A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 2. Students will also need a copy of Text: “Hestia.”

• 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 term central idea (the main point(s) the author wants the reader to know and take away from reading the text). Record on the domain-specific word wall with translations in home languages, where appropriate, ▲ and invite students to record 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 will be reading a new text and determining a central idea. We will also write a summary without our opinions, something that we started to do in Unit 2.)

“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (These skills are important because they help us become better readers and thinkers, especially when we read new texts and are building our understanding of a topic, like Greek mythology.)

• Tell students they are going to participate in a Language Dive before they engage in a close read of the text.

A. Language Dive: "Hestia," Paragraph 1 - SL.6.1 (10 minutes)

• Before beginning the Language Dive, briefly read the entire text aloud as students follow along.

• Ask:

"What is the gist of this text? Refer back to your answer from Entrance Ticket: Unit 3, Lesson 2." (This text is about the Greek goddess Hestia, goddess of the hearth.)

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

"I can determine a central idea and how it is conveyed through details in 'Hestia'."

• Tell students they will now participate in a Language Dive to examine how a sentence can offer clues to the central idea of a text.

• Reread aloud the first paragraph of the "Hestia" text.

• Focus students on the sentence:

"She was the Greek goddess of Fire, specifically the domestic hearth, which was the area on which people had fire in their homes." (from paragraph 1 of "Hestia")

• Use the Language Dive Guide: "Hestia," Paragraph 1 (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: "Hestia," Paragraph 1 note-catcher and the Language Dive: "Hestia," Paragraph 1 sentence chunk strips.

• Use Goal 2 Conversation Cues to help students listen carefully to one another:

"Who can repeat what your classmate said?"

B. Close Read: “Hestia” – RI.6.2 (15 minutes)

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

MEETING STUDENTS' NEEDS

For an extra challenge after the Language Dive of Work Time B, provide students with a short list of statements ending in prepositions, and ask students to rewrite them using a which relative clause that begins with a preposition.

• Gather students who might need additional support during the close read in one place in the room to support them quickly and quietly as they closely read the text. ▲

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

• Distribute and display the text, “Hestia,” and the Close Read: “Hestia” note-catcher or Close Read: “Hestia” note-catcher ▲.

MEETING STUDENTS' NEEDS

During the close read of Work Time B, provide short sentence frames from the sample student response that students can use in their summaries. This will support low-proficiency students, while still requiring them to generate much of their own syntax and content. These frames could include

"'Hestia' begins by . . ."

"It continues to . . ."

"This conveys the central idea . . ."

"The text concludes by . . ."

During the Practice (Focus Structure) section of the Language Dive, offer questions to accompany the sentence frames that make it clearer what should go in the frames. These questions could include

What is on the cover of The Lightning Thief ?

What happens in The Lightning Thief ?

What is one thing you like about The Lightning Thief ?

• Use Close Reading Guide: “Hestia” (for teacher reference) to set the purpose of the close read and to guide students through a close read of this text. Refer to the guide for how to integrate the following:

  • Close Read “Hestia” note-catcher

• Refer to Close Read: “Hestia” note-catcher (example for teacher reference) as necessary.

C. Determine Central Idea and Write Summary - RI.6.2 (10 minutes)

• Direct students to return to and complete the final practice of the Language Dive and then complete the culminating task of the Close Read.

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

A. Whole Group Critique – RI.6.2 (5 minutes)

• Ask a student to volunteer, or choose a sample summary that students completed on the Close Read: “Hestia” note-catcher.

• Focus students’ attention on the Criteria for an Effective Summary anchor chart. Explain that they’re going to look at a sample and determine how well it meets the criteria for an effective summary.

• Display the summary, and ask a student to read it aloud.

• Remind students to check the Work to Become Ethical People anchor chart before they share.

• Use a total participation technique to invite responses from the group:

“What characteristics on this anchor chart do you see done well in the sample? What evidence from the sample supports your thinking?” (Responses will vary.)

“How is a summary of an informational text different from a summary of a literary text? How is it the same?” (One difference is that instead of discussing a theme that is conveyed as one would with a literary text, with an informational text, central idea is discussed. Otherwise the summaries are very much the same structure.)

• If productive, direct students to listen carefully and seek to understand, and then to explain why a classmate came up with a particular response:

“Who can tell us what your classmate said in your own words?” (Responses will vary.)

“Who can explain why your classmate came up with that response?” (Responses will vary.)

• As students share out the characteristics, jot down, say aloud, sketch, and display each characteristic to provide visual reinforcement. ▲

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