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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
W.6.2 – Work Time B: Students participate in a Language Dive that guides them through the meaning of a sentence from the Compare and Contrast Model Essay. The focus of this Language Dive is on understanding the author’s focus statement and to help students understand how to use comparing and contrasting language e ectively. Students then apply their understanding of the meaning and structure of this sentence when writing focus statements for their informative essays in upcoming lessons and when revising their essays to include linking language.
RL.6.1 – Work Time C: Students use evidence from the text to plan the introduction for their Compare and Contrast essay. Provide di erentiated mentors by purposefully preselecting student partnerships so that these students can work together for this activity and throughout the planning of their essays. Students conclude the lesson in Closing and Assessment A by sharing with peers their introduction plan, which serves to help them rehearse their plan and identify any problems with it.
RL.6.7–WorkTimeC:Astheyplantheintroductionoftheiressays,studentscompareand contrast the experience of reading a scene in a story with the experience of watching the same scene in a film.
W.6.4 – Work Time C: Using the Model Compare and Contrast Essay and Language Dive as guidance, students organize a clear and coherent introduction with attention to task, purpose, and audience.
W.6.5 – Work Time C: Students receive some support as they strengthen their writing by thoughtfully planning the introduction of their essay.
W.6.9a–WorkTimeC:StudentsapplyGrade6readingstandardstoliteraturebycomparing and contrasting a video clip and its corresponding scene in the text.
In this lesson, students work to become e ective learners, focusing on a characteristic of their choice as they draft their introductions.
Opportunities to Extend Learning
Use “brag tags” to identify students in class who are particularly good at di erent aspects of writing an introduction, and allow them to conference with their classmates to give advice on their area of expertise.
How It Builds on Previous Work
In the previous lessons, students analyzed the structure of the model essay using the Painted Essay® template. In this lesson, the introduction is analyzed in detail so students can begin planning their own essays. Students also began comparing and contrasting the film and novel in the previous lessons, which is work that they will build on in this lesson.
Support All Students
Students may need additional support planning their introductions. Group those students for a guided discussion to give context to the reader about the novel and film.
Note that adolescence is characterized by extreme self-consciousness. Some students may feel uncomfortable sharing their writing with a peer and accepting constructive criticism.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 8
