Page 110 - EL_Grade 6_Module 1_TG
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Greek Mythology
“In what ways did the characters demonstrate or not demonstrate a habit of character in this chapter?” (Possible response: Clarisse did not demonstrate respect when she called Percy mean names and tried to beat him up.)
Work Time
B. Complete Text-Dependent Questions: The Lightning Thief, Chapter 6 – RL.6.6 (15 minutes)
Distribute and display Text-Dependent Questions: The Lightning Thief , Chapter 6 or
Text-Dependent Questions: The Lightning Thief , Chapter 6 . Remind students to refer to their a x lists as needed.
Students work with their reading groups to respond to the text-dependent questions. They should be prepared to share their responses during the closing review. As students work, continue to circulate and support students as needed, pushing them back into the text for evidence to support their responses.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Closing and Assessment
A. Review Text-Dependent Questions: The Lightning Thief, Chapter 6 – RL.6.6 (10 minutes)
Refocus the whole group.
Briefly review each text-dependent question, and cold call students to share their
responses with the whole group. Focus particularly on questions 3 and 6, as these questions might need further teaching or explanation, depending on student responses. Refer to the Text-Dependent Questions: The Lightning Thief , Chapter 6 (example for teacher reference) as necessary, and update the Point of View anchor chart. Refer to the Point of View anchor chart (example for teacher reference).
Ensure students recognize that as the story goes on and readers learn more about Mr. Brunner, Percy’s point of view of Mr. Brunner changes. At the beginning of the story, Percy thought Mr. Brunner was a cool, interesting teacher. Now he knows Mr. Brunner is actually Chiron, who was a famous figure in Greek mythology.
If productive, use Goal 1 Conversation Cues encourage students to expand their responses to the text-dependent questions by giving examples.
“Can you say more about that?”
“Can you give an example?”
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
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Unit 1: Lesson 8
