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Greek Mythology
– Gist: The trio goes to a garden store where they meet Aunty Em, or Medusa. She has the power to turn people to stone statues with her eyes. Medusa attacks them and Percy decapitates her, mailing her head back to Mount Olympus.
Ask:
“What challenge does Percy face in chapter 11?” (He encounters Medusa, who can turn
people into stone with her eyes.)
“What is his response to that challenge?” (At first, Percy thinks the best of Aunty Em and doesn’t see any signs of possible trouble. Once the trouble is revealed by Annabeth, however, Percy hides until Annabeth convinces him he can do something. He, with some di culty, does finally act and is able to stop Medusa.)
“What might that reveal about this character?” (Percy lacks confidence in himself and seems to rely on his friends to help him. He wants to be helpful, but he doesn’t always believe in himself. His success in this situation gives him some new confidence.)
“In what ways do or don’t the characters demonstrate the habits of character?” (Percy and his friends show perseverance when they face Medusa and don’t give up fighting her even though she is a powerful immortal.)
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Work Time
B. Generate Discussion Norms – SL.6.1b (15 minutes)
Reviewthelearningtargetrelevanttotheworktobecompletedinthissectionofthelesson: “I can generate norms for a productive discussion.”
Explain that students are going to participate in and then observe short discussions to help them think about possible norms for a productive discussion.
Direct students’ attention to the prompt, and then read it aloud, reminding them that the lesson began with the word impertinent:
“At the end of chapter 11, Percy says, ‘I am impertinent’ (186–187).”
“Given your understanding of Percy over these eleven chapters, to what extent do you agree or disagree: Is Percy Jackson impertinent? Use several pieces of evidence from the text to support your response.”
Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allocated time to respond and then to discuss to build deeper understanding.
Reconvene the whole group, and then facilitate an abbreviated and modified Socratic Seminar, by inviting the preselected small group of students to discuss the prompt in front of the rest of the class for about five minutes. Students who are observing should track what they notice and wonder about the discussion.
Socratic Seminar:
130
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 13
