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Running Head: THE SEA OF MONSTERS UNIT 1

The Sea Of Monsters Unit

Michael Eppinger

(Literacy in The Intermediate Grades, TCH 621)

Marian University

11-19-11

THE SEA OF MONSTERS UNIT 2

Literature Focus Unit based on Rick Riordan’s book Percy Jackson – The Sea of Monsters

This unit is constructed for grades 5-8 - (6th grade)

Lexile: 740

Grade Level Equivalent 4.7

Age 11-18

Themes from the novel (in no special order):

Family is ultimately important and will remain family no matter the consequences. The virtues of honor and courage Leadership and responsibility Loyalty to self, family, and friends Greatness comes from within Do not judge the book by its cover

Goals and objectives of unit:

Students will be able to recognize the human condition through the book’s characters. (text to world) Students will be able to relate ancient Greek mythology as it pertains to the book. (text to text) Students will be able to relate characters to themselves. (text to self) Students will be able to demonstrate comprehension and creative writing skills to literature. Students will be able to recognize/appreciate classic literature as it relates to modern literary

adaptations. Students will be able to appreciate poetry as a viable form of literature.

Background knowledge needed:

In order to completely understand this book the reader should have some familiarity with ancient Greek mythology. This unit is created to strengthen the understanding of the mythology of the Greeks. Through examples of Greek literature and comparing/contrasting students will build upon past knowledge.

Comprehension Strategies:

This unit will provide opportunity for the students to demonstrate multiple comprehensive strategies by utilizing prior knowledge, asking pertinent questions, drawing inferences and synthesizing mythology and applying it to modern literature.

The vocabulary lesson will emphasize the knowledge aspects of comprehension. Activity 2 (groups) will stress the importance of inference and character interaction and the application

of the text to self, text and world. The Reading Journal will deal with the questioning aspects of comprehension. This is the essential part

of comprehension where knowledge is applied, analyzed, and synthesized in the reader’s head and then organized. Plus this is a great way to emphasize the directed reading-thinking strategy approach.

The poetry portion of the unit will deal with synthesis and extension of the book. The poetry will aid in reasoning the author’s purpose in his themes.


The creative writing activity will tie all of the above comprehensive strategies together to achieve understanding by giving an outlet for application.

Activity no. 1 – Vocabulary

Concept: · The students will understand the meaning and context of Greek mythological vocabulary as read in the book The Sea of Monsters

Alignment of standards, objectives and assessment(s) for student learning:

Model Academic Standard(s) or Early Learning Standard (EC

majors)

Learner Outcomes/ Objective(s) Type of Assessment(s)

(If applicable attach rubric, test or other assessment instrument

Common Core Standard W6.2

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

The students will be able clearly understand the meaning and context of Greek mythological vocabulary.

The evaluation will be assessed first by collaborative participation and finally by a matching based activity.

Teacher background knowledge needed for the lesson:

Understanding of Greek mythological vocabulary as per the relationship with Rick Riordan’s The Sea of Monsters book.

Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught:

Students will be in the process of reading Rick Riordan’s book The Sea of Monsters.


Students will have a basic concept of Greek mythology. Students might have lack of mythology knowledge. Some of the vocabulary words (depicting monsters and gods) might be objectionable to certain students

– idea of polytheism.

Type of lesson (introduces a concept/skill/strategy, continues development of a concept/skill/strategy, completes instruction of a concept/skill/strategy):

Crucial knowledge needed to help facilitate comprehension of reading the book Vocabulary word learning helps students become better readers/writers Addition to concept and word knowledge adds to skillset of literacy

Rationale for the lesson:

To introduce vocabulary as seen in Rick Riordan’s The Seas of Monsters To strengthen conceptual skills of Greek mythology

Teaching Strategies/approaches:

Teacher to introduce the concept of Greek mythology. Questioning of student’s prior knowledge and experiences with Greek mythology Discussion of the vocabulary within the book Summative assessment with vocabulary match sheet

Classroom management considerations:

The lesson will be taught as a whole. The concept of polytheism may need to be addressed in lieu of certain individuals who need

clarification.

