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Grade 6: Module 1: Unit 2: Lesson 1
Agenda
1. Opening
A. Engage the Learner – L.6.4b (5 minutes)
2. Work Time
A. Read The Lightning Thief, Chapter 13 Excerpt – RL.6.1 (15 minutes)
B. Analyze Theme: The Lightning Thief, Chapter 13 – RL.6.2 (10 minutes) C. Analyze a Model Summary – RL.6.2 (10 minutes)
3. Closing and Assessment
A. Reflect on Academic Mindsets (5 minutes)
4. Homework
A. Analyze Summaries: Students complete Homework: Lesson 1: Analyze Sample Summaries: The Lightning Thief, Chapter 13.
B. Preread: Students should preread chapter 14 of The Lightning Thief in preparation for studying an excerpt from the chapter in the next lesson.
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
L.6.4 – Opening A: Students complete an entrance ticket in which they apply strategies to determine the meanings of unknown words.
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
RL.6.2 – Work Time B: Students complete text-dependent questions to demonstrate their understanding of the main idea and theme(s) conveyed through the events of chapter 13.
RL.6.4 – Work Time B: Students also answer text-dependent questions that ask them to interpret words as they are used in the text.
RL.6.2 – Work Time C: Students collaborate with their peers to analyze a model summary and generate the criteria of an e ective summary. By analyzing a model, students better understand the standard to which they should hold their own writing. By determining the characteristics of a summary through their own personal examination, students experience greater ownership over their learning than they would if simply given the criteria.
Directions for routines that are repeated from previous lessons have been pared down and noted with ‘Repeated routine.’ For the detailed outline of how to facilitate this part of the lesson, please refer back to previous lessons.
Opportunities to Extend Learning
At this point in the novel, students have gathered a number of new vocabulary words. Challenge some students to deliberately use the words as they are discussing the novel or in their reading responses to internalize their meanings.
EL Education Curriculum 159
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