Page 281 - EL_Grade 6_Module 1_TG

Grade 6: Module 1: Unit 3: Lesson 1
„ Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Work Time
B. Analyze Performance Task Model – SL.6.5 (10 minutes)
„ DistributethePerformanceTaskanchorcharthandout.Focusstudentsonthedisplayed
Performance Task anchor chart. Remind students what the Performance Task asks of them since it has been a while since they first discussed it at the start of Unit 1.
„ Distribute and display the Model Performance Task Slideshow printout.
„ Instruct students to work with a partner to examine a printout of the Model Performance Task Slideshow for the criteria listed on the Performance Task anchor chart. Model how to annotate the printout for the characteristics listed on the Performance Task anchor chart. Let students know they should be prepared to share these observations after the presentation.
„ Use a total participation technique to invite responses from the group:
“What characteristics on the anchor chart do you see done well in the model? What
evidence from the model supports your thinking?” (Responses will vary.)
„ Ask:
“Based on what you see in the model, what kind of information will you need to research in order to be able to create a presentation like this?” (We need to choose and research another Greek god, we need to understand their origins and parents as well as their powers or special attributes and any important parts of their stories. We need to also keep track of where we get that information.)
„ Record student responses on the board as they share answers, and direct students to copy the list from the board on their Model Performance Task Slideshow printout. Remind them they will use this to help them as they begin their research in Lesson 3.
„ Explain that looking at these sample slideshow slides and notes right now will help them as they begin their research into another Greek god for their character development, which will begin in the next lessons. Later, they’ll examine a model narrative scene and a modeled delivery of the presentation to further prepare for the performance task.
Closing and Assessment
A. Share Independent Research Reading – RI.6.10 (10 minutes)
„ Refer to the Independent Reading: Sample Plans to guide students through a research
reading share, or use your own routine.
„ Remind students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity.
„ Invite students to reflect on the habits of character focus in this lesson, discussing what
went well and what could be improved next time.
EL Education Curriculum 265
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