Page 190 - EL_Grade 6_Module 1_TG

Greek Mythology
174
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
„ RL.6.2 – Work Time A: Students critique and revise the summaries they wrote during Closing and Assessment A in Lesson 2. Students o er a star (praise) and a step (critique) for their partners’ consideration. Providing peer feedback gives students ownership over their academic improvement and allows them the valuable practice of viewing student writing like a teacher.
„ RL.6.1 – Work Time B: Students participate in a close reading of “Cronus” and “Medusa” using the jigsaw protocol. They use evidence from the myths to support their analysis of the myths’ themes and key details.
„ RL.6.2 – Work Time B: During the close read, students focus on theme, key details, and summary. By reporting back their learning to another small group, students gain background knowledge on a number of myths.
„ Students engage in the following new protocol in this lesson (instructions for which appear at the first point of use in the lesson):
– Jigsaw: Allows small groups to engage in an e ective, time-e cient comprehension of two di erent texts. Students become experts in one of the texts, hear oral summaries of the other, and still gain an understanding of the material.
Opportunities to Extend Learning
„ The Greek myths provided in this lesson have been rewritten to reflect an average Grade 6 reading level. Provide a more complex version of the story (available in the public domain) for students reading at a higher level.
„ Ofthetwomythsprovidedinthislesson,thestoryofMedusaisslightlylonger.Strategically choose which students will read each myth based on their needed levels of support.
„ Myths from di erent cultures often reflect similar values or explanations (e.g., how the earth was created). Challenge students to engage in a close read of strategically chosen myths from other cultures and identify their similar themes and other connections.
How It Builds on Previous Work
„ Inthepreviouslesson,studentsparticipatedinaclosereadof“TheseusandtheMinotaur.” In this lesson, students apply those close reading skills to a new Greek story, this time working in small groups.
„ Rather than guiding students toward a particular theme as in previous lessons, students read closely to identify themes with only peer support.
Support All Students
„ Note there is a di erentiated version of the Close Reading Jigsaw: Greek Myths note- catcher used in Work Time B in the separate Teacher's Guide for English Language Learners.
„ Studentsmayneedadditionalsupportwithrecordingtheiranswersontheirnote-catchers. Work together with those students in a small group for more support when necessary.
„ Students may need extra support to make the Jigsaw Close Read successful. Think about modeling, strategic grouping, designated roles for members of each reading group, or active reading/note-taking strategies.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 3