Embedded Files
Research to Create a New Character and Write a Narrative
Research to Create a New Character and Write a Narrative
Designated ELD Lessons for Module 1 Unit 3
Designated ELD Lessons for Module 1 Unit 3
These are DRAFT materials developed by OUSD teachers for OUSD teachers, not yet a complete core ELD program.
Consider beginning the school year with the Secondary Designated -ELD Unit Zero, an optional three-week unit that provides an introduction to Designated ELD.
Grade 6 Module 1 Designated ELD Scope and Sequence may be viewed here for context and big picture.
Please consider filling out the Designated ELD for EL Ed Lesson Feedback Form to help us improve the Designated ELD lessons, units and modules.
Unit Description
Unit Description
In Unit 3, students reimagine a scene from The Lightning Thief, writing themselves into the action as a different demigod from Camp Half-Blood. They research a Greek god of their choosing (or another traditional figure for those who don't feel comfortable imagining themselves as a child of a Greek god), and use their research to create a new character, the child of that figure. Students develop the attributes of that character and strategically insert the character into a scene from the novel, editing carefully so as not to change the outcome of the story. At the end of the module, students create a presentation outlining their choices and the reasons for their choices for the performance task.
Preparation and Materials
Preparation and Materials
Ensure that families are aware of the sensitive content of The Lightning Thief, and prepare students who may be affected by this content in advance.
In this unit, students will research a Greek god or goddess in preparation for the end of unit assessment, in which they rewrite a scene from The Lightning Thief, inserting a new character of their own creation. To maintain the first person point of view, students will rewrite the scene as if they are their new character, a child of a Greek god/goddess of their choosing. Some students and their families may find this exercise in conflict with their religious views. Create a safe space for students to privately discuss their concerns, and be prepared with alternative ways for students to complete the assessment. Students may choose a different historic or traditional figure to research and on which to base their character (e.g., Superman, Jesus Christ of Nazareth, Oprah Winfrey). Guide students in their choice for an alternative figure by asking 1) Can you conduct substantial research on this person?; and 2) What powers or special abilities would the character inherit from this person?
The following materials are introduced in this unit and referenced throughout both the module and the school year:
Work to Contribute to a Better World anchor chart
Habits of Character/Social-Emotional Learning Focus
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In this unit, students focus on respect, empathy, and compassion habits of character as they respond to one another's ideas and skills in written work and in discussions. Also, students focus on integrity and perseverance as they work independently on assessments. As they track progress on their assessments, they take responsibility for their own learning.
During the presentation of their performance tasks, students work to create a better world by using their strengths to help others improve.
Texts
Texts
The Lightning Thief
by Rick Riordan
one per classroom
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