Page 122 - EL_Grade 6_Module 1_TG
P. 122
Greek Mythology
106
RL.6.6–ClosingandAssessmentA:StudentsrespondtoaQuickWritepromptandexplain how the author develops Percy’s point of view toward Mr. Brunner (Chiron).
In this lesson, students continue to focus on becoming ethical people by exhibiting empathy and respect for their classmates as they work together and for their classmates’ responses to the reading.
Opportunities to Extend Learning
Build on students’ understanding of connotation by also introducing the term denotation. Examine advertisements and song lyrics, and label the connotation of words (positive, negative, or neutral). Discuss why the authors chose those words and what e ect the connotation has on eliciting a particular emotion from the audience.
How It Builds on Previous Work
In previous lessons, students have closely read through chapter 7 of The Lightning Thief, found the gist, determined the meanings of unfamiliar words and phrases, and analyzed point of view and language use. In this lesson, students continue to read from the novel and expand their thinking about point of view toward Mr. Brunner/Chiron and language use as well as how Percy has responded to challenges, in preparation for the Mid-Unit 1 and End of Unit 1 Assessments.
Support All Students
Note there is a di erentiated version of QuickWrite: Point of View: The Lightning Thief, Chapter 8 used in Closing and Assessment A in the separate Teacher's Guide for English Language Learners.
As before, 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 issues that have been noted previously, there is another mention of nymphs running from heartsick gods which has some suggestion of unwanted advances or sexual harassment.
After reading this chapter of the text for the gist, ensure that students have time to reflect. Monitor students and determine if there are issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently. Be aware that reflections may be personal, and students are not required to share them.
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.
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 B to read with a partner or small group.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 10
