Page 302 - 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
RL.6.3 – Opening A: To hone their attention to the way a story’s plot unfolds, students complete an entrance ticket in which they create a bulleted list of the events that take place in a passage of The Lightning Thief.
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
RL.6.3 – Work Time B: Students analyze a model narrative in which a scene from The Lightning Thief has been rewritten to add a new character, one developed from research about a di erent Greek god. Students annotate the text, taking note of the way the story unfolds in the original scene and how this has changed or remained the same in the model narrative.
W.6.3 – Work Time B: Students use the model narrative as a guide to write their own narratives for the end of unit assessment.
W.6.4 – Work Time B: Students review the model narrative and use it as an example of clear and coherent writing, developed for a particular task, purpose, and audience.
W.6.3 – Closing and Assessment A: Students analyze the Narrative Writing checklist. They compare the attributes of narrative writing to the model narrative, noticing how the model aligns with the criteria to further establish the expectations for the end of unit assessment.
In this lesson, students focus on working to become ethical people, showing empathy, respect, and compassion, as they reflect on their reading of the next chapter in the anchor text.
Opportunities to Extend Learning
Students read the model narrative considering how the narrator, in this case Parker, the child of Hypnos, responds to challenges and what this reveals about her character. Students have answered these questions in previous lessons about Percy. Applying them to the model narrative allows students to consider the same questions with a new character in mind.
Invite students to make their own narrative writing checklist before giving them the checklist handout. Ask them to compare their self-generated lists with the “o cial” one to see how many attributes they were able to identify independently.
How It Builds on Previous Work
In the previous lesson, students completed their Mid-Unit 3 Assessment, in which they read an informational text and determined its central idea, around which they wrote a summary. The second half of this unit builds on that work as students use what they have read about another Greek god or goddess to create an original character that they will insert into a scene from The Lightning Thief.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 3: Lesson 5
