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Greek Mythology
Agenda
1. Opening
A. Return Mid-Unit Assessments – W.6.10 (10 minutes)
B. Engage the Learner (5 minutes)
2. Work Time
A. Read The Lightning Thief, Chapter 12 Excerpt – RL.6.1 (15 minutes)
B. End of Unit 1 Assessment: Text-Based Discussion: The Lightning Thief, Chapters
1–12 (45 minutes)
3. Closing and Assessment
A. Track Progress – SL.6.1 (15 minutes)
4. Homework
A. Independent Research Reading: Students read independently for 20 minutes and select a prompt to respond to in their independent reading journals.
B. Preread: Students should preread chapter 13 of The Lightning Thief in preparation for studying an excerpt from the chapter in the next lesson.
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
This lesson is comprised of two lessons, for a total of 90 minutes, that end Unit 1. If it isn’t possible to facilitate this lesson over a continuous 90-minute time period, ensure that in breaking up the lesson, the learning targets are reviewed in both lessons.
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
Work Time B: Students complete the End of Unit 1 Assessment, in which they participate in a group discussion about how Percy responds to and changes as a result of the events during the first half of the novel and answer short response questions requiring them to quote accurately from the text and to determine key events from the first half of the novel. To hear all students discuss, create two groups and provide 20 minutes for each group’s discussion. When students are not involved in the discussions, they should complete Part II of the assessment independently. (RL.6.1, RL.6.3, SL.6.1a, SL.6.1b)
SL.6.1b – Closing and Assessment A: Students reflect on their learning using the Track Progress: Collaborative Discussion recording form and following rules for collegial discussions. This exercise is meant to provide students time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
Opportunities to Extend Learning
Some students may be ready to read the chapter and prepare for the End of Unit 1 Assessment without direction. Release them to this independence if they are ready for it.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lessons 15–16
