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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
L.6.4b – Opening A: In this lesson, students do not collect new vocabulary independently. New vocabulary is collected as a class on the academic word wall. Students are introduced to their vocabulary logs in Lesson 2, where they collect vocabulary from the texts they read. Strategies for determining the meanings of unfamiliar words begins to be practiced in this lesson, specifically using a xes and roots as clues to the meaning of a word.
RL.6.1 – Work Time A: Students participate in the Infer the Topic protocol by engaging with literary texts and images that represent the concepts they will read about throughout the module. Students use these resources to make inferences about the topic of the module.
RI.6.1 – Work Time A: Students participate in the Infer the Topic protocol by engaging with informational texts and images that represent the concepts they will read about throughout the module. Students use these resources to make inferences about the topic of the module.
SL.6.1b – Work Time A: Students participate in the Infer the Topic Protocol.
In this lesson, students engage in a protocol. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning. Protocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning. Students engage in the following new protocols in this lesson (instructions for which appear at the first point of use in the lesson):
– Infer the Topic o ers students a chance to work together to uncover the heart of a larger concept before they begin to study a new topic. Students also get a chance to experience the ways an inference can change as they take in new information. It allows students to draw on their own background knowledge and work in a fun, collaborative environment with new information from a variety of peers to uncover meaning.
– Think-Pair-Share promotes productive and equitable conversations wherein all students are given the time and space to think, share, and consider the ideas of others. It ensures that all students simultaneously engage with the same text or topic, while promoting synthesis and the social construction of knowledge.
In this lesson, students also engage in several total participation techniques. Total participation techniques are used to solicit answers to questions or prompts from a wide variety of students. Rather than just calling on those students who may have their hands raised, these total participation techniques challenge and hold accountable all students. In this lesson, students engage in the following new total participation techniques (instructions for which appear at the first point of use in the lesson):
– Turn and Talk is one of the easiest, quickest, and most e cient means of creating collaboration among students. It can be used practically at any time, anywhere, in a lesson in any content area.
– Cold Call serves as an engaging and challenging yet supportive way to hold students accountable for answering oral questions, regardless of whether a hand is raised.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 1
