Page 63 - EL_Grade 6_Module 1_TG

Grade 6: Module 1: Unit 1: Lesson 2
teacher turns into a winged monster and attacks him. His Latin teacher and a friend who saw the attack act as if nothing happened.)
„ Invite a student to paraphrase the key points in more comprehensible language for those who need heavier support.
„ Model recording gist (key words, not full sentences) on a sticky note, and invite students to do the same, sticking them at the front of the chapter for quick reference. Students will also benefit from adding the chapter number and their initials on the sticky note for easier materials management.
„ Remind students that their goal is to understand what the story is mostly about, and it is okay if there are parts they don’t quite understand yet.
„ Use the Synopsis: The Lightning Thief , Chapter 1 to review and note key details for the entire chapter This will help to complete students’ understanding of the events of this chapter, especially if they are not able to complete the reading of the full chapter.
„ Give students 1 minute to silently reflect on the text. Encourage them to consider how the chapter made them feel. They can write or sketch, or just sit and think. If students need additional support, provide a few examples of possible feelings (e.g., confused, excited, curious) they may have experienced after reading from chapter 1. ELLs can then choose one of the feelings and draw it or write about it in more detail.
„ Direct students’ attention to the Work to Become Ethical People anchor chart, and review respect and empathy as needed before inviting students to share their reflections if they choose.
„ Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, Thumb-O-Meter. Scan student responses, and make a note of students who might need support. Check in with them moving forward.
Work Time
B. Launch Vocabulary Logs – L.6.4 (10 minutes)
„ Reviewthelearningtargetrelevanttotheworktobecompletedinthissectionofthelesson: “I can determine the di erence between academic and domain-specific vocabulary.”
„ Distribute vocabulary logs and several copies of the Academic and Domain-Specific Vocabulary form or Academic and Domain-Specific Vocabulary form . Using glue sticks, direct students to add their vocabulary forms into their logs (see In Advance section).
„ Invitestudentstoreadthroughthedefinitionsofacademicvocabularyanddomain-specific vocabulary at the top of the vocabulary form.
„ Invite students to record the words reviewed so far in the first two lessons (infer, notice, wonder, respect, mythology, gist, and empathy) in the first column of their vocabulary logs.
„ Move students into partnerships. Model filling in the other three columns for the first word by recording a preliminary definition of the word based on context, then checking the answer in a dictionary. Invite students to add the remaining words to their vocabulary logs, working with their partners to complete all columns.
EL Education Curriculum 47
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