Alignment to Assessment Standards and Purpose of Lesson

• RI.6.2 – Work Time A: Students participate in a Language Dive using a sentence from the informational text “Hestia.” This sentence, which presents the thesis of “Hestia,” provides students an opportunity to determine and analyze the central idea(s) of a text. Additionally, the Language Dive draws students’ attention to relative clauses fronted by a preposition (of which . . .), which students can use in their own academic writing.
• RI.6.1 – Work Time B: Students participate in a close reading of “Hestia,” using textual evidence to support their analysis of the text’s ideas. The Close Reading Guide lists the text excerpts, key questions to ask students, and instructional moves required. Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students in a collaborative discussion about the text.
• RI.6.2 – Work Time B: During the close read, students consider the central idea(s) of “Hestia,” and the ways in which these ideas are conveyed through details.
• RI.6.1 – Work Time C: Students use evidence from “Hestia” to support their analysis of its central idea(s).
• RI.6.2 – Work Time C: As a culminating task of the close read, students produce a summary of “Hestia,” free from their own personal opinions and judgments.
• RI.6.2 – Closing and Assessment A: Students use the Criteria for an Effective Summary anchor chart to evaluate a summary written by a classmate during the class time. Be prepared to identify a student whose summary would make a strong model. Ensure that this student is comfortable sharing his or her work with the class, and cultivate a safe environment in which students can conduct this peer critique.
• In this lesson, students focus on working to become ethical people and effective learners as they collaborate in triads throughout the lesson.
• This lesson is the first that includes built-out instruction for the use of Goal 2 Conversation Cues. Goal 2 Conversation Cues help students listen carefully to one another and seek to understand. To review the complete set of cues, refer to Overview–Conversation Cues on the Tools Page (http://eled.org/tools). Examples of the Goal 2 Conversation Cues used in the next two units include:
• To prompt students to repeat or paraphrase:

“Who can repeat what your classmate said?”

“Who can tell us what your classmate said in your own words?”

Opportunities to Extend Learning

• Build on the compare and contrast work that students did in Unit 2 by providing a text that shares a common central idea with “Hestia.” Consider using the lyrics to a popular song to encourage engagement in the task.
• Continue to emphasize the connections between myths from varying cultures. ▲ Encourage students to gather information about other gods and goddesses of hearth and home, such as Kojin (Japan), Vesta (Rome), and Brigid (Ireland). Relate this new learning back to the Guiding Questions for the Module, especially “What is the purpose of myths?”

How It Builds on Previous Work

• In the previous lesson, students revisited the expectations for the performance task, for which they will now reimagine a scene from The Lightning Thief. The new scene will include an original character, the child of a Greek god or goddess that they will research. In this lesson, students gain more practice learning about a Greek figure as they read “Hestia” and summarize the key details as they will do during their independent research.

Support All Students

• Note there is a differentiated version of the Close Read: “Hestia” note-catcher used in Work Time A in the supporting materials download. ▲
• Students may need additional support with recording their answers on their note-catchers. Group those students for more support when necessary.

Assessment Guidance

• Review students’ culminating task recording form to ensure students understand how to determine a central idea of the text and identify how it is conveyed in the text. Students will use this information to write a summary.
• After the lesson, review students’ Language Dive: “Hestia,” Paragraph 1 note-catcher from Work Time B to ensure students understand the central idea of the “Hestia” text. Also, check note-catchers for any linguistic errors that can be addressed in future feedback. ▲

Down the Road

• In the next lesson, students will conduct research to find out more about a Greek god (or figure from a traditional story) on which to base their new character.