Page 264 - EL_Grade 6_Module 1_TG
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Greek Mythology
Turn and Talk:
“What do you think you will be doing in this lesson based on these learning targets?” (We will work with a partner to revise our essays, specifically looking for places to add transitions, precise language, and domain-specific vocabulary.)
“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (Reviewing our work multiple times and gaining the insight of our peers will help us to strengthen our skills as writers.)
Work Time
A. Language Dive: Appropriate Transitions – W.6.2c (10 minutes)
Tell students they will now participate in another Language Dive to examine how transition words and phrases improve the connections between ideas, giving the text a logical organization and structure.
Reread aloud from the Compare and Contrast Model Essay.
Focus students on the sentence:
“The setting of the novel and the movie, while not exactly the same, are quite similar.”
Use the Language Dive Guide: Compare and Contrast Model Essay, Appropriate Transitions to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Compare and Contrast Model Essay, Appropriate Transitions note-catcher, and the Language Dive: Compare and Contrast Model Essay, Appropriate Transitions sentence strip chunks.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Work Time
B. Introduce Peer Critique Protocol – W.6.5 (10 minutes)
Tell students they are going to work in pairs to help each other revise their Compare
and Contrast Essays from the End of Unit 2 Assessment. Explain that when they work together to review and critique work, this is called a peer review or a peer critique. Ensure students understand that a peer is someone else in the class.
Invite students to Think-Pair-Share, leaving adequate time for each partner to think, ask the question to their partner, and partner share:
“What is the purpose of giving peer feedback? Why is it more e ective than revising our own work alone?” (It helps someone else improve their work, and it is better than trying to do it on your own because sometimes you can’t see your own mistakes and someone else can see them more clearly.)
If productive, cue students to expand the conversation by giving an example: “Can you give an example?” (Responses will vary.)
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ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 14
