Habit Tracker Organizer Character Habit Tracker
Two Roads by Gary D. Schmidt
Name: ___________________________
Date: ___________________________
What is a Character Habit?
A habit is a recurring action, thought, or pattern of behavior. In literature, habits are the "clues" authors give us to understand a character's true nature. Look for things a character does more than once!
Character Recurring Habit (Action/Thought) Evidence & Significance
Cal
The Seeker
| | |
|
Pop
The Guide
| | |
Flip the page for sentence builders and reflection
Sentence Builders
"One habit that Cal consistently shows is..."
"A recurring behavior of Pop is..."
"I see Cal ___________ often in the text."
"When [Character] is ________, they usually..."
"Pop's habit of [Action] shows he values..."
"This recurring behavior suggests that..."
"The habit of [Action] reveals that Pop is..."
"Cal internalizes the habit of ________ because..."
Reflection: How do these habits change over time?
Think about a habit that becomes more or less frequent as the journey progresses.
Character Habit Slides Habit Clues
Understanding Characters Through Recurring Actions
Two Roads | Grade 6 English
The Habit Anchor Chart
What is a Habit?
A recurring action , thought , or word that a character repeats throughout a story.
Why track them?
Habits reveal a character's values , fears , and identity more than just a single action.
Look For:
Physical gestures (tapping, fidgeting)
Catchphrases or repeated sayings
How they react to stress
Patterns in their thinking
Sentence Builders
"One habit that Cal consistently shows is __________."
"A recurring behavior of Pop is __________."
"I see Cal __________ often."
"Pop's habit of [Action] shows he values __________."
"When Cal feels [Emotion], he usually __________."
"This suggests that Pop is motivated by __________."
Cal's Habits
Cal is observant and cautious. His habits often stem from his need to understand a world that is rapidly changing.
Discussion Point:
Think about how Cal watches Pop. Is "observing" a habit or just an action? Why?
"One habit that Cal consistently shows is..."
"A recurring behavior of Cal is..."
"Cal demonstrates the habit of..."
"When Cal is [feeling], he usually..."
Pop's Habits
Pop is a storyteller and a survivalist. His habits are rooted in the "Road" and his experiences as a veteran.
Discussion Point:
Pop uses specific language and signs. How do these habits help Cal survive?
"Pop's habit of [Action] shows he values..."
"This behavior suggests that Pop is..."
"Pop uses the habit of storytelling to..."
"When Pop [action], it reveals his..."
The "So What?"
Characters aren't just what they say—they are what they do repeatedly.
Your Task:
Find three habits on your organizer and explain what they reveal about the "Road" the characters are walking.
Habit Guide Teacher Key Teacher Reference: Character Habits
Two Roads by Gary D. Schmidt | Grade 6
Instructional Focus
This lesson encourages students to move beyond surface-level traits to recurring behaviors . Use the following examples to guide classroom discussion and check student work on their organizers.
Trait: Cal is brave.
Habit: Cal consistently asks questions despite his fear.
Cal (The Son)
Recurring Habit Significance / What it Reveals Asking for "the true story" Reveals his desire for honesty and his realization that Pop has been keeping secrets. Observing small details Shows his growing survival skills and his analytical nature; he is a seeker. Internalizing Pop's lessons Demonstrates his deep respect for his father and his attempt to find his own identity.
Pop's reference & teaching tips on the next page
Pop (The Father)
Recurring Habit Significance / What it Reveals Using "hobo signs" Reveals his expertise as a "Knight of the Road" and his desire to pass on survival tools. Telling historical stories His habit of storytelling is how he teaches morals and shares difficult truths. Protecting through silence A habit born of love but also fear; shows his struggle with his identity.
Facilitation Tips
Check for Understanding: Ensure students aren't just listing plot events. Ask: "Is this something they do once, or is it a habit?"Differentiation: For struggling students, provide one habit (e.g., "Pop telling stories") and have them find the significance.
Classroom Observation Notes Habit Helper Anchor Chart Habit Helper Chart
Character Analysis: Two Roads
A habit is something a character does again and again. It helps us understand who they are!
Actions
What they DO repeatedly.
Ex: Pop using hobo signs.
Ex: Cal watching Pop's hands.
Words
What they SAY repeatedly.
Ex: Pop telling stories.
Ex: Cal asking for the "true story."
Thoughts
What they THINK repeatedly.
Ex: Cal thinking about the "Road."
Ex: Pop worrying about Cal's future.
Reactions
How they REACT to trouble.
Ex: Pop staying silent to protect Cal.
Ex: Cal asking questions when afraid.
Sentence Builders
"One habit that Cal consistently shows is ___________."
"A recurring behavior of Pop is ___________."
"I see [Character] ___________ often throughout the story."
"Pop's habit of [Action] shows that he values ___________."
"When Cal feels [Emotion], he usually responds by ___________."
"This behavior suggests that Pop is motivated by ___________."
