A. Engage the Learner – RL.6.2 (5 minutes)

• Direct students to the posted directions on the board, then read them aloud.

“Review or complete your summary homework answers with a partner, revising as necessary. Be ready to share with the large group.”

• Facilitate a quick review of the sample summaries and what’s missing from each.

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words opinion and judgment (belief; viewpoint, idea). Record on the academic word wall with translations in home languages, where appropriate, ▲ and invite students to record the words in their vocabulary logs.

• Turn and Talk:

“What do you think you will be doing in this lesson based on these learning targets?” (We are going to be reading a Greek myth, determining its theme, and writing a summary of it.)

“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (Reading the actual Greek myths referenced in the novel will help the reader to better understand the plot and characters, as well as the message the author is trying to convey in the novel.)

A. Read The Lightning Thief, Chapter 14 Excerpt - RL.6.1 (15 minutes)

• Repeated routine: Read aloud the selected excerpt, using the Text Guide: The Lightning Thief (for teacher reference) 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: starting at page 212 "I'd love to tell you. . . "and ending at page 215 ". . . and swam for the surface."

• Gist: Percy falls into the water and realizes he can breathe underwater. A water spirit brings him a message that there is still hope for his mom.

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

B. Close Read: "Theseus and the Minotaur" - RL.6.2 (15 minutes)

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

"I can determine a theme and how it is conveyed through details in 'Theseus and the Minotaur'."

• Focus students on the Close Readers Do These Things anchor chart, and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into an excerpt from the text through close reading.

• Move students into predetermined triads.

• Direct students' attention to the Work to Become Effective Learners anchor chart, and review what collaboration looks and sounds like.

• Use Close Reading Guide: "Theseus and the Minotaur" (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 following:

  • Text: "Theseus and the Minotaur"

  • Close Reading Culminating Task: "Theseus and the Minotaur"

  • Affix list

• Refer to Close Reading Culminating Task: "Theseus and the Minotaur" (example for teacher reference) as necessary.

• Reconvene the class after students complete questions 1 and 2 on the Close Reading Culminating Task recording form.

• Explain that they'll complete item 3 in the next segment.

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

MEETING STUDENTS' NEEDS

In preparation for the mid-unit assessment in Lesson 5, help students identify strategies for reading unfamiliar texts. Invite them to practice these strategies when reading the Greek myth in Work Time B. Examples:

Chunk the text into manageable amounts (e.g., sentences or paragraphs).

Circle unfamiliar words.

Use context or a dictionary to define unfamiliar words.

Annotate unfamiliar words with synonyms.

Underline important people, places, and things.

Read aloud.

Read repeatedly.

Silently paraphrase the chunks.

Summarize what you read for someone else.

A. Pair Write: Summary - RL.6.2 (10 minutes)

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

"I can write a summary of 'Theseus and the Minotaur' without personal opinions or judgments."

• Explain that now students will continue analyzing the story, working with a partner to write a summary of it, which is item 3 on Close Reading Culminating Task: "Theseus and the Minotaur." Display the Criteria for an Effective Summary anchor chart. Remind students that they can use the anchor chart and the model summary from Lesson 1 as they write.

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

MEETING STUDENTS' NEEDS

Provide students with examples of summary sentences alongside original texts to demonstrate what does and does not constitute plagiarism. Encourage students to generate overarching guidelines for summary writing and paraphrasing (e.g., change vocabulary and sentence structure when writing someone else's ideas) based on the examples.

If there is time to do so, separate the Pair Write into two parts. In the first part, group ELLs of the same home language to discuss and confirm the meaning of the Greek myth; then, pair ELLs with native or proficient English speakers to write the summary.