Mythology Reading Groups, Day 7

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Objective

SWBAT demonstrate comprehension of and evidence of analysis of a variety of myths.

Big Idea

Cooperation, collaboration & comprehension improve with group work. Oh, and we learn a thing or two about myths too!

Lesson Author

Sue Andrews

Shrewsbury, MA

Grade Level

Sixth grade

Subjects

English / Language Arts

Standards

RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.1b

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Group Discussion

15 minutes

Typically class begins with a mini lesson using a Greek myth that we read and analyze together. However, since the work we did in class yesterday took longer to complete than I thought it would, it means adjusting the plans for today’s class. We begin by allowing time for the group discussion of the third myth each group chose according to our Mythology Reading Plan. An example of student work completed for “The Wanderings of Odysseus” appears here and one for “Orpheus & Eurydice” appears here. These discussions are important for a variety of reasons, some of which are explained here:

Independent Work: Read & Respond

30 minutes

Responding to Student Requests

Today students have time in class to read the fourth and final myth chosen by their small group on this form. The students really enjoy mythology and are taking their work seriously, so our silent reading time is just that - silent. Believe me, that isn’t always the case and wish I knew how to bottle these moments and save them!

In addition to reading the myth, they must answer a set of comprehension questions and provide evidence of the common characteristics of myths on this worksheet. Two examples of student work on “Theseus and the Minotaur” appear here and here.

Projects

10 minutes

Giving students a say in who they work with (see the first lesson in this series for details, Mythology: Introduction to the Reading Plan), the myths they read, and projects that demonstrate comprehension is effective in keeping them interested in the work. They are demonstrating greater responsibility in coming to class prepared and are eager to show their creative side by producing posters, PowerPoint presentations or ideas of their choosing. To get give them some direction I provide graphic organizers and show some exemplars from previous classes. Some finished projects include a 3-D poster of the "Gods & Goddesses of Mt. Olympus", a cause & effect chart from “Daedalus” and a story elements chart for “The Trojan War.”