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Grade 6: Module 1: Unit 2: Lesson 7
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
RL.6.4 – Opening A: Students complete an entrance ticket, in which they determine the meaning of a word as it is used in the text.
L.6.4 – Opening A: Students apply vocabulary strategies to make a determination about an unknown word’s meaning.
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
RL.6.7 – Work Time B: Students view a clip of the film version of The Lightning Thief and engage in a compare and contrast activity, noting similarities and di erences between the scene in the film and the same scene in the text. The interplay of reading, rereading, and viewing is an engaging way to present this material, and it helps readers make sense of a complex text. (Note: Do not play the entire film for students. Strategically designed lessons incorporate film at critical junctures in student learning.)
W.6.5–WorkTimeB:Studentscaptureresponsesonanote-catcherintendedtohelpthem plan their essays.
W.6.9a–WorkTimeB:StudentsdrawevidencefromasceneTheLightningThieftosupport their analysis of that scene and the same scene in the film.
Opportunities to Extend Learning
Give students a blank Informative Writing checklist, and challenge them to generate the criteria based on the model essay.
Point students to the sentence on page 247 of The Lightning Thief: “I was a source of amusement for the gods.” Challenge students to compare the human-god relationship as it portrayed in Greek myths to this same relationship in other cultures and religions.
Use Goal 1 Conversation Cues to provoke critical thinking during this analysis. How It Builds on Previous Work
Inthepreviouslesson,studentsanalyzedamodelessayusingthePaintedEssay®structure to generate criteria for their own essays. In preparation to write their own compare and contrast essay, students will now read the next chapter in the novel and watch another scene from the film.
Support All Students
Note there is a di erentiated version of the Model Compare and Contrast Film and Text: The Lightning Thief note-catcher used in Work Time B in the separate Teacher's Guide for English Language Learners.
Students may be surprised or upset by the description of the deplorable conditions in which the animals are kept. Time for debriefing and reflection might help get these concerns out into the open so they can be addressed and tracked throughout the text.
During the viewing of the film scene, the main characters eat lotus flowers. The e ect of the flowers replicates that of drug use. Be aware that this representation of drug use may be upsetting or confusing for some students.
EL Education Curriculum 199
ADVANCE COPY NOT FOR DISTRIBUTION
