Grade 6, Module 1: unit 2, lesson 2

1. Grade 6, Module 1:unit 2, lesson 2 1. Opening A. Share Evidence Flags B. Unpack the Learning Targets Work Time A. Image Analysis: Making Predictions B. Reading Closely: Guiding Questions C. Reading for the Gist and Selected-Response Questions 3. Closing & Assessment A. Exit Ticket 4. Homework A. Read Chapter 11: Flag allusions to classic myths

2. The Lightning Thief: Sharing Evidence Flags Triad Discussion Share your findings and add more flags if you need to.

3. Chiron pursed his lips. “Even I am not old enough to remember that, child, but I know it was a time of darkness and savagery for mortals. Kronos, the Lord of the Titans, called his reign the Golden Age because men lived innocent and free of all knowledge. But that was mere propaganda. The Titan king cared nothing for your kind except as appetizers or a source of cheap entertainment. It was only in the early reign of Lord Zeus when Prometheus the good Titan brought fire to mankind, that you species began to progress, and even then, Prometheus was branded a radical thinker. Zeus punished him severely, as you may recall. Of course, eventually the gods warmed to humans, and Western civilization was born.”

4. Understanding the Allusion to Cronus in Chapter 10

5. Unpacking the Learning Targets I can use details from images to make predictions about the myth of Cronus. I can get the gist of the myth of Cronus. I can reflect on the things that close readers do.

6. Work Time I notice…. I wonder Prediction “Reading Closely”: Guiding Questions

7. Image Analysis: Making Predictions Cronus and Rhea D”Aulaires’ Book of Greek Myths

10. On an Index Card Write a response to this question: Based on what you noticed and wondered about the illustrations, what is on prediction you have about the myth of Cronus?

11. Things Close Readers Do Anchor Chart • Back To Back / Face To Face • What strategies have you found most useful as you’ve been learning to read closely? Why?

13. What do you notice?What do you wonder?

14. Notes: don’t share • This handout is a guide for the types of questions that savvy readers ask themselves when they read closely • Interacting with the text just like you would when you watch a movie or tv show or even a video game • Today we are going to focus on approaching the text – that’s when you get the reading in your hands or your viewing it for the 1st time

15. Reading Closely: Approaching the Text What is this section telling us to do as readers? Why?

16. Notes on app. the text DON’T SHARE • Read silently to class as they read along • Think – pair – share • In your own words paraphrase (in your own words) what these descriptors mean to you • This is saying that before I begin reading, I need to think about why I am reading it. • Am I reading for entertainment? • Am I reading to gather information?

17. Focus: Approaching The Text

18. Descriptor of Approaching Text • Reading closely begins by considering my specific purposes for reading and important information about a text. • THINK-PAIR-SHARE

19. The Myth of Cronus Pages 14-15

20. Read for the Gist • Silently read to yourself the myth. • Use your sticky notes and write the gist for each paragraph (just like in “Shrouded in Myth”) • Share your gists with a partner.

21. Reading for Gist and Selected-Response Questions: The Myth of Cronus Questions from the Text Which statement below best expresses Cronus’ motivation for swallowing his children? Cronus liked being the Lord of the Universe. Cronus loved his wife, Rhea, and feared that one of his children would harm her. Cronus was afraid that one of his children would become more powerful than he was. Cronus was being punished by Mother Earth.

22. Exit Ticket: Odell Ed: Approaching the Text Which question was most helpful to you in understanding the text on your first read?

23. Homework: Read Chapter 11: Flag any allusions to classic myths