Week TwoLessons 6-10

Lesson 6RL 6.1, 6.3, 6.6

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.

Opening- Homework ReviewYou were to read and mark places where

Percy experienced challenges in Chapter 4 and how he responded to those challenges.

In your groups, discuss the followingWhat was the challenge that Percy faced?

How did he respond to that challenge?

SLT- What are you learning?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.

THINK-PAIR-SHARE

PrefixesWhat other words have the prefix PRE?

Vocabulary- PrefixesTitle of Chapter 3“Grover Unexpectedly Loses His Pants”What word in the title has a prefix?What does the prefix mean?What other words begin with this prefix?

Vocabulary- PrefixesUsing your word list, determine the

meaning of the words (bold print) in the short passages from the text.

Copy the chart in your notebook.

SENTENCE WORD MEANING

HOW DID WE DETERMINE THE WORD MEANING

Now use the following sentences for this activity…

1- Zeus did indeed feed Kronos a mixture of mustard and wine, which made him disgorge his other five children who, of course, being immortal gods, had been living and growing up completely indigested in Titan’s stomach (page 6).2- Overhead, a huge storm was brewing, with clouds blacker than I’d ever seen over the city (page 8).3- She was standing at the museum entrance, way at the top of the steps, gesturing impatiently at me to come on (page 10).4- “Percy,” he said. “Don’t be discouraged about leaving Yancy. It’s …it’s for the best” (page 21).

Questions Basket- pp 38-40Pull a question from the basket and read

it aloud to your group.Each of you silently think about the

question.Go back to the text and place a sticky

note where you think you have found evidence for the answer (number your evidence on the sticky note).

As a group, discuss the answer and evidence you each underlined.

Back to Back/Face to FaceGuidelines for this activity

Choose a partner sitting near you and stand back to back

I will read a question that you will think about for 10 seconds

You will turn around (face to face) after the 10 second “think time” and share your ideas

You will have three questionsNow find your partner and stand back to back,

ready for the first question

Homework- Study for your testRe-read Chapter 4Pay attention to the challenge and response Percy has in Chapter 4

Review/think about Percy’s strengths and weaknesses

Think about how Percy has changed since Chapter 1

Lesson 7- RL 6.1, RL 6.3I can cite text-based evidence to support an analysis of The Lightening Thief. I can make inferences about Percy and cite evidence from the text to support my thoughts. I can produce clear writing about my reading of The Lightening Thief.Think-Pair-ShareWhat words repeat in the learning targets? What can you infer based on this?

Mid-Unit AssessmentRespond to the Assessment questions on

your own paper.Make sure your responses are thorough

and relevant to the questions.You may use your notebook, sticky notes,

and The Lightening Thief book to help you respond to the questions.

When you finish, turn your paper over and read back over The Lightening Thief.

Closing- Silent MingleOn a piece of paper, write three word which

describe Percy Jackson as a character(Do not share your responses). You have two minutes.

On my cue, stand up with your paper in front of you.

SILENTLY walk around the room, meeting up with different partners.

Read your partner’s three words and allow them to read yours.

Move on to a new partners until you have met with every person in the class.

NO HOMEWORK

Lesson 8- RI 6.1, RI 6.2, RI 6.4I can practice reading closely.I can get the GIST of an excerpt from “The Hero’s Journey.”I can gather important details and determine the central idea of an excerpt of the text “The Hero’s Journey.”I can identify the characteristics of a strong paragraph.

What words seem most important in these targets?

THUMBS UP or THUMBS DOWN??

Lesson 8- OpeningQUICK WRITE

What is a HERO?

Lesson8- Close ReadingINDIVIDUAL“The Hero’s Journey”Read the introduction and THINK-

PAIR-SHAREWhat will this text be about?

As you read each paragraph, circle any unfamiliar words and write the GIST of the paragraph in the margins.

This is called “annotating”!

HomeworkWhat is the CENTRAL IDEA of “The

Hero’s Journey”?

Lesson 8- Close Reading With a partner, you will re-read the text and

together gather details to record in a chart for Act 1: Separation.

CENTRAL IDEA- what the author wants you to know

DETAILS- how you prove this is the central idea

ACT Central Idea Details

Introduction

ACT Central Idea Details

Introduction Joseph Campbell wrote a book that explains the common patterns and stages that a hero goes through

Heroes feel out of place. (First Stage)Hero goes on some unknown journey (Second Stage)

DETAILS PROVE THE CENTRAL IDEA

Lesson 8- EvidenceRead the MODEL PARAGRAPH

silently and write the GIST of the paragraph in your notebook.

THNK-PAIR-SHAREWhat is the purpose of this paragraph? What does the author want the reader to learn and understand?

