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 affix lists for reference.

MEETING STUDENTS' NEEDS

Provide students with opportunities for additional affix practice that raise their linguistic awareness, such as a worksheet that asks students to separate affixes into two categories: those that change meaning (e.g., un-, a-, bi-) and those that change part of speech (e.g., -ism, -al, -ion).

• Think-Pair-Share:

“Using the breakdown 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 affixes 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 affix. ▲

MEETING STUDENTS' NEEDS

As students consider the affixes and roots within the word mythology, invite them to reflect on word-formation patterns in their home languages. Do their home languages have prefixes and suffixes? How similar are they to the new affixes they are learning in English?

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor 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 target. Record on the academic word wall with translations in home languages, where appropriate ▲, and invite students to record words in their vocabulary logs.

A. Construct Anchor Charts (5 minutes)

• Focus students on the Close Readers Do These Things anchor chart, and ask:

"When reading the novel, what routines have we been following to help us better understand the text?" (Student responses will vary, but may include: finding the gist, determining the meaning of unfamiliar vocabulary, analyzing text in response to questions.)

• Update the Close Readers Do These Things anchor chart with student responses. See Close Readers Do These Things anchor chart (example for teacher reference).

• Direct students' attention to the Work to Become Effective Learners anchor chart. Explain that it says at the top that effective learners are people who develop the mindsets and skills for success in college, career, and life.

• Read aloud the habit of character recorded:

"I collaborate: This means I can work well with others to accomplish a task or goal."

• Turn and Talk:

"What does collaboration look like? What might you see when someone is collaborating?" (See Work to Become Effective Learners anchor chart [example for teacher reference]).

"What does collaboration sound like? What might you hear when someone is collaborating?" (See Work to Become Effective Learners anchor chart [example for teacher reference].)

• As students share, record their responses in the appropriate column on the Work to Become Effective Learners anchor chart.

B. Close Read: “Why Ancient Greek Mythology Is Still Relevant Today” – RI.6.2(15 minutes)

• Review the learning targets relevant to the work to be completed in this section of the lesson:

“I can determine a central idea of an informational text and how it is conveyed through details.”

“I can summarize an informational text.”

MEETING STUDENTS' NEEDS

For Work Time B, create a graphic organizer that invites students to explore discourse connections between the informational text and The Lightning Thief (e.g., differences in introductions of each text).

To support students as they identify connections between the informational text and The Lightning Thief, give ELLs a short list of specific questions to answer with evidence from the text (e.g., Which text has more figurative language? Which text has characters and a narrator? Which text describes the real world?).

• Use the Close Reading Guide: “Why Ancient Greek Mythology Is Still Relevant Today” (for teacher reference) to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the Close Read note-catcher: “Why Ancient Greek Mythology Is Still Relevant Today” or Close Read note-catcher: “Why Ancient Greek Mythology Is Still Relevant Today” note-catcher. ▲ Refer to Close Read note-catcher: “Why Ancient Greek Mythology Is Still Relevant Today” (example for teacher reference) as necessary.

• After the close read, focus students on the Close Readers Do These Things anchor chart again, and ask:

“When reading this text, what did we do to help us better understand the text?” (Student responses will vary, but may include: rereading the text, digging into it more deeply through questions paragraph by paragraph.)

MEETING STUDENTS' NEEDS

If students struggle to generate immediate answers to the questions of the close read, group students into pairs or triads and assign each group two to three discussion questions. Then, regroup students to report their answers to one another. This will give students more time to examine and interpret the text and develop their responses.

Copy selections from The Lightning Thief and the informational text of the close read, and display them side by side. Invite students to draw lines to show similarities in the language of the texts. Invite them to use contrasting colors to underline portions that are different. Invite students to use this resource when completing the QuickWrite of the following lesson, which asks them to identify connections across the texts.

• Update the Close Readers Do These Things anchor chart with student responses. See Close Readers Do These Things anchor chart (example for teacher reference).

• Congratulate students on their hard work persevering through the close read.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

C. Language Dive: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 – L.6.4 (15 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can determine the meaning of unfamiliar words and phrases in a text.”

MEETING STUDENTS' NEEDS

For Work Time C, provide ELLs with the Language Dive sentence ahead of time. Provide guiding questions that students can consider on their own before breaking the sentence down with the class

• Tell students they will now participate in a Language Dive to improve their abilities to read closely, break down sentences, and learn new vocabulary words.

• Reread aloud paragraph 10 of “Why Ancient Greek Mythology Is Still Relevant Today.”

• Focus students on the sentence:

  • “After all, a lot of these stories tell tales of how human follies, stupidity, and even hubris get people in trouble.”

• If productive, challenge students to generate questions about the sentence before asking the prepared questions (e.g., “What questions can we ask about this sentence? Let’s see if we can answer them together”). ▲

• Use the Language Dive Guide: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 and the Language Dive: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 sentence chunk strips to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 note-catcher.

• See Language Dive: “Why Ancient Greek Mythology Is Still Relevant Today,” Paragraph 10 note-catcher (example for teacher reference).

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Reflect on Academic Mindsets (5 minutes)

• Remind students that they reviewed the word collaboration in this lesson.

• Incorporate reflection on and awareness of the following academic mindset: "I belong in this community."

• Turn and Talk:

"How does collaboration help you feel a sense of belonging in this classroom community?" (Possible responses: When my classmates listen to me and include me in discussions, I feel like I have a safe place in this classroom.)

"During this lesson, how did you help others to feel they belong in this community?" (Possible responses: I practiced active listening when others were speaking to show that I respected what they were saying.)