Check the text: "Does the character do this again and again?"
Character Habit Teacher Guide Character Habit Guide
Instructional Roadmap for 'Two Roads'
Grade 6 | ELA
Learning Objectives
Identify recurring behaviors (habits) of Cal and Pop.
Analyze how these habits reveal character values and identity.
Use leveled sentence builders to articulate character analysis.
Standards Alignment
CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis.CCSS.ELA-LITERACY.RL.6.3: Describe how a plot unfolds and characters respond.
Instructional Sequence
1
The Hook (5-10 mins)
"Think of something you do every single morning. Is that a habit? Does it say anything about who you are?"
Introduce the concept that in 'Two Roads', characters are often defined by the "Roads" they walk and the habits they keep.
2
Direct Instruction (15 mins)
Use the Character Habit Slides to define habits (Actions, Words, Thoughts, Reactions). Review the Habit Helper Anchor Chart . Model finding a habit for a minor character or a real-life example.
3
Guided Practice (15 mins)
Project the Spotlight Slides for Cal or Pop. Facilitate a discussion using the prompts. Practice using the colored sentence builders (orange/blue) from the slides to formulate responses as a class.
Continued on next page: Independent Work & ELL Support
4
Independent Work (20 mins)
Students complete the Habit Tracker Organizer . They should find at least two habits for each character and provide evidence. Circulate and provide the Habit Helper Anchor Chart to students who need visual reminders of the categories.
5
Closure (10 mins)
Students complete the Reflection on the back of their organizer. Conduct a "Gallery Walk" or a "Turn and Talk" where students share one habit and what it reveals about the character's identity.
ELL Support Strategy
Expanding Learners
Direct them to the Orange sentence builders. Encourage them to connect the habit to a specific trait (e.g., "Cal's habit of watching shows he is observant").
Bridging Learners
Direct them to the Blue sentence builders. Challenge them to explain the "So What?"—how the habit helps the character survive the Great Depression.
Eco Persuasion Slides Eco Voice
The Power of Persuasive Writing
Topic: Recycling | Grade 5
Speak Your Truth
Persuade
To convince someone to think or act in a certain way.
Our Mission
Convince our community that recycling is essential for our planet's future.
Recipe for Success:
1 Clear Opinion
2 Strong Reasons
3 Solid Evidence
Topic Sentences
The first sentence must state your opinion clearly.
"I believe that everyone should recycle because..."
"In my opinion, recycling is important because..."
"I think we need to recycle every day to..."
"It is vital that we prioritize recycling to protect our community."
"One of the most effective ways to save our planet is through..."
"There is no doubt that recycling should be a daily habit for..."
Build Your Bridge
Once you state your opinion, you must support it with Reasons .
Ask Yourself:
"Why should the reader agree with me?"
Reduces landfill waste.
Saves natural resources.
Protects animal habitats.
Take Action!
It's your turn to become an Eco-Advocate . Use your organizer to plan your persuasive paragraph.
Step 1
State Your Opinion
Step 2
Provide Reasons
Step 3
Add Evidence
Teacher Guide
Eco-Persuasion (Grade 5)
Linguistic Support
Refer to color-coded sentence builders on Slide 3:
Lime: Developing Level. Focus on "I believe..."
Sky: Expanding Level. Academic vocabulary like "Vital".
CFU Questions
1. "What is your clear opinion?"
2. "Why should others agree?" (Find Reasons)
3. "What proof do you have?" (Add Evidence)
Lesson Flow
10m Engage: Landfill Visuals
15m Modeling: Pick a Hook
20m Drafting: Eco-Planner
10m Closing: Peer Review
Eco Advocate Planner Organizer Eco-Planner
Persuasive Writing: Recycling
Name: ______________________
Pick Your Topic Sentence Starter:
I believe everyone should recycle because...
In my opinion, recycling is important...
It is vital that we prioritize recycling...
Evidence suggests recycling is the solution...
1. My Opinion (Topic Sentence)
Reason #1
Reason #2
2. Facts & Evidence
3. Conclusion
Recycling one glass bottle powers a lightbulb for four hours!
Teacher Implementation
Student Directions
Selection: Have students choose a color-coded starter. Lime (Developing) or Sky (Expanding).Reasons vs. Evidence: In 5th grade, "Reasons" are the logical 'why', while "Evidence" must be a factual detail or number.
Linguistic Scaffolding
Developing Support
Model the "Reason #1" box using the word 'First'. Focus on basic sentence punctuation.
Expanding Support
Require the use of at least one academic verb like 'Prioritize', 'Preserve', or 'Generate'.
Post-Drafting Activity
"Eco-Audit": Students underline their transition words in green. If they have fewer than 3, they should work with a partner to add 'Also' or 'In addition'.
Persuasion Power Anchor Chart Persuasion Power
Convince others to Save the Planet! 🌍
The Argument Roadmap
1
Opinion Hook
2
Strong Reasons
3
Call to Action
Sentence Builders
"I believe that we must..."