Lesson 8- EvidenceWe have discussed why the author wrote this

paragraph. Let’s discuss the HOW…Read the paragraph again but keep the

following questions in mind:How did the author achieve his purpose of

showing how Percy’s experiences match with “The Hero’s Journey?”

What writing strategies did the author use to make his purpose clear?

Underline any important words or phrases the author’s used.

Annotate any other important information you find.

Lesson 8- Good WritingIntroduce the purpose of the

paragraph/writingUse quotes from texts as evidence to

support or prove the purposeWrite clear ideas on how the texts

are connectedClose the paragraph with a final

statement that restates the purpose

IndividualUsing the short paragraph, identify each

part that is identified in the “GOOD WRITING” notes that we took today.

For example, Good Writing says that a good paragraph is introduced with the purpose of the paragraph/writing

In the short paragraph, the first sentence clearly states the purpose of the paragraph.

Lesson 8- ClosingEXIT TICKETAt the beginning of class, you wrote about your ideas of what a hero is. How has your idea of a “Hero” changed or shifted? If it hasn’t changed, how can this new idea of a hero’s “journey” be combined with your own idea of a hero?HOMEWORK- NONE

Lesson 9- RI 6.1, RI6.2, RI 6.4I can practice reading.I can gather important details and determine the central idea of “The Hero’s Journey.”I can use multiple strategies to determine the meaning of unfamiliar words.I can make connections between Percy Jackson and “The Hero’s Journey.”

THUMBS UP or THUMBS DOWN on SLT

Lesson 9- Close Reading Review your chart on ACT I from lesson 8. Now move on to ACT II and ACT III. Read

ACT II and ACT III continue to add to the chart indicating the central idea and details of each act.

ACT Central Idea Details

Lesson 9- VocabularyTHINK-PAIR-SHAREWhat two strategies for finding word meaning have we learned so far?

Using quotes from the text, determine the meaning of the bold print word and indicate the strategies you used to help you figure out that meaning.

Lesson 9- ClosingEXIT SLIPWhat is the most important connection between Percy’s experiences and “The Hero’s Journey?” Why?

HOMEWORK on next slide

Lesson 9- HomeworkRead chapter 5. Use sticky notes to mark evidence for the following questions.

Percy has survived a traumatic night and is now in a completely unfamiliar and strange setting. This presents a unique challenge. How does Percy respond to this challenge? What inferences can we make based on his response? Consider his interactions with other characters as well as his inner thoughts.

Lesson 10- RL 6.1, RL 6.3I can explain the relationship between a quote from The Lightening Thief and a quote from ‘The Hero’s Journey”. I can select evidence from TLT that aligns with THJ.I can write a paragraph to describe how excerpts on the TLT align with THJ, citing evidence from both texts.

What does “ALIGN” mean”Thumbs Up or Thumbs Down on SLT

A Carousel of QuotesThink-Pair-ShareWhen you think about The Lightening Thief and “The Hero’s Journey”, how do you think these two texts are aligned?

Review over the Carousel of Quotes. Jot down your ideas about the relationships between the quotes.

A Carousel of QuotesWith your group, read aloud the quote.Share your ideas that you wrote down

on your chart.Discuss the relationships between the

quotes.Using the marker, write your group’s

idea of the relationship between the quotes.

When time is up, move on to the next chart and repeat the process.

A Carousel of QuotesIn your groups, answer the question below on an index card…

What is the most important connection between Percy’s experiences and “The Hero’s Journey?” Why?

Selecting Evidence- IndependentRead the excerpt from The Lightening

Thief.Think: Does this excerpt align with the

archetype of “The Hero’s Journey?”Go back to “The Hero’s Journey” to

confirm your thinking and gather evidence.Discuss your findings with your group.IF Percy’s experience does align, complete

the graphic organizer with the stage of the hero’s journey Percy is at plus a quote from THJ as evidence.

Selecting Evidence- IndependentAnswer the following question on an index card…

How do Percy’s experiences align with the hero’s journey? Provide evidence

from both texts.

Partner WritingLet’s review the characteristics of a

model paragraph (Lesson 8)…Think-Pair Share

Partner WritingHow do Percy’s experiences align with the hero’s journey?Make sure you understand the criteria of a

model paragraph.Choose one stage of the hero’s journey from

your chart that you’d like to write about.Draft a paragraph using evidence from both

texts.Make sure to include evidence that shows how

the two texts are related and what does this tell us about Percy?

Review the draft and make corrections as needed.

Write a final, error free final copy to turn in.

ClosingREFLECTIONI can write a

paragraph to describe how excerpts in The Lightening Thief align to “The Hero’s Journey,” citing evidence from the texts.

THINK-PAIR-SHAREWhat was most difficult about this learning target?

HOMEWORKRead Chapter 6 and

use sticky notes to mark places that answer the questions below:

Percy’s new environment just means new kinds of challenges. What types of challenges does Percy face in this chapter? How does he respond?