Alignment to Assessment Standards and Purpose of Lesson

• Work Time A: Students complete the Mid-Unit 2 Assessment. They read chapter 27 of Two Roads and answer selected response and short constructed response questions about how Cal responds and his point of view changes as a result of the events in the chapter. Students then write a summary of the chapter that includes discussion of a possible theme of the text. (RL.6.1, RL.6.2, RL.6.3, RL.6.6, RL.6.10)
• In this lesson, students focus on working to become effective learners by reading and answering questions independently for the mid-unit assessment. Prompt students’ perseverance by reminding them that assessments are meant to inform instruction. Use assessment data to make choices about what should be retaught and how to adjust the pacing. Encourage students not to be afraid of mistakes; an accurate assessment is crucial for tailoring lessons to students’ needs.

Opportunities to Extend Learning

• Some students may not need extensive review of the assessment directions. Release them to begin working on the assessment while clarification is provided to other students who need more support.

How It Builds on Previous Work

• In the second half of this unit, students read several more chapters of Two Roads, analyzing point of view, character, and plot development, as well as central idea and emerging themes of the novel. This lesson continues those routines in an assessment, asking students to apply their learning to a new chapter of Two Roads.
• Students were introduced to pronoun cases in Unit 2, Lesson 4. They continue practicing Language standards with a pronoun review for homework.

Support All Students

• In chapter 27, Cal participates in a sweat lodge ceremony for the first time. It is likely that students have not heard of sweat lodges or a sweat lodge ceremony before. A sweat lodge ceremony is a ritual for religious purification and spiritual renewal. Consider supplementing the mid-unit assessment with a short blurb explaining what a sweat lodge is and the role it may play in some American Indian communities:
  
  “Sweat lodges are heated dome-shaped structures used by Indigenous peoples during certain purification rites and as a way to promote healthy living. The intense heat generated — often by steam created from pouring water onto heated rocks — is meant to encourage a sweating out of toxins and negative energy that create disorder and imbalance in life. In this way, the sweat lodge ceremony cleanses the body, mind and soul . . . For Indigenous peoples, the sweat lodge has spiritual, cultural, and practical purposes. It is a place to connect with the Creator and to nature, and restore order and balance in life. The sweat lodge is also a place to connect with Indigenous heritage and culture. . .The lodge therefore serves as a symbol of cultural resilience and resurgence. Sweats also have healing functions, which, for some individuals, have been significant parts of their journey towards recovery and overall good health.”
  
  Source: Gadacz, René R. "Sweat Lodge." The Canadian Encyclopedia, 27 April 2017, Historica Canada. https://www.thecanadianencyclopedia.ca/en/article/sweat-lodge. Accessed 23 March 2019.
• As with any assessment, students may feel nervous to read new passages independently and answer questions about them. Point out all the preparation they have had through activities, homework, and in-class reading time. Also, remind them there will be other opportunities throughout Module 3 to demonstrate what they have learned.
• If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study, as well as the goals of the assessment.
• For some students, this assessment may require more than the 35 minutes allotted. Consider providing time over multiple days if necessary.
• An opportunity to track their progress after the assessment helps students reflect on and celebrate their growth.

Assessment Guidance

• All assessment materials (the student and teacher versions of Mid-Unit 2 Assessment: Analyze Character, Point of View, and Theme: Two Roads, Chapter 27) are included in Assessment Overview and Resources.
• When assessing and providing feedback on this assessment, use the answer key and sample student responses (see Assessment Overview and Resources) to help complete students’ Track Progress recording form.
• The assessment asks students to plan a literary analysis paragraph as they did in Lesson 5; consider requiring students to use their plan to compose a full paragraph to gain more data about students’ mastery of W.6.9.
• Using information from this assessment, students are tracking progress toward anchor standards:
• R.1: By the end of Grade 12 I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• R.10: By the end of Grade 12 I will be able to: Read and comprehend complex literary and informational texts independently and proficiently.
• On the Track Progress form, the row for RI.6.4 will not apply to this assessment and should be left blank.

Down the Road

• In the next lesson, students will return to the anchor text, Two Roads, at chapter 28, continuing their analysis of theme, character, and language.
• Students’ Mid-Unit 2 Assessments will be returned in Lesson 13 with feedback.