- Unit 1
- Level 1
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Standards Addressed:
- L.6.4
- RL.6.1
- RL.6.3
- RL.6.6
Objectives
- I can determine the meaning of words using prefixes and context clues.
- I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief.
Assessment/CFU
- Entrance Ticket
- Using Prefixes recording form
Back-to-Back/Face-to-Face (5 minutes)
- Commend students on their work using prefixes to determine word meanings. Briefly focus students on the Things Close Readers Do anchor chart. Add the following to the chart:
- Pay attention to vocabulary
- Use prefixes to determine word meanings
- Ask students to stand back-to-back with the person who sits next to them. Tell them you will pose a question, and then will give them 10 seconds of “think time.” After this think time, you will say “Face-to-Face” at which point the students need to turn around and share their ideas. You will do this for three questions.
- What is an example of a word that begins with a prefix?
- What is an important challenge Percy has faced so far in The Lightning Thief?
- What is the most important thing you have learned about Percy so far in this novel? Support your thinking with a specific example from the book.
- Distribute the Homework: Finding Words with Prefixes to each student. Tell them that tonight they are going to reread their favorite section of the novel so far, perhaps the part they found most exciting, funny, or interesting. While reading they are going on a hunt for words that begin with prefixes. Tell students to challenge themselves to find as many words as they can and record them on their homework sheet.
Opening/Warmup/Connecting Prior Knowledge
Checking Evidence Flags (5 minutes)
- Invite students to sit with their triads. Tell students that their use of evidence flags is becoming an important part of their learning to be close and careful readers, and you would like to celebrate that by giving them the opportunity to share some of their thinking and use of evidence flags today. Remind students that their purpose in reading Chapter 4 was to recognize moments when Percy faced a challenge and then identify how he responded to that challenge.
- Ask students to use the next 5 minutes to take turns sharing with their triad one of the places in the text they flagged. Tell students they should read aloud the excerpt they flagged and then explain why they thought it was important.
- “What was the challenge Percy faced?”
- “How did he respond?”
- Circulate and listen to these discussions, noting students who are using evidence flags purposefully and those who may need more support in this routine.
- After this discussion, briefly address any clarifying questions students may have about the basic events of the chapter. Reinforce that the purpose of the evidence flags is to help them focus on what we are learning about Percy. Remind them that they will frequently reread key sections in class, focusing on key details as they practice becoming close readers.
Unpacking the Learning Targets (5 minutes)
- Explain to students that throughout the year, they will be accountable for sharing their thinking in class. You will use various techniques to make sure everyone gets to participate. Use a total participation technique, such as equity sticks, to invite students to read today’s learning targets:
- “I can determine the meaning of words using prefixes and context clues”
- “I can answer questions about The Lightning Thief using evidence from the text.”
- Focus students on the first target. Tell them that they have been practicing using context clues to figure out unfamiliar words in the text. They will continue to use this strategy. But today they will also practice a new way to figure out words: thinking about the first part of the word, or the prefix. Define prefix: a letter or group of letters attached to the beginning of a word that partly indicates its meaning. Point out that the word prefix itself has a prefix in it: “pre” which means “before.”
- Ask students to Think-Pair-Share:
- “What other words do you know that has the letters “pre” at the start?”
- Invite students to share out. Probe for meaning:
- “How does that word relate to “before”?”
- Tell students they will learn a lot more about prefixes in this lesson.
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