Materials:

The Sea of Monsters – by Rick Riordan (this is the first activity before the actual reading of the book)

Vocabulary match assessment piece (see attached master sheets)

Overhead projection of some sort to facilitate directions etc.

Procedures: (Detailed list of steps)

Engagement - Begin by asking the students what they know of Greek mythology. Discuss their experience with it and make it a point to engage them in the robust story nature of the mythology.

Development of lesson: Introduce the vocabulary to the students and explain that these words and concepts will be present in the book. The teacher should stress that although these words might seem foreign and antiquated that in fact they are prevalent in today’s literature and popular culture. This will be a pre-cursor to an upcoming lesson in the unit.


Instruct the students to start reading the book and to take note of the words as they come up. Give them a copy of the definitions to assist them in their comprehension while reading. *see attached

Teacher will hand out the vocabulary match materials and has the students match up the definitions to the corresponding picture. *see attached

In addition to the vocabulary match the teacher will hand out the crossword exercise. *see attached

In addition to the match and crossword activity the teacher will hand out a word search exercise as well. * see attached

Accommodations to support student learningAdditional books on Greek Mythology can be provided to the students… please see the additional book

list at the end of the unit summary.

For differentiated instruction a possible adaptation to lesson is to group students with varying skill levels to go over the vocabulary lists.

Closure of the lesson – Teacher to periodically throughout the unit ask comprehensive questions relating to vocabulary for observed assessments. Teacher will collect the exercises at the end of the unit.

Extension Activity/Homework Assignment (if appropriate) For an extension of this lesson the students can draw their own versions of the words and bring them

back to school to display in the classroom.


Activity no. 2: Gods, Monsters and Demigods (literature circle study)

Concept: · The students will be able to make connections between ancient Greek mythology and The Sea of Monsters by relating the gods to their modern demigod offspring. Students will also use comprehensive strategies of categorization and inference to expand on the reading.


Model Academic Standard(s) or Early Learning Standard

(EC majors)



Common Core Standard RL6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Common Core Standard RL6.2 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.

The students will make connections to modern literature / culture (moves, etc.) through the Greek mythology.

The student will gain insight of text based on similarities to self.

The student will make comprehensive connections between the characters of the literature.

This will be a collaborative piece where small groups work together to create graphic organizers (charts) of the Gods and demigods.

Students will diagram interpersonal relationships and produce conjecture of future outcomes.


Thematic and plot background of The Sea of Monsters as well as the concept of questioning based on Bloom’s Taxonomy.


Students will be in the process of reading Rick Riordan’s book The Sea of Monsters. Students will have a basic concept of Greek mythology. Students might have lack of mythology knowledge of comprehension within text .

Type of lesson (introduces a concept/skill/strategy, continues development of a concept/skill/strategy, and completes instruction of a concept/skill/strategy):

Crucial knowledge needed to help facilitate comprehension of reading the book. Comprehension skill – connections between characters and motives Comprehension skill – inference Modeling of good questioning techniques Tying the text to the modern world of literature and arts



To provide guidance and scaffolding of comprehension techniques To ask the correct questions while reading To emphasize interaction within stories

Teaching Strategies/approaches: Teacher to model good comprehension skills (such as prediction, inference and projection). Teacher to question relationships amongst characters in book. Teacher to model good comprehension by asking of who, what, where, when, why, and how. Assessment of team logs and discussion

Materials:

The Sea of Monsters – by Rick Riordan

Graphic organizer template chart

Overhead projection of some sort to facilitate directions etc.


Engagement - Begin by asking the students who the main characters are in the book. Ask them if they know what a “protagonist” and an “antagonist” is. Ask if they can give examples. Teacher provides examples of protagonist and antagonist (example: protagonist bugs Bunny and antagonist Elmer Fudd)

Development of lesson: Explain the relationship between the protagonist and antagonist (s) within a story construct and how their interaction drives the plot. The main questioning will be of the relationship the characters have with the protagonist Percy. The students will also provide connections to themselves and the outside world based on analyzing these characters.

