Page 66 - EL_Grade 6_Module 1_TG
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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
RL.6.4 – Opening A: Students complete an entrance ticket that requires interpreting the meaning of a word as it is used in The Lightning Thief.
L.6.4 – Opening A: Students complete an entrance ticket that requires applying strategies to determine the meaning of an unknown word.
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.
RL.6.6 – Work Time B: Students are introduced to point of view. Please note the definition of point of view provided in the Point of View anchor chart and how it encompasses the idea of perspective. Also note that, at this stage, students are not analyzing how point of view is developed. This will happen in the next lesson. Students also engage in their first QuickWrite, identifying the narrator’s point of view in the first chapter and practicing using text evidence to support their response. Throughout the modules, students write routinely using QuickWrites—sometimes during class, sometimes as a part of their homework.
The activity students complete as they arrive in the classroom is to prepare them to create the Strategies to Answer Selected Response Questions anchor chart. As a class, they capture strategies on an anchor chart for reference in future lessons and assessments.
Opportunities to Extend Learning
Studentswhoarealreadyfamiliarwithfirstandthirdpersonpointofviewcouldbetasked with exploring other terms related to point of view (third person omniscient, third person limited).
How It Builds on Previous Work
In the previous lesson, students read a synopsis and excerpt from the first chapter of The Lightning Thief and distinguished the di erence between academic and domain-specific vocabulary. Throughout the unit, students continue to read the novel carefully and expand their vocabulary by categorizing new words and deciphering unfamiliar vocabulary using a variety of strategies.
As students continue reading, they deepen their appreciation of the novel by analyzing how the narrator’s point of view is established and developed.
Support All Students
Note there is a di erentiated version of the entrance ticket used in Opening A in the separate Teacher's Guide for English Language Learners.
The lesson is written for the chapter 2 excerpt to be a read-aloud, but it can be organized in di erent ways to meet students’ needs. For example, students could read the chapter in pairs or triads, taking turns to read, or they could read with a smaller group of students who need additional support.
If students read in small groups, ensure that the noise level is controlled enough that students are able to hear and focus on the text.
Somestudentsmaybenefitfromhavingparagraphframesasasca oldforQuickWrites.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 3
