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Grade 6: Module 1: Unit 2: Lesson 5
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
Work Time B: Students complete the Mid-Unit 2 Assessment. The assessment invites students to read a new myth, “Prometheus,” and use evidence from the text to support their analysis of the text and its themes. Students also produce a summary of “Prometheus” that highlights its theme and most important details, and they compare its themes to those in a selection from The Lightning Thief. (RL.6.1, RL.6.2, RL.6.4, RL.6.9, RL.6.10, W.6.9a, W.6.10, L.6.4)
RL.6.1 – Closing and Assessment A: Students reflect on their learning using the Track Progress: Read, Understand, and Explain New Text recording form, which tracks their developing ability to read new texts and extract textual evidence to support their analysis of the text. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning,
RL.6.2–ClosingandAssessmentA:OntheTrackProgress:Read,Understand,andExplain New Text recording form, students also reflect on their ability to determine themes in the texts they read.
Opportunities to Extend Learning
The Mid-Unit 2 Assessment naturally accommodates exceptional students by allowing more proficient writers to display their writing prowess.
The story of Prometheus, featured in the Mid-Unit 2 Assessment, is similar to myths from other cultures, like the Native American story of Raven bringing fire to humans. Provide access to versions of similar myths and invite students to draw connections to these additional texts.
How It Builds on Previous Work
In the first half of this unit, students read Greek myths referenced in The Lightning Thief, determining themes and key details from the texts, summarizing what they read, and comparing and contrasting the myths with the novel. This lesson continues those routines in an assessment.
Support All Students
If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.
Some students may need the text read aloud before they work on the questions. Invite students who require this to sit in a group away from the rest of the students, so as not to be distracting.
Forsomestudents,thisassessmentmayrequiremorethanthe25minutesallotted.Provide time over multiple days if necessary.
Some students may require support with limiting distractions during the assessment (e.g., using sound-canceling headphones or dividers between workspaces). Similarly, some students may require variations in time for the assessment. Break the assessment into
EL Education Curriculum 187
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