Page 196 - EL_Grade 6_Module 1_TG
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Greek Mythology
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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 cite specific textual evidence that supports their analysis of themes in The Lightning Thief and in other Greek myths they have read.
RL.6.2–WorkTimeB:Studentsdeterminethetheme(s)presentinthetextstheyhaveread.
RL.6.9 – Work Time B: Students draw connections among the themes they discover. They synthesize their understanding of theme by bringing together materials and learning from multiple lessons.
Opportunities to Extend Learning
To strengthen writing and speaking skills, invite students to rewrite their assigned Greek myth as Readers Theater and perform it for the class.
Challenge students to generate questions about the texts before asking the prepared questions.
How It Builds on Previous Work
In the previous lesson, students were gradually released to apply the close reading skills they learned in Lesson 2 to a new myth in a smaller group setting. In this lesson, students use their knowledge of the myths they have been reading to compare their themes with the anchor text.
Support All Students
Note there is a di erentiated version of the Compare and Contrast Themes: Greek Myths and The Lightning Thief note-catcher used in Work Time B in the separate Teacher's Guide for English Language Learners.
Students may struggle to identify similarities and di erences across Greek myths and The Lightning Thief. Think about ways to make sure that the terms compare and contrast are very clear (e.g. visuals, examples, quick discussion, etc.). Pre-annotate the myths to draw students’ attention to areas that hint at a theme.
Be thoughtful when strategically grouping students to compare and contrast themes. The Compare and Contrast Themes note-catcher may be challenging for some ELLs to fill out, so grouping high- and low-proficiency students may be helpful.
Assessment Guidance
Di erentiate by assigning “Theseus and the Minotaur” to more proficient readers, as it is the longer text of the two analyzed in this lesson.
Monitor to ensure that students are able to first, identify a common theme; next, select relevant text evidence from two di erent texts; and finally, synthesize their findings as they compare and contrast the two texts. They will need to do this independently in the next lesson for the mid-unit assessment.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 4