"In my opinion, everyone..."
"Recycling is vital for..."
"One major advantage is..."
"Evidence demonstrates that..."
"It is critical to prioritize..."
Connection Words
First, Also, In addition, Finally,
Advocate Tips
Use strong verbs: SAVE, PROTECT, REDUCE, ACT NOW.
Implementation Guide
Display Mode
Display during the "Modelled Writing" phase. Use the 3-step Roadmap to keep students on track with paragraph structure.
Tiered Support
The Lime set is for Developing ELLs. The Sky set provides Academic Language for Expanding learners.
Scaffolded Discussion Questions
"Which hook sounds the most confident? Why?"
"Can you find a transition word that connects Reason #1 to Reason #2?"
"Why do Eco-Advocates use strong verbs like 'Protect' instead of just 'Help'?"
Essential Vocabulary
Essential•Critical•Priority•Resource•Conservation
Green Writing Teacher Guide Teacher Guide: Eco-Persuasion
Persuasive Writing & Recycling | Grade 5 ELL
Learning Goals
State a clear opinion on recycling using a hook.
Provide two reasons to support an opinion.
Use Tier 2 and Tier 3 vocabulary (e.g., vital, critical).
Connect ideas using transitional phrases.
Student Support
Developing Level (Lime)
Focus on basic sentence structures. Encourage "I believe..." as the core starter.
Expanding Level (Sky)
Encourage complex markers like "Evidence suggests..." and "It is critical...".
Instructional Sequence
1
Engage (10 mins)
Display landfill vs. recycled visuals. Use Eco Persuasion Slides . Prompt: "How does our trash affect the future?"
2
Modeling (15 mins)
Review the Anchor Chart . Model picking a Topic Sentence based on confidence level. Clearly distinguish Opinion vs. Fact.
3
Drafting (20 mins)
Students use the Eco-Planner Organizer . Direct students to specific color-coded starters (Lime/Sky) without calling out levels.
Flip for Closing and Scaffolds
4
Closing (10 mins)
Eco-Share: Students swap planners and circle the transition words used. Give one compliment about the "Reason" provided.
Linguistic Scaffolds
Vocab Bank
Environment
Pollution
Essential
Habitat
Sentence Frames
"First, recycling helps because ________."
"One fact is ________."
CFU Questions
"What is your clear opinion? Give me one fact that proves your reason."
Extension Activity
Challenge students to write a "Call to Action" letter to the school principal requesting more recycling bins in the cafeteria, using their planner as a guide.
Eco Emerging Planner Organizer Eco-Planner
Paragraph Builder: Recycling
Name: ______________________
Step 1: Circle one Opinion
"I believe everyone should recycle because..."
"Recycling is important for the planet because..."
Word Bank:
Planet Animals Less Trash Trees Safe
1. Opinion (Copy your favorite from above)
2. Reason (Why is this good?)
First,
3. Reason (Another idea)
Also,
4. Closing Statement
Finally,
Recycling is a superpower for the Earth! 🌍
Support Guide
For Your Emerging Learner
This version of the Eco-Planner removes the "Evidence" requirement and focuses on the logical flow of a persuasive paragraph at a sentence level.
Guided Starters: Transition words (First, Also, Finally) are provided inside the boxes to help the student structure the paragraph.Word Bank: Encourages the use of relevant vocabulary.Choice-Based: Students circle their hook in Step 1 to reduce the cognitive load of decision-making. Eco Visual Word Bank Handout Eco Word Bank
Visual Dictionary: Recycling
Level: Support
🌍
Earth
Our home.
♻️
Recycle
Use again.
🗑️
Trash
Garbage.
🥤
Plastic
Bottles.
🌳
Trees
For paper.
🐢
Animals
Keep safe.
Save
Protect.
Help
Do good.
Good
Important.
Useful Sentences
👍
"Recycling is good."
🌍
"Save the planet."
🐢
"Help the animals."
❗
"It is important."
Use these words to fill in your Eco-Planner boxes! ♻️
Eco Writing Objectives Teacher Reference Eco-Persuasion Objectives
Instructional Alignment: Grade 5 ELL
Content Objectives
Students will be able to...
State a clear opinion about the importance of recycling.
Develop at least two logical reasons to support their stance.
Organize ideas into a structured persuasive paragraph .
Language Objectives
Emerging Level
Set A
Students will use a visual word bank and simple sentence frames (e.g., "I believe...") to express a basic opinion and identify nouns related to the environment.
Developing Level
Set B
Students will produce compound sentences using "because" and sequential transitions (First, Also) to link an opinion to supporting reasons.
Expanding Level
Set C
Students will incorporate Tier 3 vocabulary (vital, priority) and complex sentence structures to argue for environmental sustainability with linguistic variety.
Aligned with CCSS W.5.1 and ELD Standards
Eco-Persuasion Unit 🌍
