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

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 3.

• 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.

• Turn and Talk:

"What do you think you will be doing in this lesson based on these learning targets?" (We'll be continuing to work on our summaries for "Theseus and the Minotaur" and reading other Greek myths.)

"Why are we doing this? How is it meaningful to you? How will it help you to be successful?" (Reading and understanding the Greek myths that are mentioned in The Lightning Thief will help us to better understand the novel and also think about the relevance of Greek mythology today.)

A. Review Summary Writing - RL.6.2 (10 minutes)

• Display the Criteria for an Effective Summary anchor chart. Ask a student to read one characteristic aloud, and allow for any questions. Repeat for all characteristics.

• Have students retrieve their Close Reading Culminating Task: "Theseus and the Minotaur" handouts from Lesson 2. Ask them to get back into their summary writing pairs and then join another pair. Each pair reads their summary aloud, while the other pair listens for each of the characteristics. The listening pair then shares one star (something that was done well) and one step (something that could be improved). Repeat for the other pair. Students then make revisions to their summaries as necessary.

• See Close Reading Culminating Task: "Theseus and the Minotaur" (example for teacher reference).

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

B. Jigsaw Close Read: “Cronus” and “Medusa” – RL.6.2 (20 minutes)

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

“I can determine themes in ‘Cronus’ and ‘Medusa’ and how they are conveyed through details.”

• 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 two Greek myths, “Cronus” and “Medusa.”

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

• Distribute and display Text: “Cronus,” Text: “Medusa,” and Close Reading Jigsaw: Greek Myths note-catcher or Close Reading Jigsaw: Greek Myths note-catcher ▲. Read directions aloud, and clarify any confusion.

• Review the Jigsaw procedure: Students have home groups and expert groups. They will work with their expert groups on a text, and then they will share what they learned with their home groups and also learn about the other group’s text.

MEETING STUDENTS' NEEDS 

Choose one of the Jigsaw Readings, and gloss it with brief definitions of key vocabulary. This will help ELLs read more efficiently and comprehend more of the text.

• Display home group and expert groupings. Have students move into their expert (letter) groups and begin working: groups A and C will read “Cronus,” and groups B and D will read “Medusa.” As students work, circulate and provide support as needed. Allow more proficient groups to grapple, and join less proficient groups to provide additional reading support. ▲ Refer to Close Reading Jigsaw: Greek Myths note-catcher (example for teacher reference) as necessary.

A. Jigsaw Share - RL.6.2 (10 minutes)

• Have students move into their home groups. Students A and C share their summaries and themes about "Cronus." Next, students B and D share their summaries and themes about "Medusa." As students listen, they should add to and revise their note-catchers as needed.

• Reconvene the whole group.

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

MEETING STUDENTS' NEEDS 

Challenge ELLs who need lighter support to generate a list of sentence frames that ELLs who need heavier support can use when reporting on their assigned Jigsaw Reading.

Provide sentence frames students can use when reporting on their assigned Jigsaw Reading. Examples:

The myth I read was about _____.

The most important people in this myth are _____ and _____.

One important thing that happened in this myth was _____.

I think one theme of this myth is _____.

Some questions I still have about this myth are _____.