Page 216 - EL_Grade 6_Module 1_TG
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Greek Mythology
Comparing and contrasting the movie scene may be di cult for some students. Think about strategic grouping, modeling, or o ering guiding questions on the note-catcher. Additionally, sca old their experience with the movie clip by turning on the closed- captioning feature or encouraging active note-taking. Make the film available ahead of time to allow students to preview it a few times before discussing it in class.
Assessment Guidance
Students may need some explanation on the experience of making a film to understand the choices the director made that led to the di erences between the film and the novel.
Down the Road
In the next lesson, students will plan the introduction of their compare and contrast essay with a strong focus statement.
In Advance
Strategicallydecidehowstudentswillaccomplishthereadingfortoday’sclass.Bemindful of and balance variety with students’ needs and their desire for choice while planning for the reading time during the lessons.
StrategicallydecideontriadgroupingstocollaborateduringtheworkontheCompareand Contrast note-catcher.
Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
Cue the film to the correct spot for the scene presented in this lesson.
Preread chapter 16 in The Lightning Thief to identify words or plot points that may
challenge students.
Prepare copies of handouts for students, including entrance ticket (see Materials list).
Post the learning targets and applicable anchor charts (see Materials list).
Technology & Multimedia
Work Time A: Use an interactive online resource such as http://eled.org/0126 to conduct the comparison.
Work Time B: Select Closed Captioning on the DVD settings to provide subtitles and support auditory processing.
Vocabulary
evaluate, responsibility (A) Key
(A): Academic Vocabulary – Tier Two
(DS): Domain-Specific Vocabulary – Tier Three
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ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 7
