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Grade 6: Module 1: Unit 3: Lesson 7
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
W.6.3 – Opening A: Students complete an entrance ticket in which they compare two sentences describing the same sequence of events and evaluate them for their e ectiveness.
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
W.6.3 – Work Time B: Students use the same graphic organizer from the previous lesson to plan their character and scene insertion. Students finish developing their demigod character and complete their planning of their scene into which they will insert this character. Students may not complete all of their planning in this lesson and will have time in Lesson 8 to complete the planning before the assessment in Lesson 9.
W.6.4 – Work Time B: Using the model narrative as guidance, students continue to plan a clear and coherent narrative, with attention to task, purpose, and audience.
W.6.5 – Closing and Assessment A: Students share their Narrative Writing Plan graphic organizers with a partner. Remind students that any feedback they provide should be kind, specific, and helpful. Additionally, stress that the first draft of a plan is rarely the best draft; tell students that their ideas will evolve and improve over time.
Opportunities to Extend Learning
Make the Pair Share in Closing and Assessment A more interactive by incorporating a movement protocol.
Students who have completed their planning may benefit from acting out their scene to identify areas that require more clarification.
Challengestudentstoexperimentwithmoreadvancedwritingtechniques,suchasadding figures of speech (L.6.5a) or varying sentence patterns (L.6.3a).
How It Builds on Previous Work
Inthepreviouslesson,studentsbeganplanningtheirnarrativeusingthegraphicorganizer. While their initial work was focused on developing the key attributes of their character and incorporating the research on their Greek god or goddess, this lesson focuses on the second part of the graphic organizer, in which they determine which scene to rewrite.
Support All Students
Successfully developing a new character and planning the scene revision depends first on students' understanding of the scene and the Greek god parent they have selected. Make sure to provide opportunities for students and/or groups to ask questions throughout Work Time B, frequently referring back to their research from Lesson 3 or extending their research as the character evolves.
Some students may not be able to spontaneously come up with ideas for their original character and scene insertion. A number of digital, interactive online tools can be leveraged, such as character name generators or storyboarding sites, to inspire ideas and help students gain momentum with their writing.
EL Education Curriculum 301
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