Page 231 - EL_Grade 6_Module 1_TG
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Grade 6: Module 1: Unit 2: Lesson 9
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
W.6.2a–OpeningA:Studentscompleteanentranceticketinwhichtheytradetheiressays’ focus statements with a partner and give and receive kind and helpful feedback.
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 plan the first proof paragraph of their essays, using evidence from The Lightning Thief to support their ideas. Students will apply their learning from the Painted Essay® structure to describe the similarities between the novel and the film. Students will practice organizing the facts, concrete details, and examples into a coherent structure.
RL.6.7 – Work Time B: Students plan the first proof paragraph of an essay in which they contrast the experience of reading a scene in a story with the experience of watching the same scene in a film.
W.6.2b – Work Time B: Students develop the topic of their essays in their first proof paragraphs using relevant facts, concrete details, quotations, and examples.
W.6.4 – Work Time B: Using the Compare and Contrast Model Essay as guidance, students organize a clear and coherent proof paragraph with attention to task, purpose, and audience.
W.6.5 – Work Time B: Students receive some support as they strengthen their writing by thoughtfully planning the first proof paragraph of their essays.
W.6.9a – Work Time B: Students apply Grade 6 Reading standards to literature by comparing and contrasting a video clip and its corresponding scene in the text.
RL.6.7 – Closing and Assessment A: Students share their plans with a partner and give and receive feedback on the connections drawn across the text and film.
Opportunities to Extend Learning
Use “brag tags” to identify students who are particularly good at di erent aspects of writing a proof paragraph, 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 and planned their introductory paragraph. They build on those foundations in this lesson.
Support All Students
Students may be confused or upset by the characterization of some characters in the novel as “gangbangers,” “bums,” and “street hawkers.” Time for debriefing and reflection might help get these concerns out into the open so they can be addressed and tracked throughout the text.
EL Education Curriculum 215
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