Page 139 - EL_Grade 6_Module 1_TG
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Grade 6: Module 1: Unit 1: Lesson 12
Repeated routine: Ask:
“What challenge does Percy face in chapter 10?” (The trio are attacked by the Furies
on a bus.)
“What is his response to that challenge?” (Percy has a chance to escape using Annabeth’s invisibility cap, but he instead finds a way to save his friends. He jerks the wheel of the bus o the road and fights the Furies with his sword, Riptide.)
“What might that reveal about this character?” (This shows that Percy is loyal and self- sacrificing. He chooses his friends over his own self-preservation.)
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Work Time
B. Introduce Theme – RL.6.2 (15 minutes)
Reviewthelearningtargetrelevanttotheworktobecompletedinthissectionofthelesson: “I can identify themes in The Lightning Thief.”
Display and direct students’ attention to the Determine Themes: The Lightning Thief anchor chart. Remind students of the definition they determined for theme during Opening B of this lesson (the message, or lesson, that an author reveals through a significant and repeated idea in a text). Record this definition on the anchor chart. Refer to the Determine Themes: The Lightning Thief anchor chart (example for teacher reference) as needed. Tell students they will be adding to this anchor chart in Unit 2.
Tell students that a good way to determine a theme in a literary text is to ask the question, “What does a character or the narrator learn?”
Explain that students will now participate in a movement activity to demonstrate their understanding of theme as distinct from main ideas or topics. Review the directions for the movement activity.
3. You will be handed a card with a statement on it.
4. Movingsafelyabouttheroom,findapartnerandreadyourstatementtoyourpartner.
5. After reading, explain if your statement is a theme or main idea, followed by an explanation for your thinking. Pause to allow your partner to agree or respectfully disagree and follow up with his/her thinking.
6. Listen respectfully as your partner takes a turn reading his/her statement, sharing his/her label of main idea or theme, and providing an explanation.
7. Exchangecardsandmoveon,findinganewpartner,andrepeatingtheprocesswith your new statement card.
Reviewexpectationsformovingsafelyandquietlyabouttheclassroom.Modeltheprocess with a confident student before beginning the protocol. Distribute the Theme vs. Main Idea Sorting Cards, one for each student.
EL Education Curriculum 123
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