Page 58 - EL_Grade 6_Module 1_TG
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Greek Mythology
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Consider making these into an anchor chart for easy reference.
Attheendofthelesson,distributetheHomeworkResources,andreviewtheformatofthe
document and this lesson’s specific assignment with students.
Opportunities to Extend Learning
This unit is designed to focus on specific excerpts from the text during class so as to provide time for analysis. To cover the entire text, encourage students to read each chapter in its entirety outside of class time.
Challenge students to create original sentences using their newly acquired vocabulary, while adding context clues to demonstrate their understanding of the definition.
While looking up definitions, draw students’ attention to the etymology of the vocabulary, noting especially those words that include a Greek root.
How It Builds on Previous Work
In the previous lesson, students were introduced to the module topic by looking at resources in the Infer the Topic protocol. In this lesson, they formally begin to explore the topic by launching the novel The Lightning Thief.
Support All Students
Note there are di erentiated versions of the entrance ticket used in Opening A and the Academic and Domain-Specific Vocabulary form used in Work Time B in the separate Teacher's Guide for English Language Learners.
Students may be surprised, o ended, confused, or upset by the way Percy uses some terms to describe himself (e.g., “troubled,” “mental-case”), especially at the start of the novel before they have a sense of his personality, what he means by some of them (e.g., “half-blood”), and then sense that he is generally using them self-deprecatingly. Time for debriefing and reflection might help get these concerns out into the open so they can be addressed and tracked throughout the text.
ELLs may have smaller English vocabularies and thus will encounter (and need to log) a higher number of unknown words. Due to limitations in vocabulary knowledge, ELLs may be less equipped to di erentiate among unknown words that are critical for comprehension of the text and those that are less critical. To ensure that they are focusing on vocabulary items important for comprehension, provide ELLs a short list of "target" unknown words to discern their meanings, rather than expecting them to apply strategies to any unknown word they encounter.
Ensure that students can both see and hear the instructions throughout this lesson and all others.
Assessment Guidance
Monitor students as they make their initial entries into their vocabulary logs, ensuring they are recording correct definitions and that they understand the di erence between academic and domain-specific vocabulary. Assure students who are still confused that they will have plenty of future opportunities to gather more examples of each type of vocabulary.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 2