Assign the students into teams (no more than 4 to a team)

Ask the students to make up a name for their team

Assign various chapters each week and divide writing duties for each team (each member takes a turn writing the team’s responses to questions. Also, one member will share the team’s answers to the collective class as a whole. They will be provided a log sheet each week to record the team’s answers.(see attachment)

Students will receive a graphic organizer depicting the gods of ancient Greece. On the overhead go over the relationships and the family tree to aid in understanding of the mythology that The Sea of Monsters is based on. * see attachment

Provide a list of characters for the students to use each week. Logically the students will pick characters that they are reading about that week.

After team collaboration and recording of answers is concluded each team will give a brief summary of their answers and the reasoning behind them to the class.


Accommodations to support student learningFor student having issues with the text there is an available audio version of the book.

The teacher should make a point to group the teams heterogeneously according to skill level.

Closure of the lesson – After each week’s sharing of team answers the class as a whole will make a list of the character connections for better story comprehension.

Extension Activity/Homework Assignment (if appropriate)For an extension of this lesson the students can expand their inference and connections at home in their reading journals.


Activity no. 3: Reading Journal

Concept: · The students will create a reading journal which will contain essential questioning for comprehension of the story and subject matter within the story.

Alignment of standards, objectives and assessment(s) t for student learning:

Model Academic Standard(s) or Early Learning Standard

(EC majors)



Common Core Standard SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led Model Academic Standard(s) or Early Learning Standard (EC majors) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Common Core Standard W6.2 Introduce a topic; organize ideas, concepts, and information, using

strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia

when useful to aiding comprehension.

Common Core Standard RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

The students will be able to gain knowledge about Greek Mythology through the reading.

The students will be able to comprehend the text based on applying prior knowledge and experiences.

Students Will be able to synthesize their understanding of the text and relationships and record new assumptions and ideas based on their personal experiences.

The students will keep a reading journal which will consist of thoughts and connections from the text.


Materials:


Reading journal


Crucial knowledge needed to help facilitate comprehension of reading the book Comprehension skill – connections between plot, characters and surroundings Comprehension skill – inference Modeling of good questioning techniques Tying the text to the self, text, and world


To provide guidance and scaffolding of comprehension techniques To ask the correct questions while reading To emphasize interaction within stories

Teaching Strategies/approaches: Teacher to model good comprehension skills (such as prediction, inference and projection). Teacher to question relationships amongst characters in book. Teacher to model good comprehension by asking of who, what, where, when, why, and how.


Engagement – Begin by explaining that reading has to be active in order to gain understanding.

Development of lesson: The teacher will establish a reading journal guidelines for the students. *Please see attached suggested question and topic sheet provided by http://www.oshkosh.k12.wi.us/faculty_pages/amandazenker/Readers_Workshop_6th.cfm

*Please see attached rubric

Accommodations to support student learning

This is an ongoing activity that needs to be monitored. If a child is struggling to come up with relevant entries the teacher may provide some assistance and prompting.

Assessment

Weekly assessment on the reading journals is to be done according to above rubric (which will be provided to students prior to starting Reading journal).

http://www.oshkosh.k12.wi.us/faculty_pages/amandazenker/Readers_Workshop_6th.cfm


Activity no. 4: Ancient Greek Poetry and Percy

Concept: · The students will correlate the similarities between classic Greek poetry and the modern literature (i.e. The Sea of Monsters). Students will also demonstrate creative writing skills by creating their own personal poetry.



majors)



Common Core Standard W6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Common Core Standard W6.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Common Core Standard RL.6.9Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Common Core Standard RL.6.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Common Core Standard SL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6

The students will be able clearly understand the meaning and context of various Greek poetry

The students will be able to analyze and compare classic Greek writing to modern day literature.

The students will be able to synthesize the knowledge gained to create their own writing.

The students will be able to demonstrate their understanding through creative writing of poetry.

The students will gain an appreciation for poetry.

The evaluation will be assessed first by collaborative participation and finally by a matching based activity.


topics, texts, and issues, building on others’ ideas and expressing their own clearly.


