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Greek Mythology
Turn and Talk:
“What do you think you will be doing in this lesson based on all three learning targets?”
(reading the second chapter of the novel and focusing on point of view)
“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (It is important to consider an event or idea from another person’s perspective, or point of view.)
Opening
B. Strategies to Answer Selected Response Questions (5 minutes)
Direct students’ attention to the relevant learning target, and select a volunteer to read it aloud:
“I can identify strategies to answer selected response questions.”
Pointtothetermselectedresponse.Remindstudentsthatthequestionstheyansweredwith multiple options in the warm-up activity and in their Unit 1, Lesson 2 homework are called selected response, or multiple choice, questions. Using equity sticks, select volunteers to share strategies they used to answer the selected response questions in their homework.
As students share out, capture their responses on the Strategies to Answer Selected Response Questions anchor chart. Refer to Strategies to Answer Selected Response Questions anchor chart (example for teacher reference) as necessary.
Collect and review the answers to the other questions from Homework: Lesson 2: Plot Review: The Lightning Thief , Chapter 1 from the Unit 1, Lesson 2 Homework.
Work Time
A. Read The Lightning Thief, Chapter 2 Excerpt – SL.6.1 (15 minutes)
Reviewtheappropriatelearningtargetrelevanttotheworktobecompletedinthissection
of the lesson:
“I can find the gist of chapter 2 of The Lightning Thief.”
Invite students to retrieve their copy of The Lightning Thief and reread the gist they
recorded for chapter 1.
Read aloud the selected excerpt, using Text Guide: The Lightning Thief for comprehension and vocabulary questions as needed. As you read, students follow along, reading silently. Note that while students may read in small groups or individually in future lessons, students will benefit from this initial introduction to the text as a whole class.
– Excerpt: Chapter 2, starting at page 16 “I was used to the occasional weird experience . . .” and ending at page 21 “. . . They thought I was in some kind of danger.”
During reading, invite students to add any unfamiliar words to their vocabulary logs. Add any new words to the academic word wall and domain-specific word wall as applicable, and invite students to add translations in native languages.
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ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 3
