Page 48 - EL_Grade 6_Module 1_TG
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Greek Mythology
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Support All Students
Integrated ELL supports are marked throughout lessons with a . These teaching suggestions support student comprehension without disrupting lesson flow or requiring extensive class time or additional materials. Deeper, high-leverage supports, designed to accelerate ELLs’ language development, can be found in the Teacher's Guide for English Language Learners.
Note there is a di erentiated version of the I Notice/I Wonder note-catcher used in Work Time A in the separate Teacher's Guide for English Language Learners. Di erentiated versions of some materials are available in most lessons as a way to provide additional support to ELLs.
Students may need additional support reading the text excerpts in the Infer the Topic protocol. Invite students to help one another by reading the excerpts aloud to one another. Students with mobility issues may need access to the resources in print or digital versions that can be accessed from a single location.
Pair ELLs with a partner who has more advanced or native language proficiency. The partner with greater language proficiency can serve as a model in the pair, initiating discussions and providing implicit sentence frames, for example.
Acknowledge that many cultures, not just the Greeks, developed their own myths. While Module 1 focuses on Greek mythology, encourage students to share myths from their own cultural or religious backgrounds.
Assessment Guidance
Monitor students’ Infer the Topic: I Notice/I Wonder note-catchers to ensure they are on the right track for inferring the module topic.
Down the Road
In the next lesson, students will spend some time discussing their reflections on the module guiding questions and will read an excerpt from chapter 1 of The Lightning Thief. As students move through Units 1, 2, and 3, they continue to build their understanding of the module questions, which they’ll revisit at the close of the module.
In the next lesson, students will also set up their vocabulary logs.
In Advance
During all interaction, be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropriate to speak with other students of either gender at all during class. In advance, speak with students to determine their needs, and if necessary, seek alternative arrangements for students according to their cultural traditions.
Prepare
– Equity sticks: write the name of each student on popsicle sticks, and store them in a
jar or container.
– Academic word wall with blank word cards and markers located close by. This is an area of the classroom in which academic words (rich vocabulary used mostly in writing) will be added throughout the year.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 1
