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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
L.6.4a – Opening A: Students use contextual information from The Lightning Thief to determine the meaning of unknown vocabulary in the text.
SL.6.1 – Work Time A: Students engage in a Think-Pair-Share, which requires them to compose their thoughts before engaging in collaborative discourse.
RL.6.6 – Work Time B: Students use the Point of View anchor chart to analyze Percy’s point of view toward his teacher, Mr. Brunner. Students read excerpts from the text to examine how Percy feels about Mr. Brunner and track how Percy’s point of view develops and changes across chapters. Students participate in a Think-Pair-Share protocol to process and share their ideas.
RL.6.6–ClosingandAssessmentA:Studentsbuildontheirunderstandingofpointofview by identifying text evidence that reveals the narrator’s changing perspective. Students engage in a second QuickWrite, tracking the development of the narrator’s point of view toward one other character over the first two chapters, in preparation for the mid-unit assessment.
In this lesson, the directions for routines that are repeated from previous lessons have been pared down and noted with “Repeated routine.” For the detailed outline of how to facilitate this part of the lesson, please refer back to previous lessons.
Opportunities to Extend Learning
To allow more time in class for in-depth discussions of the text, students should complete their initial reading of the chapter under focus for homework the night before.
Challenge students to purposefully and strategically use the vocabulary they have been collecting in their vocabulary logs during the lesson discussion and in their written responses.
How It Builds on Previous Work
In the previous lesson, students read from the second chapter of The Lightning Thief and practiced their first QuickWrite, in which they determined the narrator’s point of view. Students are given a similar prompt for their second QuickWrite and build on their initial response by adding new information on how the narrator’s point of view has changed in chapter 2.
Support All Students
Remindstudentsthattwoofthelearningtargetsinthislessonarethesameastheprevious lesson. Repetitive learning targets allow students multiple opportunities to practice a skill to achieve mastery.
Students may be surprised, o ended, confused, or upset by the di cult, sometimes verbally abusive, relationship between Percy and his stepfather (i.e., calling Percy names, taking money from Percy, and demanding that Percy’s mother retrieve beer and food for him). Students may also react strongly to the description of the tragedies Percy’s mother has su ered (i.e., her parents died in a plane crash, her uncle died of cancer). Time for debriefing and reflection might help get these concerns out into the open so they can be addressed and tracked throughout the text.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit 1: Lesson 4
