encourage parents to join the discussion of and reflection on these questions by adding their own responses on the digital anchor chart.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.A.1, 6.I.A.2, 6.I.B.6, and 6.II.B.1.
Important Points in the Lesson Itself
- To support ELLs, this lesson features the first Language Dive of Module 3. Students examine an evocative simile from chapter 11 of Two Roads, which the author uses to help convey Cal's point of view toward critical new information that he is receiving from his father. Suggested questions built into the Language Dive are structurally identical to questions students will encounter on the End of Unit 1 Assessment of Lesson 15, providing opportunities for practice that are so critical for ELLs.
- ELLs may find it challenging to navigate the new process introduced during the Language Dive, as it requires a great deal of autonomy. Encourage students to be selective in how they spend their time during small-group portions of the Language Dive, and remind them that they may not have a chance to discuss all of the possible questions. Group students strategically to ensure that ELLs are paired with supportive and proficient peers who can help to guide the analysis within the Dive and the process itself.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Equity sticks (from Module 1, Unit 1, Lesson 1, Work Time C)
- Analyze Character: Two Roads note-catcher (example for teacher reference) (from Module 3, Unit 1, Lesson 2, Work Time B)
- 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)
- Module Guiding Questions anchor chart (one for display; from Module 3, Unit 1, Lesson 1, Work Time B)
- Analyze Character: Two Roads note-catcher (one per student; from Module 3, Unit 1, Lesson 2, Work Time B)
- Two Roads (text; one per student; from Module 3, Unit 1, Lesson 1, Opening A)
New Materials
Teacher
Student
- Questions We Can Ask During a Language Dive Anchor Chart (example for teacher reference)
- Questions We Can Ask During a Language Dive Anchor Chart (one for display)
- Language Dive: Analyze Language and Point of View (Two Roads, page 123) (for teacher reference)
- Language Dive: Two Roads, Page 123 Sentence Chunk Chart (for teacher reference)
- Language Dive: Two Roads, Page 123 note-catcher (example for teacher reference)
- Language Dive: Two Roads, Page 123 sentence chunk strips (one per pair or group of students)
- Sticky notes (two per student)
- Synopsis: Two Roads, Chapters 10 and 11 (one per student)
- Language Dive: Analyze Language and Point of View (Two Roads, page 123) (one per student)
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.6.3 (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Read Two Roads, Chapters 10 and 11 – RL.6.1 (20 minutes)
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B. Language Dive: Analyze Language and Point of View - RL.6.6 (15 minutes)
"What do you remember about teacher and student roles in the most recent Language Dive from Module 2?" (It was teacher-led, with the teacher asking questions about the sentence chunk strips and the students responding.)
"Think about our work with Language Dives. What questions do we ask about the sentences? What questions do we ask about the chunks? What questions do we ask about the words?" Tell students they will be given time to think and discuss with their partner. (Responses will vary.)
"How will thinking of our own questions for a Language Dive help us during a Language Dive?" Tell students they will be given time to think and discuss with a partner. (The questions will support our thinking about important language features in the sentence.)
"Now that we have completed our first new Language Dive, what additional questions should we add to our Questions We Ask During a Language Dive anchor chart?" (Responses will vary.)
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Debrief: Module Guiding Questions (5 minutes)
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Homework
Homework |
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A. Preread Anchor Text
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