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Grade 6: Module 1: Unit 1: Lesson 1
Clarify that this module is about Greek mythology and how it is woven into the fictional text, Percy Jackson and the Olympians: The Lightning Thief.
Acknowledge that students may have strong feelings about mythology and religious figures. Tell students that for homework they will reflect on the module guiding questions and how they feel about them based on their personal experiences, and that this will be discussed more at the beginning of the next lesson.
Work Time
C. Launch the Text: Percy Jackson and the Olympians: The Lightning Thief (10 minutes)
Move students into pairs and invite them to label themselves partner A and partner B.
Distribute the text, Percy Jackson and the Olympians: The Lightning Thief.
Tell students to take 2 minutes to look through the book with a partner and discuss what they notice and wonder about the book, including the cover, synopsis, and chapter titles. Partner B shares a notice or a wonder first, then partner A, then partner B again, and so on.
Provide whiteboards and dry-erase markers or sticky notes as an option for students to record (in drawing or writing) their ideas. This helps sca old active listening for key details.
Use equity sticks to select students to share out what they notice and wonder about the book. Listen for suggestions such as:
– Notice: first book in a series
– Notice: cover art shows a male main character in the midst of an action sequence
– Notice: humorous chapter titles
– Wonder: Percy Jackson is the protagonist but he appears to be in trouble often. Can he be a hero if he is not disciplined and obedient?
After spending some time looking through the book, invite students to spend 1 minute reflecting silently. Ask:
“What does what you read or saw in the book make you think about? Why?” (Responses will vary.)
After 1 minute, refocus whole group.
Tellstudentsthatreflectionscanbeverypersonalbasedonanindividual’sbackgroundand previous experiences. Guide students through an intentional Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allocated time to respond and then to discuss to build deeper understanding. Cold call students to share their responses with the whole group:
“Knowing that reflections can be very personal, how do you think we should behave when people share their reflections?” (Responses will vary, but may include: listening without interrupting, not disagreeing with how someone feels as that is personal to them, showing respect and empathy—thinking about how they feel and treating them with care.)
EL Education Curriculum 37
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