Alignment to Assessment Standards and Purpose of Lesson

• W.6.3 - Opening A: Students complete an entrance ticket in which they compare two sentences describing the same sequence of events and evaluate them for their effectiveness.
• RL.6.1 - Work Time A: Students read the next chapter of the text and find the gist. Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
• W.6.3 - Work Time B: Students use the same graphic organizer from the previous lesson to plan their character and scene insertion. Students finish developing their demigod character and complete their planning of their scene into which they will insert this character. Students may not complete all of their planning in this lesson and will have time in Lesson 8 to complete the planning before the assessment in Lesson 9.
• W.6.4 - Work Time B: Using the model narrative as guidance, students continue to plan a clear and coherent narrative, with attention to task, purpose, and audience.
• W.6.5 - Closing and Assessment A: Students share their Narrative Writing Plan graphic organizers with a partner. Remind students that any feedback they provide should be kind, specific, and helpful. Additionally, stress that the first draft of a plan is rarely the best draft; tell students that their ideas will evolve and improve over time.

Opportunities to Extend Learning

• Make the Pair Share in Closing and Assessment A more interactive by incorporating a movement protocol.
• Students who have completed their planning may benefit from acting out their scene to identify areas that require more clarification.
• Challenge students to experiment with more advanced writing techniques, such as adding figures of speech (L.6.5a) or varying sentence patterns (L.6.3a).

How It Builds on Previous Work

• In the previous lesson, students began planning their narrative using the graphic organizer. While their initial work was focused on developing the key attributes of their character and incorporating the research on their Greek god or goddess, this lesson focuses on the second part of the graphic organizer, in which they determine which scene to rewrite.

Support All Students

• Successfully developing a new character and planning the scene revision depends first on students' understanding of the scene and the Greek god parent they have selected. Make sure to provide opportunities for students and/or groups to ask questions throughout Work Time B, frequently referring back to their research from Lesson 3 or extending their research as the character evolves.
• Some students may not be able to spontaneously come up with ideas for their original character and scene insertion. A number of digital, interactive online tools can be leveraged, such as character name generators or storyboarding sites, to inspire ideas and help students gain momentum with their writing.

Assessment Guidance

• Use the Narrative Writing Checklist to assess students' writing abilities in Work Time B.
• Circulate and monitor as students complete the Narrative Writing Plan graphic organizer. Set up writing conferences to ensure that students understand the requirements of the assignment and to push students' thinking.
• Students will likely not finish all of their planning during this lesson. They will have one more lesson in which to finish planning before the assessment.

Down the Road

• Students will have one more lesson in which to plan their narrative before writing it for the End of Unit 3 Assessment in Lesson 9. They will also engage in one last Language Dive focused on point of view, a key aspect of their narrative.