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Grade 6: Module 1: Unit 1: Lesson 5
about a word’s meaning and then using a dictionary to verify their understanding of the word. A Language Dive empowers students to analyze, understand, and use the language of academic sentences, which often seems opaque to students. During a Language Dive, slow down for 10 minutes to have a conversation about the meaning, purpose, and structure of a compelling sentence from a complex text, or from a learning target, checklist, or rubric included in the curriculum. Following the engaging deconstruct-reconstruct-practice routine of the Language Dive, students play with the smallest “chunks” of the sentence, interpreting them, rearranging them, or using them to talk about their own lives. In this lesson, students focus on working to become e ective learners by collaborating as they work in triads throughout the lesson.
Opportunities to Extend Learning
Provide additional practice with the a x list, giving other words with common a xes for students to “translate.”
Thearticleusedintheclosereado ersastrongandsimplevehicleforintroducingcounter arguments, a technique used extensively throughout the piece to develop the central idea. Invite students to discuss the following questions with a partner or respond briefly in writing: What is the author’s point of view about Greek myths? Support your response with a quote from the text. What does the author assume the reader’s point of view will be? What makes you think so? Support your response with quotes from the text. How does the author use the concerns a reader may have about reading Greek myths to develop the central idea of this article? Invite students to find more specific examples of the influence of Greek mythology on North American culture than are referenced in the informational text or the novel.
How It Builds on Previous Work
In the previous lessons, students read from the first few chapters of the anchor text, The Lightning Thief. By engaging in a close read and a Language Dive of an informational text, students strengthen their critical thinking skills and better understand the purpose for reading The Lightning Thief and its relevance today.
Support All Students
Note there is a di erentiated version of the Close Read note-catcher used in Work Time B in the separate Teacher's Guide for English Language Learners.
During practice with a xes, put common base words and a xes on index cards; allow students to “build” words by manipulating the di erent word parts.
Students may find it challenging to complete the complex close read in the amount of time allotted. Focus on fewer sections.
Gather students who might need additional support during the close read in one place in the room to support them quickly and quietly as they closely read the text.
Studentsmayneedadditionalsupportwithrecordingtheiranswersontheirnote-catchers. Sit those students in a group together to support when necessary.
Display a world map and point out the location of Greece, the origin of Greek myths.
EL Education Curriculum 67
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