Lesson Name: Myths: Context Clues and Theme Estimated timeframe: See Pacing Suggestions 3rd 9Wks/Unit 6/ARC 1 5th Grade

This lesson is appropriate for both Dual Language and Monolingual teachers.

Dual Language Pacing: Day 1 – Engage and Beginning of SE Focus Lesson 1(Teacher Model)Day 2 – Finish SE Focus Lesson 1(Teacher Model) and Partners do Activity 1Day 3 – SE Focus Lesson 2 (Teacher Model)Day 4 – Finish Activity 1Day 5 – Activity 2 and Teacher Leads Closure Discussion

Monolingual Pacing: Day 1 – Engage and SE Focus Lesson 1(Teacher Model) and Activity 1Day 2 - SE Focus Lesson 2 (Teacher Model) and Activity 1Day 3 -Activity 2 Teacher Leads Closure Discussion

Lesson ComponentsLesson Objectives: Students will use context clues’ strategies to determine unknown words, and a graphic organizer to compare and contrast the themes of myths. Language Objectives: The students will use academic language to discuss the meanings of unknown words and use the text to draw conclusions about the theme.Prior Learning: Students can understand, make inferences and draw conclusions about the theme and elements of fictional text and provide evidence from the text to support their understanding.Standards(Texas Essential Knowledge and Skills: 5.2 Reading/ Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

2 (B) use context (e.g. in –sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words.

5.3 Reading/ Comprehension of Literary Text/ Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

3 (A) compare and contrast the themes or moral lessons of several works of fiction from various cultures.3 (B) describe the phenomena explained in origin myths from various cultures.

College and Career Readiness: Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.

Draw and support complex inferences from text to summarize and draw conclusions.Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

Identify new words and concepts acquired through study of their relationships to other words and concepts. Draw and support complex inferences from text to summarize and draw conclusions.

Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods

Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature.

Essential Questions:

How do certain words help my understanding of what I read? How can we determine word meanings from context?

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How are the themes or moral lessons in myths alike and different?Vocabulary Essential: myth, context clues, synonyms, antonyms, theme

Lesson Preparation

Chart Paper Types of Context Clues handout (attached at end of lesson) Triple Venn Diagram Graphic Organizer (attached at end of lesson) Suggested Texts:

Why Mosquitoes Buzz in People's Ears by Verna Aardema Pandora by Robert Burleigh The Hero and the Minotaur by Robert Byrd King Midas: The Golden Touch by Demi Greek Gods and Goddesses by Geraldine McCaughreen Persephone by Sally Clayton Pomme Piecing Earth and Sky Together by Nancy Raines Day Storm Boy by Paul Owen Lewis Moon Mother by Ed Young

Some websites that have Greek Myths: http://www.storynory.com/, http://greece.mrdonn.org/myths.html, http://www.greekmythology.com/index.html

Anchors of Support

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Differentiation StrategiesKeep in mind that differentiation does not discriminate. : ) These strategies often cross over to meet multiple student needs- use your knowledge and understanding of your students as a guide.

For the individual/ pair work, be sure to have plenty of books available for the range of independent reading levels of your students (addressing readers below, on, and above grade level).

Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their responses while you write them; Incorporate picture clues into the graphic organizer to help clarify each component; Allow for cooperative learning opportunities (pair them strategically).

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities.

Extension for Learning: Have the students evaluate the changes Disney made to the myth of "Hercules using this Read Write Think.org lesson found here:

http://www.readwritethink.org/classroom-resources/lesson-plans/audience-purpose-evaluating-disney-30720.html

21st Century Skills

Work Creatively with Others: Develop, implement and communicate new ideas to others effectively

In groups, have students create a Theme Song based on a myth’s theme or message Students can use Audacity (http://audacity.sourceforge.net/manual-1.2/tutorials.html) or

Voicethread (https://voicethread.com/support/howto/VoiceThreads/Creating/technology applications) to record and present their songs.

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

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Engage Begin by dividing students into groups of 3, 4, or 5. Give each group a Tier 2 or 3 vocabulary word. (Depending on how the students are

grouped, differentiate the words by giving the group a word based on their academic levels.)

Using the Drama Based Instruction Strategy- Stage Picture, have each group create a frozen image or scene to describe that word. More information about this strategy can be found here: http://www.utexas.edu/cofa/dbi/teaching_strategies

Have each student in the group come in one at a time to create their vocabulary word picture, encouraging students to try and guess the word before all the students in the Stage Picture create their vocabulary word scene-with as few clues as possible.

The student groups take turns trying to guess each other’s vocabulary words based on the context clues in their Stage pictures.

Lead the class in a discussion using these questions: How did the Stage Pictures help describe the meaning of the words? Why did some words need more clues than others? How did each student in the Stage picture provide clues to the word meaning? Make the connection with students that the vocabulary stage pictures the groups made

are similar to context clues surrounding unknown words to readers. Just like the frozen poses they made as a group; the context clues provide ways to help us infer the meaning of words.

Lesson Stages SE Focus Lesson 1: (Teacher-led/ Whole Group) Ask students what “context clues” are. Remind them that some authors "leak"

information on the page and that it sometimes requires detective work to "solve" word meanings. Remind students also that context clues are helpful for learning new words and better understanding what they read.

