- Unit 1
- Level 1
- 1 periods
- not specified
- Download Lesson
Standards Addressed:
- RI.6.1
- RI.6.2
- RI.6.4
- SL.6.1
Objectives
- I can practice reading closely.
- I can get the gist of an excerpt of the text “The Hero’s Journey.”
- I can gather important details and determine the main idea of an excerpt of the text “The Hero’s Journey.”
- I can identify the characteristics of a strong paragraph.
Assessment/CFU
- QuickWrite
- Annotated text “The Hero’s Journey”
- The Hero’s Journey recording form
- Exit Ticket
Exit Ticket: How Has Your Idea of “Hero” Changed? (5 minutes)
Distribute Exit Ticket: What is a Hero? Remind students that they started class with one idea or conception of a hero. In their exit ticket, they should describe how their idea of “hero” has changed or shifted. If it hasn’t changed, how can they include this new learning and the idea of a journey into their old idea about hero?
Opening/Warmup/Connecting Prior Knowledge
QuickWrite: What is a Hero? (5 minutes)
Distribute the QuickWrite: What Is a Hero? recording form to each student. Tell them that there are no limits or expectations on this. They should respond with whatever they feel to be true, as long as they are able to support their thinking with examples or reasons.
Unpacking the Learning Targets (5 minutes)
- Read the learning targets with students, or invite a student to read the learning targets aloud:
- “I can practice reading closely.”
- “I can get the gist of an excerpt of the text ‘The Hero’s Journey.’”
- “I can gather important details and determine the main idea of an excerpt of the text ‘The Hero’s Journey.’”
- “I can describe one act of ‘The Hero’s Journey’ to the other members of my triad.”
- Ask students to Think-Pair-Share:
- “What words seem most important in these targets?” Ask a few students to share out.
- Focus on the phrase hero’s journey. Do not define it; simply tell students they will be reading more about this during the lesson.
- Then focus on the phrase reading closely. Remind students of the anchor chart they have been building together to name “things close readers do.” Tell them that later in the lesson, they will again take time to step back and list specific things they have been practicing.
- Ask students to show a quick thumbs-up if they understand the targets, or thumbs-down if not. Clarify as needed.
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