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Greek Mythology
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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
Challenge proficient writers to try more advanced writing techniques like adding direct quotes, pulling in additional sources, or using figurative language and vivid words, especially the vocabulary they have added to their vocabulary logs.
Check the Language standards to identify additional goals for a proficient writer to work toward (e.g., utilizing punctuation to set o nonrestrictive/parenthetical elements).
How It Builds on Previous Work
In the second half of this unit, students have been analyzing a model and using their analysis to plan an informative essay and plan the introduction and proof paragraph 1. This lesson continues those routines to plan the second proof paragraph.
Support All Students
Students may be surprised or upset by the description of the Underworld in chapter 18. Note that the Underworld as depicted in Greek mythology is not the same as the Christian view of hell, a place of punishment for sinners. Draw attention to page 291 of The Lightning Thief, which describes the di erent areas of the Underworld, including a place of reward for those who lived good lives.
Students may need additional support while writing their proof paragraphs. Group those students for a discussion that will guide them in finding and explaining evidence to support their points.
Think about providing opportunities for students to interact and discuss what they want to include in their proof paragraphs before they begin planning independently.
Error correction and celebration are two other high-leverage supports to consider. If possible, think about isolating and discussing one or two common errors within the first and second proof paragraphs; or locate and celebrate one or two samples of growth, if readily available.
Think about providing opportunities for students to interact and discuss what they want to include in their proof paragraphs before they begin planning independently.
Assessment Guidance
Use the Writing Record checklist (informal assessment) to assess students’ writing abilities in Work Time B.
Down the Road
In the next lesson, students will finish planning their compare and contrast essay, focusing on their conclusion in preparation to write their final draft for the End of Unit 2 Assessment.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 10
