Page 176 - EL_Grade 6_Module 1_TG
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Greek Mythology
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For additional vocabulary practice, invite students to categorize by parts of speech the vocabulary they have pulled from the text so far. Check for understanding, then encourage students to create new categories and rearrange the vocabulary by the new classification.
How It Builds on Previous Work
In this unit, students continue reading The Lightning Thief while also reading the original Greek stories referenced in the novel. Students practice writing summaries and continue exploring themes as they build toward writing a compare and contrast essay.
Support All Students
Note there are di erentiated versions of the Text-Dependent Questions: The Lightning Thief, Chapter 13 used in Work Time B and the Analyze a Model Summary Note-catcher used in Work Time C in the separate Teacher's Guide for English Language Learners.
Starting in this lesson, there is again another shift in how students are supported to determine gist. In the earlier lessons, students were guided through the process. Use knowledge of students to determine which students still need the support of the gist handout or more direct support.
Students may be surprised, o ended, confused, or upset by the sensitive content of this chapter (e.g., Annabeth’s di cult relationship with her father and stepmother; the Chimera is described as having a “blood-caked mane”). Additionally, Echidna is described in terms that are critical of her body size. Time for debriefing and reflection might help get these concerns out into the open so they can be addressed and tracked throughout the text.
Students may struggle to read independently in the allotted time. Think about strategic grouping students of varying proficiency levels.
Students may struggle to di erentiate gist writing from summary writing. Think about modeling, examples, clear definitions, and paraphrases of definitions into more comprehensible languages.
As students continue to move through a long text, it is important that poor reading habits don’t crystallize. Think about facilitating opportunities to gauge students' performance/ progress/goals.
Assessment Guidance
Monitor what students are recording on their Text-Dependent Questions note-catchers to ensure that they understand the key points. Look for common errors to use as teaching points and also strong models to share whole group.
Monitor what students are recording on their Analyze a Model Summary note-catchers to ensure that they understand the key points. See the Criteria for an E ective Summary anchor chart (example for teacher reference). If a lot of students are a long way from being able to write a summary similar to the sample response, add a lesson of additional instruction before the assessment.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 1
