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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
RI.6.2 – Work Time A: Students participate in a Language Dive using a sentence from the informational text “Hestia.” This sentence, which presents the thesis of “Hestia,” provides students an opportunity to determine and analyze the central idea(s) of a text. Additionally, the Language Dive draws students’ attention to relative clauses fronted by a preposition (of which . . .), which students can use in their own academic writing.
RI.6.1 – Work Time B: Students participate in a close reading of “Hestia,” using textual evidence to support their analysis of the text’s ideas. The Close Reading Guide lists the text excerpts, key questions to ask students, and instructional moves required. Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students in a collaborative discussion about the text.
RI.6.2 – Work Time B: During the close read, students consider the central idea(s) of “Hestia,” and the ways in which these ideas are conveyed through details.
RI.6.1 – Work Time C: Students use evidence from “Hestia” to support their analysis of its central idea(s).
RI.6.2–WorkTimeC:Asaculminatingtaskofthecloseread,studentsproduceasummary of “Hestia,” free from their own personal opinions and judgments.
RI.6.2 – Closing and Assessment A: Students use the Criteria for an E ective Summary anchor chart to evaluate a summary written by a classmate during the class time. Be prepared to identify a student whose summary would make a strong model. Ensure that this student is comfortable sharing his or her work with the class, and cultivate a safe environment in which students can conduct this peer critique.
In this lesson, students focus on working to become ethical people and e ective learners as they collaborate in triads throughout the lesson.
Thislessonisthefirstthatincludesbuilt-outinstructionfortheuseofGoal2Conversation Cues. Goal 2 Conversation Cues help students listen carefully to one another and seek to understand. Refer to the Online Resources for the complete set of cues. Examples of the Goal 2 Conversation Cues used in the next two units include:
– ●To prompt students to repeat or paraphrase: “Who can repeat what your classmate said?”
“Who can tell us what your classmate said in your own words?”
Opportunities to Extend Learning
BuildonthecompareandcontrastworkthatstudentsdidinUnit2byprovidingatextthat shares a common central idea with “Hestia.” Consider using the lyrics to a popular song to encourage engagement in the task.
Continue to emphasize the connections between myths from varying cultures. Encourage students to gather information about other gods and goddesses of hearth and home, such as Kojin (Japan), Vesta (Rome), and Brigid (Ireland). Relate this new learning back to the Guiding Questions for the Module, especially “What is the purpose of myths?”
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 3: Lesson 2
