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Grade 6: Module 1: Unit 3: Lesson 5
“What is the gist of this text? What is it mostly about?” (This narrative describes the moment at the top of the St. Louis Arch, but from the perspective of a new character.)
Record the gist on the board. Direct students to record the gist in their notebooks.
Using a total participation technique, invite responses from the group:
“Who is the narrator, and what special powers does she have?” (Parker, daughter of Hypnos; putting people to sleep)
“What do you notice about this new scene and the original scene?” (Some sections are taken word for word from the scene in the novel, and some sections are new. The novel scene is from Percy’s point of view, but this new scene is from Parker’s point of view.)
Invite students to underline the parts of the model narrative that establish the narrator and to put a star next to paragraphs that borrow text from the novel.
Remind students to check the Work to Become Ethical People anchor chart before they share. Using a total participation technique, invite responses from the group:
“Which parts of the text did you label to show it establishes the narrator? What details in the text make you think so?” (Responses will vary, but may include: “While my father, Hypnos, wasn’t a warrior like some of the others, I did inherit some skills from him that might help Percy if he got into trouble. Putting people to sleep can sometimes come in handy”; or “I had to pull myself together to protect Percy and the innocent tourists. Trying to be inconspicuous, I felt in my pocket for my drawstring bag of sleeping powder, a combination of dried jasmine, lavender, and valerian root, one of the few tips my father took the time to teach me.”)
“Which parts of the text did you label to show the text that comes from the novel? What details in the text make you think so?” (Responses will vary, but may include: There is borrowed text from the novel—sometimes a small piece and sometimes the whole paragraph—in every paragraph of the sample except for 3, 9, 13, 17, 18, and 19.)
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Closing and Assessment
A. Debrief: Narrative Writing Checklist – W.6.3 (5 minutes)
Distribute and display the Narrative Writing checklist. Invite students to read the
checklist to themselves.
Using a total participant technique, invite responses from the group:
“What do you notice about this checklist? What do you wonder?” (Responses will vary.)
Then, use a total participation technique to invite responses from the group:
“What characteristics on this checklist do you see done well in the model? What
evidence from the model supports your thinking?” (Responses will vary.)
If productive, cue students to listen carefully and seek to understand, and then to explain why a classmate came up with a particular response:
“Who can tell us what your classmate said in your own words?” (Responses will vary.)
EL Education Curriculum 291
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