Grade 6: Module 1: Unit 1: Lesson 2 Building Background Knowledge: Close Reading Part 2 of "Shrouded in Myth"

Learning Targets REMEMBER: Learning targets are helpful tools in understanding your own learning goals. Targets will be part of every lesson. They are “I can ...” statements that you are striving to be able to do. *I can cite evidence from the text when answering questions and discussing "Shrouded in Myth." *I can use context clues to determine the meaning of unfamiliar words in "Shrouded in Myth." *I can collaborate effectively with my peers. *I can express myself clearly in a group discussion. Have you ever heard the words cite and evidence before, in another context, like on television or in a book?

cite: quoting from a text evidence: proof You will be revisiting these words later in the lesson. shrouded: cloaked or covered in mystery. *Based on these learning targets, what do you think your learning today will be?

WHAT IS A GOOD DISCUSSION?: CREATING GROUP DISCUSSION CRITERIA Much of the important work you will be doing, in reading, thinking, and writing, will be done in a small group called a triad. *Can you connect the word triad with other words you know? *Based on these words, how many members do you think will be in your groups? the root “tri” means “three” Throughout lessons, you will often pause to think about words in this way; this will help you build vocabulary, which helps become better readers. *When working in a group, what are important expectations you should have for one another? expectation: something you can look forward to or count on

DIRECTIONS 1.) In triads, discuss specific expectations for group work and discussion. 2.) Write five expectations on the chart paper. 3.) Select the one you agree is most important. 4.) Share most important expectation with whole group.

Triad Talk Expectations Anchor Chart *We should take turns speaking and listen to each other. *We should speak respectfully. *We should all be prepared. These are the class-wide expectations to which you will be held as you begin your exciting work in the world of mythology.

TEXT-DEPENDENT QUESTIONS ABOUT "SHROUDED IN MYTH" Take out the Shrouded Myth and the text dependent questions. We will answer one question at a time. Remember to always go back into the text to locate your evidence.

1. What makes Acrisios sure he will never have a grandson. 2 1. What makes Acrisios sure he will never have a grandson? 2. Why was Zeus so drawn to Danae? How did Zeus get to her? 3. Is this a realistic story? Why or why not? 4. How was the prophecy from the beginning of the story fulfilled? 5. Is Perseus a hero? What evidence supports your opinion?

USING CONTEXT CLUES TO DETERMINE MEANING: VOCABULARY IN "SHROUDED IN MYTH" DIRECTIONS: Open workbook to annotated text, “Shrouded in Myth,” page 3. You started important reading work in the previous lesson when you circled unfamiliar words. What do you do when you come across a word that you do not know the meaning of? As you get older, it’s still important to know when to “move past” words. But, learning to recognize words you do not understand is an exciting opportunity! Every time you encounter a word you do not understand, you get to learn a new word! This will help become increasingly proficient readers.

The first strategy you should use when encountering a word you do not know the meaning of is using “context clues.” *Are you familiar with either of these words: context or clues? context: what is going on around something. What is your context right now? School In what context would you give someone a gift? What are context clues? using all that is happening around a word as clues to what the word might mean

In “Shrouded in Myth," read the sentence: “A long, long, long time ago, even before Perseus was born, his grandfather, Acrisios, the king of Argos, was given a prophecy that he would someday be killed by his grandson.” Are there any clues in or around the word ‘prophecy’ that help to determine its meaning? "Prophecy" tells about what will happen "someday." It must be something about telling the future. Also, "prophecy" sounds like "prophet" and a prophet tells the future. A prophecy is like a "prediction" or a "message."

DIRECTIONS: Work in pairs on the words: imprisoned, stunning, dreaded, and writhing. 1.) Write the word on an index card. 2.) On the back of the same index card, write the meaning. 3.) On the same side of the card as the meaning, draw a picture of what you visualize the word in your mind. 4.) Share your index cards with another pair.

1.) Open workbook to Exit Ticket: Reflecting on the Learning Targets. Reflecting, or thinking back on, learning is a very important and powerful process for learners, both children and adults. 2.) Read the four learning targets you had today. 3.) Think: “Was I able to do these?” If you met the learning target, give evidence or proof. If you did not meet the learning target, describe what was challenging and what goal you have moving forward. 4.) Focus on the first two targets DIRECTIONS: Look at the image on the cover of The Lightning Thief.    *What do you notice?  *What do you wonder?

“First draft” read of Chapter 1, “I Accidentally Vaporize My Pre- algebra Teacher,” in The Lightning Thief. Your purpose for reading is to get to know the main character, Percy. *What do you notice about him? *What do you wonder? Many of you may have read The Lightning Thief already, or seen the movie version. This will be a very different reading experience. You will be going much deeper analyzing character, focusing on vocabulary, and reading several of the myths mentioned in this novel.