Understanding of select Greek poetry and the correlation to The Sea of Monsters


Students will be in the process of reading Rick Riordan’s book The Sea of Monsters. Students will have a basic concept of Greek mythology. Students might have lack of mythology knowledge. Students will have a lack of knowledge and appreciation of poetry.


The student will be able to analyze and synthesize classic Greek poetry with modern day literature. The student will be able to recognize the similarities and aid their comprehension skills of modern

literature. Students will be able to produce their own descriptive poetry (based on a quest).


To introduce Classic Greek poetry to the students to demonstrate the connections to modern literature To bring an appreciation for poetry and recognize its function in the literary world To demonstrate creative writing strategies


Teacher to introduce the classic epics of Homer (Iliad & Odyssey). Questioning of student’s prior knowledge and experiences with Greek mythology Discussion of the timeless (human conditional) power of poetry Summative assessment with essay questions and creative writing piece


The lesson will be taught as a whole class and teams of two

Materials:



Short poems by Euripides and Sophocles

Book XII excerpt of Homer’s Odyssey epic


Engagement - Begin by asking the students what their pre-conceptions are about poetry. Ask them if they ever wrote poetry. Ask students if they knew that poetry can also be used to tell a large story.

Development of lesson: Introduce two different types of Greek poetry and hand out copies of each.

Part I - With the two shorter poems the following essay question will be asked:

1. In the Euripides poem what emotional feeling do you think the poet was writing about? Please explain the reasons for your answer.

2. Since you noticed the poem was named Love Song (from Cyclops) how does this change your view of the poem? Please explain your reasons for your answer.

3. After reading about the encounter with Polyphemus in The Sea of Monsters explain how this might change your perception of him taking into account his misguided infatuation with Grover?

4. In the Sophocles poem what do you think the idea of the poem is? Do you think the world still works this way today? Please explain your reasons for your answers.

Part II For the Homer poem instruct the students to read the entirety and use various comprehension

strategies (dictionaries, syntax, etc.) to work through unfamiliar words. Only after giving the students ample time to read(a night or two) break them into groups. Instruct students to diagram the similarities and differences of Ulysses and Percy and their encounters

with Circe, Sirens Scylla, and Charybdis. Have them list them on their Venn diagram sheet. *(see attached)

Model the correct inquisitive thinking and bring up character traits and how similar Percy is to Ulysses. Collectively list the findings on the white board ( have individual students write their answers one at a

time into the diagram) After the diagram is complete ask the class which version they liked better. Ask individuals their

reasoning why they liked either one better. Ask them if they can make any connections to similarities with other characters in current movies or

books (Harry Potter, Lord of the Rings etc.). Make a list of the connections on the board for the class. Conclude with the idea of the universality of the human condition and how over the years man has

written about such things with many different characters all telling the same universal human experiences.

Part III – Homework assignment for students: Have the students write a short (no more than 1 page) poem about a modern day quest. Remind them that descriptive words are their friends and to not worry


about getting it perfect the first time. Model the principles of the 6+1 writing traits and provide them with the 6+1 writing rubric. *(see attached)

It might be a good idea to refer back to the two short poems for examples and guidance. Break the students into pairs and have them read their poems out loud. Assure them that everyone is a

poet… even if they don’t know it (expect groans). As the teacher you should try to keep this a light-hearted exercise to take the stigma out of poetry and make it fun. Tell them the more descriptive and imaginative the poem the better.

Discuss the huge benefit of revision and editing and have the teams of two work with each other to polish their poems.

Accommodations to support student learningFor differentiated instruction a possible adaptation to lesson is to group students with varying skill levels

to go over the vocabulary lists.

Closure of the lesson – After a few revisions wrap up the poetry writing and collect everyone’s poems. Make copes and bind them together to make a class poem book. Invite the students to read their poems for the class. If some are shy ask if it is alright to read it for them. More than likely everyone will find it “cool” and take pride in their class work.

Extension Activity/Homework Assignment (if appropriate) Encourage students to keep a personal poem journal and write in it often.

Activity no. 5: Create a Demigod and a Quest

Concept: The students will create their own demigod and give him/her a quest



majors)



Common Core Standard W6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Common Core Standard W6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

The students will apply their understanding of the story into a creative writing project.

