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Grade 6: Module 1: Unit 1: Lesson 2
Listen for a few exemplary responses to share with the whole class.
Ask:
“What trends do you notice in your peers’ responses? Why might those same words be chosen repeatedly?” (Responses will vary, but will likely include: those are the words that best indicate what exactly we will be learning and what goals we will be working toward.)
Direct students’ attention to the posted learning targets, and select a volunteer to read them aloud:
“I can show empathy and respect as I listen to my classmates.”
“I can find the gist of chapter 1 of The Lightning Thief.”
“I can determine the di erence between academic and domain-specific vocabulary.”
Focus students on the word gist. Use equity sticks to select students to share what they think it means. If they don’t know the meaning, share the strategies they could use to determine the meaning (context or dictionary). Support pronunciation by having students chorally repeat the word gist, and notice some of its sound properties (e.g., one syllable; a -st consonant cluster).
With students’ support, record the meaning of the word on the academic word wall with translations in students’ home languages (what the text is mostly about). Write synonyms or sketch a visual above each key term to sca old students’ understanding.
Remind students that they did an in-depth discussion of the word respect in the previous lesson. Students may also point out the word domain-specific; explain that they will examine this term during Work Time C.
Turn and Talk:
“What do you think you will be doing in this lesson based on these learning targets?” (reading the first chapter of the novel, determining what it is mostly about, and focusing on vocabulary)
“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (We will practice determining the most important parts of a new text and growing our vocabulary. These are skills we can use in all subject areas.)
Opening
B. Reflect on the Module Guiding Questions (5 minutes)
Remindstudentsthatinthepreviouslessontheywereintroducedtotheguidingquestions for the module. Invite students to reread the Module Guiding Questions anchor chart.
ExplainthatnotallstudentswilllikeGreekmythologyorwillhavehadpositiveexperiences with religious references. Additionally, students may feel uncomfortable with the idea of Greek gods if acknowledgment of other deities goes against their religious beliefs. Create a safe space for students to express these views. Ensure students understand that it is okay to have di erent opinions.
EL Education Curriculum 45
ADVANCE COPY NOT FOR DISTRIBUTION
