Page 78 - EL_Grade 6_Module 1_TG
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Greek Mythology
Invite students to retrieve their copy of The Lightning Thief and reread the gist they recorded for chapter 2.
Repeated routine: Read aloud the selected excerpt, using Text Guide: The Lightning Thief for comprehension and vocabulary questions as needed. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, and reflect on their reading as they choose. Refer to the following resources as appropriate to support this section of the lesson: Gist Record: The Lightning Thief anchor chart (example for teacher reference), vocabulary logs, chapter synopsis, and Work to Become Ethical People anchor chart.
– Excerpt: Chapter 3, starting on page 36 at “‘Thank you, Percy,’ my mom said. ‘Once we get to Montauk . . . ’ and ending at page 43 “ . . . Because where his feet should be, there were no feet. There were cloven hooves.”
During reading, invite students to add any unfamiliar words to their vocabulary logs. Add any new words to the academic word wall and domain-specific word wall as applicable, and invite students to add translations in native languages.
Think-Pair-Share:
“What is the gist? What is this chapter mostly about?” (Responses will vary, but may
include: Percy decapitates Medusa after she attacks him.)
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.
Work Time
B. Analyze Point of View: The Lightning Thief, Chapter 2 – RL.6.6 (15 minutes)
Reviewthelearningtargetrelevanttotheworktobecompletedinthissectionofthelesson:
“I can explain how the author develops Percy’s point of view toward Mr. Brunner in chapter 2 of The Lightning Thief.”
Remind students of the Point of View anchor chart, and invite them to choral read the definition together. If needed, give students a minute to scan their Point of View anchor charts to remind themselves of relevant ideas and vocabulary.
Remind students that they began exploring point of view in The Lightning Thief in the previous lesson.
Invite students to turn to page 2 and read along as the excerpt is read aloud, beginning at, “But Mr. Brunner, our Latin teacher, was leading this trip, so I had hopes” and ending at “. . . I wouldn’t get in trouble.”
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Unit 1: Lesson 4