The students will demonstrate proper writing techniques in a creative narrative.

The evaluation will be assessed on the final written pieces.


defined in standards 1–3 above.)

Common Core Standard W6.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Common Core Standard RL.6.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Understanding of the character development and writing strategies. Prior knowledge of the concept of demigods as it pertains to The Sea of Monsters


Students will have a basic concept of Greek mythology. Students might have lack of mythology knowledge. Students will have the basic concept of demigods form reading the book.



The student will be able to analyze and apply the knowledge from the reading to create a new demigod character and quest (synthesis).

Students will be able to produce a creatively written piece that is well structurally constructed.


To apply the students comprehension of the book to a written piece. To demonstrate creative writing strategies


Teacher to lay the guidelines and framework of the project. Questioning of student’s prior knowledge of demigod from the book The assessment piece is the final developed character and quest pieces


This activity will take place in a writing workshop

Materials:


Greek mythology family tree sheet from prior activity *see attached


Engagement - Begin by asking the students who they thought had the coolest strengths from the book. Ask them why they had their strengths (from their “god” parent).

Development of lesson: Put out the scenario that there is to be a new camper at Camp Half-Blood and we need to know who he or she is and what a fitting quest would be given to them.

Instruct the class that they will make their own demigod character of their choosing. The guidelines are: one of the parents has to be a god or goddess, your character can be male or female, the attributes have to relate to the god/goddess parent, and the quest they chose should cater towards the character’s strengths.

Model the 6 + 1 writing strategies for them.

Give them a copy of the writing rubric to acknowledge the expectations. *see attached

This is to be a finished piece assessment so there will be time for revisions. The length has to be at least of two pages minimum for the quest story (dbl. spaced, 12 pt.).


The story can be the introduction to the quest or a complete short quest – it is up to the student to decide.

Accommodations to support student learningIf time permits expand on the Greek gods and provide additional background on the mythology of each

god to give the students more choices.

For students having a hard time grasping the concept change the scenario and let them create a superhero and a villain.

Closures of the lesson – When the stories have all been completed create a booklet of all the demigods for the class to read. This will give them incentive to do their best on the project.

Extension Activity/Homework Assignment (if appropriate) Give the students the opportunity to illustrate their demigod for the book.

Literature questions based off of Bloom’s taxonomyThis is to be used as a final assessment piece for The Sea of Monsters.

1. In Sea of Monsters where does Percy say his favorite place in the world is? (Knowledge based level)- answer- Camp Half-blood

2. Percy has a dream about Grover and he is hiding from something or someone. After reading more of the story who or what do you think Grover was hiding from? (Knowledge/comprehension based level) answer – Polyphemus

3. When the Laistrygonian giants attack Percy what prevents Coach Nunley from noticing that there were monsters in the gym? (Knowledge based level) answer – mist

4. There were letters on the taxi door in chapter three that seemed jumbled to Percy. What do you think they were supposed to say? Why do you think Percy has problems with the letters? (Comprehension) answer – Gray Sisters, Percy and other demigods are wired to be dyslexic and ADHD to heighten their senses.

5. Name the “Big Three” gods and what pact did they make after WWII? Percy believed the reasoning was…(Comprehension) answer – Zeus, Posseidon, Hades… no children with mortals because the offspring would be too powerful… Percy feels that the offspring being so powerful could not control their temper and cause huge devastation.

6. List the three things that Hermes gave to Percy and explain how each of them helped Percy on his quest. (Analysis) answer - Hermes gives Percy a thermos which releases the winds, a bottle of vitamins, and a duffel bag containing clothes, cash, toiletries, rations, and drachmas. A drachma is used to contact Chiron and the thermos is used to propel Annabeth, Percy, and Tyson from Luke's boat. Percy uses a


vitamin to restore himself after being turned into a guinea pig. The cash is used for Clarisse's return ticket to Camp Half-Blood from Miami.

