Page 86 - EL_Grade 6_Module 1_TG
P. 86
Greek Mythology
Student
Entrance Ticket: Unit 1, Lesson 5 (one per student) A x lists (one per student)
Text: “Why Ancient Greek Mythology Is Still Relevant Today” (one per student and one for display)
Close Read: “Why Ancient Greek Mythology Is Still Relevant Today” note-catcher (one per student and one for display)
Close Read: “Why Ancient Greek Mythology Is Still Relevant Today” note-catcher (optional; see Teacher's Guide for English Language Learners)
Language Dive: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 note-catcher (one per student)
Language Dive: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 sentence chunk strips (one per pair of students)
Homework: QuickWrite: Connections between The Lightning Thief and “Why Ancient Greek Mythology Is Still Relevant Today” (from Unit 1 homework)
Opening
A. Engage the Learner – L.6.4b (5 minutes)
Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 5. Distribute a x lists for reference.
Think-Pair-Share:
“Using the break down of the word, what would you say the meaning of mythology is, in your own words?” (Student responses will vary, but may include the study of traditional stories)
“What other words can you think of that contain -ology?” (Student responses will vary, but may include biology.)
“How might knowing the meanings of a xes and roots like -ology help you determine the meanings of other words?” (Now that we know -ology means the science or study of, we know any words ending in -ology mean science or study of.)
Ensure this strategy is represented with the vocabulary strategies on the Close Readers Do These Things anchor chart, and add any specific detail.
Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.
Visually present the word as information + -al, in order to help ELLs notice the a x.
Withstudents,usethevocabularystrategiesontheCloseReadersDoTheseThingsanchor chart to deconstruct the words central idea (the main point the author wants the reader to take away from reading the text) in the first learning target, and summarize (give a short and comprehensive statement of what has been previously stated) in the second learning
70
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 5
