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Greek Mythology
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Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
L.6.5a – Opening A: Students describe the image evoked in their minds by a passage from The Lightning Thief that uses figurative language.
RL.6.1–WorkTimeA:Studentsreadthenextchapterofthetextandfindthegist.Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
RL.6.4 – Work Time B: Students determine the meanings of words and phrases as they are used in The Lightning Thief.
L.6.4–WorkTimeB:Studentsclarifythemeaningsofmultiple-meaningwords,whichare used figuratively in the text.
L.6.5a – Work Time B: Students practice analyzing and interpreting figurative language, using examples from The Lightning Thief.
Opportunities to Extend Learning
A number of figures from Greek myths are introduced in this chapter; encourage students to read the original versions of stories in which these figures are introduced to build background on the topic.
Introduce the archetype of the Hero’s Journey. Provide several examples of the hero’s journey as a pattern in popular stories (The Lion King, Star Wars, Harry Potter). At this point in the novel, students should begin to see many of the same patterns emerging (i.e., Call to Adventure, Refusal of the Call, Meeting the Mentor, Supernatural Aids).
Invite students to identify other examples of figurative language in The Lightning Thief and to interpret the meaning.
How It Builds on Previous Work
In the previous lessons, students read chapters 1–4 of The Lightning Thief, pausing to record gist, and to determine the meaning of unfamiliar vocabulary. In this lesson, students repeat this routine with chapter 5 of The Lightning Thief.
The Independent Research Reading assignment was also launched and the importance of reading extensively to understand a topic was explained. Students continue to complete research reading each night for homework.
Support All Students
Note there is a di erentiated version of the Analyze Figurative Language note-catcher used in Work Time B in the separate Teacher's Guide for English Language Learners.
The chapter under study in this lesson refers extensively to the might of Western civilization. Encourage students to challenge this position; use probing questions to prompt students’ critical assessment of the way Western civilization and its power are depicted in this chapter.
Students may be shocked or o ended by several other character developments in this chapter. Be alert and sensitive to the ways in which these scenarios may elicit student emotion:
– Chiron is able to stand up and be free of his wheelchair. Students in wheelchairs may be sensitive to this representation of the physically impaired.
ADVANCE COPY NOT FOR DISTRIBUTION
Unit1: Lesson7
