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Grade 6: Module 1: Unit 1: Lesson 11
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
L.6.4 – Opening A: Students consult a dictionary to confirm the precise meaning of an unknown word in the text.
Work Time A: Students complete the Mid-Unit 1 Assessment. The assessment invites students to use evidence from The Lightning Thief to support their analysis of what the text says, apply strategies to determine the meanings of unknown words as they are used in the text, answer questions about how the author develops Percy’s point of view toward another character, and interpret figurative language and word relationships in the text. (RL.6.1, RL.6.4, RL.6.6, L.6.4a, L.6.4c, L.6.4d, L.6.5a, L.6.5b, L.6.5c, L.6.6)
RL.6.6 – Closing and Assessment A: Students review point of view. Opportunities to Extend Learning
In Work Time A, students may want to read the chapter silently and complete the mid- unit assessment without any instruction. Release them to this independence if they are ready for it.
How It Builds on Previous Work
In the lessons leading up to this assessment, students have read the novel for gist and unfamiliar vocabulary and practiced analyzing language and point of view in The Lightning Thief. This lesson continues those routines in an assessment with the next chapter of the novel.
Support All Students
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, this chapter does include a mention of suicide and talk about the death of Percy’s mom’s parents in a car accident. Additionally, Percy is feeling isolated, alone, and further bullied when someone leaves an upsetting newspaper article for him to find.
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 (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.
Some students may need the text read aloud before they work on the questions. Invite students who require this support to sit in a group away from the rest of the students, so as not to be distracting.
Students who would benefit from fluency practice should be encouraged and supported during Work Time A to read with a partner or small group.
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.
EL Education Curriculum 113
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