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Grade 6: Module 1: Unit 2: Lesson 2
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
RL.6.1 – Work Time B: Students participate in a close read, in which they use evidence from “Theseus and the Minotaur” to support their analysis of the myth and the inferences they draw from it. The Close Reading Guide lists the text excerpts, key questions to ask students, and instructional moves required. Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students in a collaborative discussion about the text.
RL.6.2 – Work Time B: During the close read, students discuss the central idea(s) and themes of “Theseus and the Minotaur.”
RL.6.2 – Closing and Assessment A: Students work in pairs to write their own summary of the Greek myth analyzed during the close read.
Opportunities to Extend Learning
The Greek myth provided with this lesson has been rewritten to reflect an average Grade 6 reading level. Provide a more complex version of the story for students reading at a higher level.
Challenge students to generate questions about the myth before asking the prepared questions.
Support background building on Greek mythological figures by viewing a video such as (http://eled.org/0104).
How It Builds on Previous Work
In the previous lesson, students read chapter 13 of The Lightning Thief and began to pull text evidence to support a particular theme represented in the text. They also analyzed a model summary which they will use for guidance as they practice writing their own summary in this lesson.
Support All Students
Studentsmayneedadditionalsupportwithrecordingtheiranswersontheirnote-catchers. Work with those students in a small group to give more support.
StudentsmaybesurprisedorupsetbythedescriptionofthesceneattheSt.LouisGateway Arch as a possible terrorist attack. 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 adjust to the language/organization of the close read, which is di erent from much they have already read. Remind students of the reading and vocabulary strategies they have practiced in class.
Writing a complete summary in 10 minutes may be challenging for some students (especially since they have mostly written gists, which are less organized). Think about strategically grouping writers of varying proficiency levels.
EL Education Curriculum 167
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