- I can write a summary of "Theseus and the Minotaur" without personal opinions or judgments. (RL.6.2)
- I can determine themes in "Cronus" and "Medusa" and how they are conveyed through details. (RL.6.2)
Focus Standards: These are the standards the instruction addresses.
- RL.6.1, RL.6.2
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.6.4, RL.6.10, W.6.5, W.6.10, SL.6.1a, SL.6.1b, L.6.4, L.6.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (RL.6.2)
- Work Time A: Revision of Close Reading Culminating Task: "Theseus and the Minotaur" (RL.6.1, RL.6.2, W.6.5, W.6.10)
- Work Time B: Close Reading Jigsaw: Greek Myths note-catcher (RL.6.1, RL.6.2, RL.6.4, W.6.10, SL.6.1, L.6.4)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Engage the Learner - RL.6.2 (5 minutes) 2. Work Time A. Review Summary Writing - RL.6.2 (10 minutes) B. Jigsaw Close Read: "Cronus" and "Medusa" - RL.6.2 (20 minutes) 3. Closing and Assessment A. Jigsaw Share - RL.6.2 (10 minutes) 4. Homework A. Compare and Contrast Themes: Students complete Homework: Compare and Contrast Themes: Greek Myths and The Lightning Thief. B. Preread Anchor Text: Students should preread chapter 15 in The Lightning Thief in preparation for studying an excerpt from the chapter in the next lesson. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
|
In Advance
- Prepare for the Jigsaw protocol:
- Review the questions and answers for both myths in the Jigsaw protocol.
- Thoroughly review the Jigsaw protocol to ensure clear directions and smooth transitions.
- Strategically group students into home groups of four, and then assign each student in the home group a letter - A, B, C, or D. The lettered groups will be the expert groups during the Jigsaw, with two expert groups reading each of two Greek myths.
- Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
- Prepare copies of handouts for students, including entrance ticket (see Materials list).
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time B: Use a search engine to gather visuals to enhance the reading of the Cronus and Medusa myths. Many images of figures from Greek mythology are not school-appropriate; preview images first before displaying them to the class.
- Work Time B: Use a video to model the Jigsaw protocol in action: http://eled.org/jigsaw.
- Alternatively, display a visual representation of the movements in a jigsaw to ease the cognitive load for students as they take part in the protocol.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.A.1, 6.I.B.5, and 6.I.B.6.
Important Points in the Lesson Itself
- To support ELLs, this lesson acquaints students with more Greek myths, increasing their content knowledge in preparation for the mid-unit assessment, and facilitates a Jigsaw Reading that supports language development and collaboration. Jigsaw Reading supports ELLs because it cultivates content knowledge while limiting the amount of text each student is required to independently read and process.
- ELLs may find it challenging to complete a Jigsaw close read of a Greek myth and answer text-dependent questions in the allotted time. Be prepared to provide additional support to struggling groups or add extra time, if possible.
Vocabulary
- banished, dethroned, envious, vowed (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Criteria for an Effective Summary anchor chart (one to display; from Unit 2, Lesson 1, Work Time C)
- Close Reading Culminating Task: "Theseus and the Minotaur" (example for teacher reference) (from Unit 2, Lesson 2, Work Time A)
- Close Readers Do These Things anchor chart (one to display; added to in Unit 1, Lesson 5, Work Time A)
- Work to Become Effective Learners anchor chart (one to display; edited version from Unit 2, Lesson 2, Work Time B)
- Work to Become Effective Learners anchor chart (example for teacher reference) (from Unit 2, Lesson 2, Work Time B)
- Close Reading Culminating Task: "Theseus and the Minotaur" (one per student; from Unit 2, Lesson 2, Work Time A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lesson 3 (for teacher reference)
- Close Reading Jigsaw: Greek Myths note-catcher (example for teacher reference)
- Entrance Ticket: Unit 2, Lesson 3 (one per student)
- Text: “Cronus” (one per student and one for display)
- Text: “Medusa” (one per student and one for display)
- Close Reading Jigsaw: Greek Myths note-catcher (one per student and one to display)
- Close Reading Jigsaw: Greek Myths note-catcher ▲
- Homework: Compare and Contrast Themes: Greek Myths and The Lightning Thief (one per student; from Unit 2 Homework)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner - RL.6.2 (5 minutes)
"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.) |
Work Time
Work Time | Levels of Support |
---|---|
A. Review Summary Writing - RL.6.2 (10 minutes)
| |
B. Jigsaw Close Read: “Cronus” and “Medusa” – RL.6.2 (20 minutes)
“I can determine themes in ‘Cronus’ and ‘Medusa’ and how they are conveyed through details.”
|
For Lighter Support
For Heavier Support
|
Closing & Assessments
Closing | Levels of Support |
---|---|
A. Jigsaw Share - RL.6.2 (10 minutes)
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For Lighter Support
For Heavier Support
|
Homework
Homework |
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A. Compare and Contrast Themes
B. Preread Anchor Text
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