Page 106 - EL_Grade 6_Module 1_TG
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Greek Mythology
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class. Additionally, balance the Western perspective by the inclusion of non-Western influences or by examining similar myths of non-Western cultures—for example, the Ramayana.
Invite students to identify other examples of figurative language in chapter 6 and to interpret the meanings.
How It Builds on Previous Work
Inpreviouslessons,studentsreadthroughchapter5ofTheLightningThief,foundthegist, determined the meanings of unfamiliar words and phrases, and began work with point of view and figurative language. In this lesson, students continue to read the novel and expand their thinking about point of view as well as figurative language and how Percy has responded to challenges in preparation for the Mid-Unit 1 and End of Unit 1 Assessments.
Support All Students
Note there are di erentiated versions of the entrance ticket used in Opening A and the Text-Dependent Questions: The Lightning Thief, Chapter 6 in the separate Teacher's Guide for English Language Learners.
Continue to be mindful about issues and characterizations that may be sensitive for students or with which some students may connect personally or deeply. In addition to the text’s focus on and promotion of Western culture and the idea that the gods act in non- benevolent and even malevolent ways, chapter 6 contains discussion of the likely causes of Percy’s ADHD and dyslexia, respectively as "battlefield reflexes” and a brain "hardwired for Greek." This perspective, of course, goes against the science and research about these real cognitive conditions, and this reasoning may have implications for students who may have either or both of these conditions and who are not children of gods or goddesses; they may wonder what this means about the causes of their ADHD or dyslexia. One line—"Of course your teachers want you medicated. Most of them are monsters" (88)—could be interpreted as a criticism of medication for treatment or as a suggestion that teachers are not advocates of students or of students with special needs. Of additional possible concern are the characterization of body size/image of Clarisse, the reference to “refugees fleeing a fire” (76), and the bullying episode itself. Use point of view as a way to remind students that the perspectives and experiences of characters may be distinct from ours or the author’s.
Students may need additional support with the reading of the chapter. As during previous lessons in which reading takes place, provide students with a number of options for reading (small group, pairs, individual), sometimes allowing them to decide and sometimes deciding for them, taking into account their strengths, needs, and interests and grouping deliberately as needed. No matter what options are chosen, also be mindful about variety, being sure to change the routine to maintain engagement and to support students e ectively.
Group students into triads strategically to read and answer text-dependent questions.
Students may need additional support with determining the gist, working through unfamiliar vocabulary, and answering text-dependent questions. Again, use thoughtful pairing, and consider which groups might need more constant support.
Students who would benefit from fluency practice should be encouraged and supported during Work Time A to read with a partner or small group.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 8
