Page 161 - EL_Grade 6_Module 1_TG

Grade 6: Module 1: Unit 1: Lessons 15–16
„ Focus students on all of the characteristics on the Work to Become Ethical People anchor chart: respect, compassion, and empathy in preparation for the discussion, and integrity in preparation for working independently on Part II of the assessment. Review what each characteristic looks like and sounds like.
„ Focus students on the Discussion Norms anchor chart, specifically on the cues and responses. Remind them that a discussion is not just about saying what they want to say and then they are done. E ective participation is about listening to others and asking and answering questions to be completely clear about what others are saying and to clarify their own points.
„ Ensure all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves.
„ Direct students to retrieve their copies of The Lightning Thief and their completed Prepare for Text-Based Discussion: The Lightning Thief , Chapters 1–12 note- catcher. Invite students to begin working on the assessment.
„ One by one, call out groups to work in a discussion area away from other students so as not to disrupt them from working on Part II of the assessment. Allocate each group 20 minutes and facilitate a Socratic Seminar discussion in each of the 20-minute blocks.
„ Invite the remaining students to begin working on Part II of the assessment.
„ If productive, use a Goal 1 Conversation Cue to encourage students to expand their
responses to the text-dependent questions by giving examples:
“Can you say more about that?”
“Can you give an example?”
„ Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
„ This is a baseline assessment—not all students have practiced a discussion yet, so this is to help determine where they are and what they need to work on.
Closing and Assessment
A. Track Progress – SL.6.1 (15 minutes)
„ GivestudentsspecificpositivefeedbackontheircompletionoftheMid-Unit1Assessment (e.g., “I was pleased to see a lot of you referring back to your texts to find details”).
„ Distribute Track Progress: Collaborative Discussion and Track Progress folders. Tell students that successful learners keep track of and reflect on their own learning and that they will complete a form like this after most of their assessments.
„ Select volunteers to read aloud each criterion for the whole group. After hearing each one read aloud, invite students to Turn and Talk with an elbow partner:
“What does that criterion mean, in your own words?” (Responses will vary.)
„ Read the directions aloud for students, and answer clarifying questions. Explain the scale and what each number represents. They should give themselves a 3 if they think they have achieved that criterion in their reading of new texts, a 4 if they think they have done even
EL Education Curriculum 145
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