Page 143 - EL_Grade 6_Module 1_TG

Grade 6: Module 1: Unit 1: Lesson 13
„ 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 A to read with a partner or small group.
„ ELLs may feel anxiety about the upcoming discussion assessment. Provide sentence frames or a graphic organizer that helps them to organize their ideas before speaking. Or allow them to use their vocabulary logs and highlight or star key words they want to use when they participate in the discussion.
„ If an ELL is a strong speaker, incorporate him or her into the model to build confidence in other ELLs about their ability to participate in the upcoming discussion assessment.
„ Vary the degrees of freedom for acceptable performance. Emphasize process, e ort, improvement in meeting standards as alternatives to external evaluation and competition in regard to the upcoming assessment.
„ Whengivingfeedback,remindstudentsthatfeedbackshouldbekind,helpful,andpositive, not personal.
„ Create a “map” of the participants in the model group and their contributions to the conversation. During the discussion, mark up the map to make visually explicit how the conversation moves among participants as they build on one another's ideas and pose questions.
Assessment Guidance
„ Review students’ answers to gist as they work to identify common issues. Use these common issues as teaching points in the whole group share-out.
Down the Road
„ In the next lesson, students prepare for the text-based discussion which is part of the End of Unit 1 Assessment. The discussion focuses on how Percy responds to and changes as a result of the events in the first half of the novel.
In Advance
„ Prepare the Discussion Norms anchor chart.
„ Strategicallydecidehowstudentswillaccomplishthereadingfortoday’sclass.Bemindful of and balance variety with students’ needs and their desire for choice while planning for the reading time during the lessons.
„ Review the student tasks and examples answers to become familiar with what students will be required to do in the lesson (see Materials list).
„ Review the procedure for the Socratic Seminar protocol, which can be found online in the EL Education: Classroom Protocols document.
„ SelectthesmallgroupofstudentswhowillmodelthediscussionduringWorkTimeB,and help them to prepare and be ready to model the short discussion.
„ Preread chapter 11 in The Lightning Thief to identify words or plot points that may challenge students.
„ Prepare copies of handouts for students, including entrance ticket (see Materials list).
„ Post the learning targets and applicable anchor charts (see Materials list).
EL Education Curriculum 127
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