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Grade 6: Module 1: Unit 1: Lesson 2
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
SL.6.1 – Work Time A: Students engage in a Think-Pair-Share, which requires them to compose their thoughts before engaging in collaborative discourse.
L.6.4c–WorkTimeB:Studentssetupandbegintocollectunfamiliaracademicanddomain- specific vocabulary in their vocabulary logs. Students use dictionaries to clarify the precise meaning and/or part of speech of words they have reviewed in the first two lessons.
L.6.4d – Work Time B: Students practice inferring the meanings of unknown words before verifying their preliminary definitions with a dictionary.
In this lesson, students focus on working to become ethical people by showing respect and empathy as they share reflections on the guiding questions in Opening B. This is not mandatory—students share their reflections only if they want to do so. It is important to be sensitive to students’ and families’ feelings and experiences of myths and religious figures, and to acknowledge that these feelings and experiences may di er greatly. The main point students should understand by the end of this module is that a culture’s mythology teaches themes that are still relevant, contains figures whose attributes are valued across time, and asks questions about the human condition. The novel makes clear that the stories and figures of Greek mythology remain relatable because they can be reimagined to fit di erent environments and time periods.
In these lessons, students will read excerpts of the anchor text rather than complete chapters to ensure su cient time for students to think and respond to the text. If taking their texts home is an option, encourage students to preread the next chapter for homework. If there is extended time for language arts, reading the entire chapter in class might be an option. A synopsis is provided for each chapter to help support students’ understanding of the main events of a chapter and to fill in their knowledge when they are reading only an excerpt. It is important to understand and to convey to students that the synopsis is not the same thing as a summary of the text, which is a skill that will be built in this module and expanded upon in later modules.
Consider reading aloud The Lightning Thief for these first lessons to ensure student comprehension, engagement, and enjoyment of the text. Once students build capacity, determine how they can take over responsibility for reading during class. Alternatives to read-alouds include: another fluent reader (including students or an audiobook) reads aloud to the whole class, small groups, triads, or pairs; individuals read silently; or a combination of any of these.
Students are introduced to academic mindsets in the Closing and Assessment of this lesson. Academic mindsets refer to the motivational components that influence a student's desire and will to engage in learning. Research shows that academic mindsets are a better predictor of student success than any other determining factor. Students will develop an understanding of all four as the module progresses. The Academic Mindsets are:
3. I belong in this academic community.
4. I can succeed at this.
5. My ability and competence grow with my e ort.
6. This work has value for me.
EL Education Curriculum 41
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