Page 150 - EL_Grade 6_Module 1_TG
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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
SL.6.1b – Work Time A: Students generate discussion norms for the next lesson’s text- based discussion. This exercise requires that students review and understand the rules for a collegial discussion.
RL.6.1 – Work Time B: Students prepare for a text-based discussion by completing a note- catcher that requires them to use textual evidence to support their inferences and their analysis of what the text says explicitly.
RL.6.3 – Work Time B: Students use a note-catcher to track how Percy responds to challenges in The Lightning Thief and what his responses reveal about his character.
SL.6.1a – Closing and Assessment A: Students provide peer feedback on one another’s Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catchers in preparation for the next lesson’s text-based discussion.
Opportunities to Extend Learning
O er a mini-lesson on citing text evidence with parenthetical documentation for students who are ready for an advanced writing technique.
Press students to use a thesaurus as they fill in their Text-Based Discussion note-catcher. Under the final column, challenge students to find increasingly sophisticated synonyms to describe Percy’s characteristics.
How It Builds on Previous Work
In previous lessons students have closely read through chapter 11 of The Lightning Thief, found the gist, determined the meaning of unfamiliar words and phrases, and analyzed how Percy has responded to challenges. In this lesson, students collect their thinking about how Percy has responded to challenges in preparation for the End of Unit 1 Assessment.
Support All Students
Note there is a di erentiated version of the Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catcher used in Work Time B in the separate Teacher's Guide for English Language Learners.
Students may need additional support working independently to prepare for the text- based discussion. Work in small groups with students who may find this challenging.
Remind students of previous conversations around the way that Percy faces challenges. Compile a chart with the responses from those prior discussions for students to refer back to during Work Time A.
Encourage students to make personal connections during the discussion of facing challenges. Ask how students respond to challenges and what this reveals about them before applying this same thinking to Percy.
Break up the heavy cognitive work in this lesson by incorporating a movement activity. Use a protocol like Back-to-Back, Front-to-Front during the Closing and Assessment to give students an opportunity to move around.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 14
