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Greek Mythology
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Turn and Talk:
“What do you notice?” (We will write narratives and then explain our choices for our
narratives in a multimedia presentation.)
“What do you wonder?” (Responses will vary, but may include: What does multimedia mean?)
“Now that you have analyzed the performance task, has your inference of what this module might be about changed? How?” (Responses will vary.)
Clarify anything pertinent to this specific Performance Task. If possible, display a model performance task from a former student. Ask students to make connections between the model and the performance task.
Direct students' attention to the Module Guiding Questions anchor chart, and read the questions aloud.
Turn and Talk:
“Why do we have guiding questions for each module?” (Responses will vary, but may
include: to help focus our learning, to help us think about the performance task.)
Underline the word mythology. Turn and Talk:
“What does this mean? What strategy can you use to find out the meaning or confirm
that the word means what you think it does?”
Use a think-aloud to model making a guess about the word’s meaning based on context, then verifying the initial determination by looking up the word in a dictionary (mythology – the study of a collection of stories featuring traditional figures that explain natural phenomena and convey the values of the culture).
Draw students’ attention to the a x -ology as a way to expand word knowledge. Invite them to think of other words that end with the same a x. Tell them that, in Lesson 5, they will learn more about a xes that can be added to roots to change the meaning or part of speech of di erent words.
Add this word to the domain-specific word wall, including translations in home languages. If students ask about point of view, explain that they will unpack that in a later lesson.
Tell students that these are the questions that will guide their thinking and learning throughout the module. Turn and Talk:
“What do you notice?” (Responses will vary, but may include: we will be studying the stories and figures of Greek mythology.)
“What do you wonder?” (Responses will vary, but may include: I wonder what stories we’re going to read? I wonder how Greek mythology pertains to my life?)
“Now that you have analyzed the guiding questions and performance task, has your inference of what this module might be about changed?” (Responses will vary.)
“What evidence did you find to support your inference?” (Responses will vary.)
To support ELLs’ comprehension, invite a student to paraphrase the module guiding questions using familiar synonyms. Provide sentence frames to prompt paraphrase construction (e.g., “What is the value of studying other cultures?” could be paraphrased with a question that begins “Why . . .?”).
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Unit 1: Lesson 1