Prepare students to work as detectives, using clues to figure out what an unfamiliar word means. Introduce the LPR3 mnemonic as a useful aid for figuring out unknown words from context. (This LPR3 mnemonic would make a great anchor chart)

L ook - before, at, and after the new word.P redict - quickly predict the word's meaning, remembering that a wrong prediction is often a good start.R eason - think more carefully about the word's meaning, trying to be as precise as the context clues permit.R esolve - recognize that you may need to take other steps (e.g., look it up, ask someone).R edo - go through the steps again if necessary.

Share a high-interest myth (that you have read in advance to plan for stopping points and open-ended questions.) Either have copies available for the students, or display under a document camera.

In advance, locate several Tier 2 and/or 3 vocabulary words within the text. Model the LPR3 strategy with a vocabulary from the myth read aloud. For example:

“Model through a think-aloud process the LPR3 mnemonic to solve the meaning of the word incoherent as follows in this sentence: "Billy's reply was incoherent. First, I need to look before, at, and after the unfamiliar word incoherent. Then I need to predict what the word might mean by substituting other words that could make sense in the sentence, like funny, stupid, clever, or wrong. When I try to reason or look more closely at the context, all I know is that incoherent is being used to describe Billy's reply. I think I need more help to resolve the meaning of this word." Next write the following sentence on the board or overhead: “Due to a severe lack of sleep and extreme nervousness,

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Billy's reply was incoherent. “Think aloud while modeling the LPR3 mnemonic again. "When I look this time, there are no words after incoherent, but I can figure out a lot from what's before the word. I'm going to predict that it means ‘does not make any sense.' My reason is that it says ‘severe lack of sleep and extreme nervousness.' I think I can resolve the meaning based on this context because I know what it's like when I'm overtired and nervous." Discuss as a class how the context clues in the sentence and the LPR3 mnemonic helped to solve the meaning of the word incoherent. Have students practice this strategy in pairs or table groups through a guided

practice using Think-Pair-Share as you continue the read aloud. Share with students Types of Context Clues handout (attached at end of lesson).

Hopefully your students are familiar with these types of context clues from previous lessons in other grade levels.

ACTIVITY 1: (Student Partners) Have students work with their partners to write two sentences, each exemplifying

one of the types of context clues just introduced. Have dictionaries and thesauri available or encourage students to access the online versions at dictionary.com and thesaurus.com.

Take time at the end of the session for pairs to share their sentences with other pairs or the whole class. Collect the sentences and check for understanding.

SE Focus Lesson 2: (Teacher-led/ Whole Group) Review the myth read aloud from SE Focus Lesson 1 Instruct a volunteer to define the word "myth" using a dictionary and discuss its

meaning. Tell students that a myth is a kind of story which attempts to interpret some aspect of the world around us, often times expressing its culture's moral values in human terms. Help students identify characteristics in the story that are unique to mythical literature. Ask students the following inferential questions:

o What is being interpreted in this story?o Is the interpretation real or scientifically based? Why or why not?o What moral value or theme is being addressed in this story?

Review with students what the theme of a story is, and have them come up with the theme from the SE Focus Lesson 1 Read-Aloud. Students can Think-Pair-Share to come up with a theme.

Share with students a Triple Venn Diagram (attached at end of lesson). Explain to students that we will compare and contrast 3 myths-their story elements and theme. Three myths that will lend well to this lesson are these Greek myths: "Daedalus and Icarus," "Bellerophon and Pegasus," and "Helios and Phaethon." (See Lesson Preparation for websites to find these myths)

Share a high-interest myth that (read in advance to plan for stopping points and open-ended questions.) Either have copies available for the students or display under a document camera.

After reading, together as a whole group fill in the first two large circles of the Venn Diagram on chart paper and their own graphic organizer, comparing and contrasting the story elements and theme of the first two myths. Use these questions to guide the discussion:

What is being interpreted in this story? Is the interpretation real or scientifically based? Why or why not? What moral value or theme is being addressed in this story?

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How are these myths the same? Different?

ACTIVITY 1: (Student Partners) Have student pairs read the last myth together. Have them work on the Triple

Venn Diagram collaboratively to complete one graphic organizer. After the partner groups have finished their work, have them team up with

another partner group to share the information they recorded. Guide the students to have productive discussions about any discrepancies they may find between their graphic organizer and the other partners’ information.

ACTIVITY 2: (Student Partners) In their Reader’s Response Journal’s or Write to Learn Journal have the students

respond to this question from the myths from SE Focus Lesson 1 or 2: Are there any connections between the themes of the myths? How do you know?

Or What reading skills did you use to "solve" unknown words using context clues?

Closure Activity Discussion: Lead students through a discussion about what strategies helped them to identify the meaning of the unknown words and themes of the myths. Revisit and discuss the Essential Questions (beginning of lesson guide).

Check for Understanding (Evaluation)

Formative: Teacher observations during Turn and Talk and partner activities, and journal reflections. Journal Writing Reflection: (Writing to Learn Journal) Are there any connections between the themes of the myths? How do you know? Or

What reading skills did you use to "solve" unknown words using context clues?

Summative: Have students independently find the meanings of unknown words in their

independent books, journaling what context clues helped them or using the LPR3 method, and the theme of the story.

Austin ISD Updated July, 2014

Austin ISD Updated July, 2014

Austin ISD Updated July, 2014