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Greek Mythology
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lessons have been allocated for this assessment to ensure su cient time for students to complete the essay. If these are taught in two separate lessons rather than together as one block, revisit the learning targets and the task at the beginning of the second 45-minute lesson to remind students of the task and purpose. Be sure to collect all written work at the end of each session. (RL.6.1, RL.6.7, W.6.2, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.6)
W.6.2 – Closing and Assessment A: Students reflect on their learning using the Track Progress: Informative Writing recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
The independent research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to Greek mythology. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
Opportunities to Extend Learning
Some students may not require the level of sca olding provided in this unit. Prompt students toward deeper levels of understanding and increased rigor by referencing Levels 3 and 4 of Webb’s Depth of Knowledge.
Guide students in an informal discussion of when the skills of comparing and contrasting or writing informative texts might be important in a “real-world” setting. Prompt students with suggestions, like considering which apartment to rent or when a police o cer needs to write an incident report.
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. This lesson assesses those skills as students use their plans to compose their essays comparing a scene from the film version of The Lightning Thief to the same scene in the novel.
Support All Students
If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.
Assessment Guidance
End of Unit 2 Assessment: Compare and Contrast Essay (student and teacher version) are included in the Assessment Overview and Resources.
Save a copy of the scored essays to use as a baseline assessment. These pieces can be used to measure the progress of individual students throughout the year, as well as to identify common instructional needs in a class.
Whenassessingandprovidingfeedbacktostudentsonthisassessment,usetheInformative Writing Rubric (see Assessment Overview and Resources) and the annotated sample essay to help complete the student Track Progress: Informative Writing. Make notes in the appropriate column for each criterion in a di erent color from student responses. There is also space provided to respond to student comments.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lessons 12–13