7. Chiron tells Percy, Tyson, and Annabeth that they are all “true heroes.” What was your favorite example of them being heroes on their quest? Please explain and give examples and details while explaining why you think they were heroic. (Analysis) answer – open ended

8. Percy and all of the demigods possess special powers. What would your special power be and how would you use it? (Synthesis/Evaluation depending on judgment of power(Synthesis) answer – open ended

9. As we learned in our vocabulary lesson hubris means arrogance, pride, and vanity. Can you remember any time you have seen anyone act this way? Please share with us the story. (Analysis) answer – open ended

10. On page 196 Annabeth has vision. (re-read if needed) What do you think this reveals to Annabeth’s desires? Please explain your answer. (Analysis) – She wants to be with her parents and become an architect. There are other conclusions that students might come up with.

11. Choose two father-son, father-daughter relationship form the book and compare and contrast. In many ways they are similar yet different. Please explain citing examples. (Synthesis) answer – open ended

12. How did Percy’s feelings and perceptions of Tyson change from the beginning of the story to the end? Why do you think his perception changed? Please explain. (Synthesis) answer – Don’t judge a book by its cover… family and fraternity…admiration of true strength etc.

13. Annabeth told Percy about Chiron’s prophecy and warned, “Knowledge isn’t always good for you.” Do you agree with that statement? If someone could tell your future and something was going to happen to you would you want to know? Please explain your answer. (Synthesis) answer – open ended but they must show the inferred meaning of the context that prophecy was used.

14. When Circe turned Percy into a guinea pig she told him he was finally his true self. Was this a fair and true assessment of Percy? What was Percy’s true self? Explain your answer by giving examples from the book. (Evaluation) answer – are men pigs? Percy has many other defining moments that students can cite.

15. After re-reading the final pages of the book state the purpose of the quest and then decide if they were successful. Please give evidence to your answer. (Evaluation) answer – getting the Golden Fleece but they might have unleashed something that potentially could destroy all. This is a great judgment question.


16. Tyson and Polyphemus are both Cyclops. Now that we have seen the true person inside of Tyson do you think that there are any redeeming qualities in Polyphemus? Is he truly a monster or just misunderstood? Please explain your reasoning. (Evaluation) – open ended

17. The pact made after WWII between the “Big Three” has made it quite difficult for Percy and his Camp Half-Blood cohorts. Do you think it is fair for the god parents to not have contact with them? Please explain why or why not. (Evaluation) answer – open ended

18. Percy is always facing danger. He loves his mother but knows that his place is at camp Half-Blood. What would you do in his situation? Please explain. (Analysis) – open ended

19. We know that Luke is not a huge fan of Percy but his dad Hermes helped Percy out in the story. What do you think Hermes’ motives are? Are they genuine? Please explain why you think the way you do. ( Analysis/Evaluation) answer – Hermes knows the struggle about to come with Kronos or he is trying to help straighten out his son though Percy… there are many scenarios

20. Percy came to realization that the whole quest was the plan of Kronos. How would you feel if you found out that you have been setup to do your foe’s bidding? (Application) answer – open ended


List of other books of interest for independent reading:Series One: Percy Jackson and the Olympians

The Lightning Thief – June 28, 2005 - Riordan

The Titan's Curse – May 1, 2007- Riordan

The Battle of the Labyrinth – May 16, 2008- Riordan

The Last Olympian – June 12, 2009- Riordan

The Demigod Files – February 10, 2009- Riordan

Percy Jackson and the Sword of Hades , 2009- Riordan

Series Two: The Heroes of Olympus

The Lost Hero – October 12, 2010- Riordan

The Son of Neptune – October 4, 2011- Riordan

The Mark of Athena – Fall 2012- Riordan

Ancient Greek Epic Poem

Iliad and Odyssey – Homer

Greek Mythology

D’Aulaires’ Book of Greek Myths – Ingri and Edgar Parin d’Aulaire


Supporting Websites

http://www.scholastic.com/teachers/lesson-plan/sea-monsters-discussion-guide


http://en.wikipedia.org/wiki/Greek_mythology

http://www.rickriordan.com/home.aspx

http://en.wikipedia.org/wiki/Greek_mythology


http://www.scholastic.com/teachers/lesson-plan/sea-monsters-discussion-guide

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