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Greek Mythology
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L.6.4 – Work Time C: Students respond to text-dependent questions, applying a variety of strategies to other unknown words in the text in order to discern their meanings.
Opportunities to Extend Learning
Given the possible content issues mentioned in Support All Students, one possible idea for extension would be to further examine, unpack, and discuss the ways in which Riordan represents the female characters, varying physical and cognitive abilities, and social class. Additionally, balance the Western perspective by the inclusion of non-Western influence or to examine similar myths of non-Western cultures, like the Ramayana, for example.
Invite students to identify Percy’s point of view toward di erent characters in chapter 7, for example Annabeth and Luke, and to explain how the author has developed this point of view.
How It Builds on Previous Work
In previous lessons, students have read through chapter 6 of The Lightning Thief, found the gist, determined the meanings of unfamiliar words and phrases, and analyzed point of view and language use. In this lesson, students continue to read the novel and expand their thinking about point of view and language use as well as how Percy has responded to challenges in preparation for the Mid-Unit 1 and End of Unit 1 Assessments.
Support All Students
Note there is a di erentiated version of Text-Dependent Questions: The Lightning Thief, Chapter 7 used in Work Time C in the separate Teacher's Guide for English Language Learners.
Continue to be mindful about issues and characterizations that may be sensitive for students or with which some students may connect personally or deeply. In addition to the issues that have been noted previously, this chapter discusses the di cult relationships experienced between Percy, Annabeth, and Luke, and their parents, whether the immortal ones or the human ones.
After reading this chapter of the text for the gist, ensure that students have time to reflect. Monitor students and determine if there are issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently. Be aware that reflections may be personal, and students are not required to share them.
Students may need additional support with the reading of the chapter. Continue to provide students with a number of options for reading (small group, pairs, individual), sometimes allowing them to decide and sometimes deciding for them, taking into account their strengths, needs, and interests and grouping deliberately as needed. No matter what options are chosen, also be mindful about variety, being sure to change the routine to maintain engagement and to support students e ectively.
Students may need additional support with determining the gist, working through unfamiliar vocabulary, and answering text-dependent questions. Again, use thoughtful pairing, and consider which groups might need more constant support.
Students who would benefit from fluency practice should be encouraged and supported during Work Time B to read with a partner or small group.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 9
