Page 62 - EL_Grade 6_Module 1_TG

Greek Mythology
„ Remind students that for homework they were asked to reflect on what those guiding questions mean to them and how they feel about them. Sharing their reflections will be done in a respectful and empathetic environment.
„ Focus students on the Work to Become Ethical People anchor chart.
„ Read aloud the habit of character recorded:
“I show empathy. This means I understand and I share or take into account the feelings, situation, or attitude of others.”
„ Turn and Talk:
“Using the anchor chart as a guide, what does empathy mean, in your own words?”
(thinking about how others might feel)
„ Use the Think-Pair-Share protocol to discuss their ideas with a partner:
“What does empathy look like? What might you see when someone is showing empathy
to someone else?”
“What does empathy sound like? What might you hear when someone is showing
empathy to someone else?”
„ See Work to Become Ethical People anchor chart (example for teacher reference).
„ With empathy and respect in mind, invite any students who would like to do so to share their reflections with the whole group. This must be voluntary—if no one wants to share, that is okay.
Work Time
A. Read The Lightning Thief, Chapter 1 Excerpt – SL.6.1 (20 minutes)
Review the learning target relevant to the work to be completed in this section of the lesson:
„ Invite students to retrieve their copy of The Lightning Thief, and remind them of what they thought the text might be about.
„ Explain that students will read only excerpts from the anchor text rather than complete chapters to ensure su cient time for students to think and respond to the text. Consider inviting students who would like to read the rest of the chapter to do so for homework. If there is extended time for language arts, reading the entire chapter might be an option.
„ Read aloud the selected excerpt, using the Text Guide: The Lightning Thief (for teacher reference) for comprehension and vocabulary questions as needed. As you read, students follow along, reading silently. Note that while students may read in small groups or individually in future lessons, students will benefit from this initial introduction to the text as a whole class.
– Excerpt: Chapter 1 starting at page 8 “The class gathered on the front steps of the museum . . .” and ending at page 15 “ . . . Are you feeling alright?”
„ Think-Pair-Share:
“What is the gist? What is this chapter mostly about?” Refer to the Gist Record: The Lightning Thief anchor chart (example for teacher reference) for guidance. (Responses will vary, but may include: Percy is “troubled,” dyslexic, and a demigod. Percy’s math
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ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 2