Page 260 - EL_Grade 6_Module 1_TG
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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
W.6.2 – Opening A: Students review the informative essay drafts that they completed in the previous lesson and note ways to make the essay more e ectively convey ideas.
W.6.2 – Work Time A: Students participate in a Language Dive, which facilitates a closer look at the use of transition words and phrases in the model essay. This Language Dive will give students the opportunity to dissect and practice transitional phrases that express contrast (yet) and that situate events in time (at the end of the scene of the novel). Deeper understanding of the ways in which transitional devices can be integrated into writing will help students produce clearer, more organized essays.
W.6.5 – Work Time B: The Peer Critique Protocol is introduced, and students collaborate to generate criteria for giving kind, helpful, and specific feedback. Ensure that students understand the purpose of revising their work and gaining insight from multiple people. Allow for students to share stories of a skill in which they are now proficient but with which they once struggled (e.g., playing an instrument, competing in a sport). Model what the Peer Critique Protocol looks like, and monitor closely to ensure that students are being gentle in their critique.
W.6.5–WorkTimeC:Studentsprovidefeedbacktopartnersontheircompareandcontrast essays using the Peer Critique Protocol.
L.6.2b – Work Time C: Students give one another feedback on areas in the informative essays that could be improved, such as spelling.
ClosingandAssessmentA:StudentscompletetheEndofUnit2Assessment,revisingtheir essays using feedback from their peers as guidance. (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)
Opportunities to Extend Learning
Select trustworthy students to model a peer critique before expecting students to do this work independently. Alternatively, as a class, watch an EL video demonstrating the Peer Critique protocol and outlining the benefits (http://eled.org/0105).
Direct students who finish early to The Big Myth (thebigmyth.com), an interactive anthology of myths, to compare and contrast creation stories from a number of di erent cultures.
How It Builds on Previous Work
In the previous lesson, students completed the end of unit assessment, in which they composed a four-paragraph essay comparing and contrasting a scene from the film version of The Lightning Thief with the same scene in the novel. Students will have one more opportunity to revise their work in this lesson as they incorporate peer feedback.
Support All Students
Much of this lesson is discussion-based, so students who struggle with oral language and/ or auditory processing may need additional support. Provide sentence frames for students to refer to during discussions or a note-taking template for students to take notes during discussion.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 14
