Page 132 - EL_Grade 6_Module 1_TG
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Greek Mythology
Once all students have arrived, review the question and answer (gruesome memento – a frightening souvenir or reminder). Record on the academic word wall with translations in home languages, where appropriate , and invite students to record words in their vocabulary logs.
Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.
Work Time
A. Mid-Unit 1 Assessment: Analyze Language and Point of View: The Lightning Thief, Chapter 9 (35 minutes)
DistributeMid-Unit1Assessment:AnalyzeLanguageandPointofView:TheLightning
Thief , Chapter 9, and invite students to take out their copies of The Lightning Thief.
Tell students that for this assessment, they will independently read a new chapter in their
anchor text. They will then answer questions to analyze language use and point of view.
Readaloudthedirectionsforeachpartoftheassessmentasstudentsfollowalong,reading silently. Make sure students understand the assessment directions; paraphrase some instructions, if needed. Answer students’ questions, but refrain from supplying answers to the assessment questions themselves.
Direct students’ attention to the following anchor charts:
– Close Readers Do These Things anchor chart
– Strategies to Answer Selected Response Questions anchor chart
– Point of View anchor chart
Remind students to refer to these anchor charts as they read the assessment text and answer the assessment questions.
Focus students on the Work to Become E ective Learners anchor chart. Explain that it says at the top that e ective learners are people who develop the mindsets and skills for success in college, career, and life.
Read aloud the habit of character recorded:
“I persevere. This means I challenge myself. When something is di cult or demanding,
I keep trying and ask for help if I need it.”
Invite students to Turn and Talk to their partner. Then cold call students to share:
“What does perseverance look like? What might you see when someone is persevering?” (See Work to Become E ective Learners anchor chart [example for teacher reference].)
“What does perseverance sound like? What might you hear when someone is persevering?” (See Work to Become E ective Learners anchor chart [example for teacher reference].)
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ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 11
