1. Week Two
Lessons 6-10

2. Lesson 6
RL 6.1, 6.3, 6.6
I can determine the meaning of words using prefixes and context clues.
I can cite evidence from the text when answering questions and discussing Percy’s character.

3. Opening- Homework Review
You were to read and mark places where Percy experienced challenges in Chapter 4 and how he responded to those challenges.
In your groups, discuss the following
What was the challenge that Percy faced?
How did he respond to that challenge?

4. SLT- What are you learning?
I can determine the meaning of words using prefixes and context clues.
I can cite evidence from the text when answering questions and discussing Percy’s character.
THINK-PAIR-SHARE
Prefixes
What other words have the prefix PRE?

5. “Grover Unexpectedly Loses His Pants”
Vocabulary- Prefixes
Title of Chapter 3
“Grover Unexpectedly Loses His Pants”
What word in the title has a prefix?
What does the prefix mean?
What other words begin with this prefix?

6. Vocabulary- Prefixes
Using your word list, determine the meaning of the words (bold print) in the short passages from the text.
Copy the chart in your notebook.
SENTENCE
WORD MEANING
HOW DID WE DETERMINE THE WORD MEANING

7. Now use the following sentences for this activity…
1- Zeus did indeed feed Kronos a mixture of mustard and wine, which made him disgorge his other five children who, of course, being immortal gods, had been living and growing up completely indigested in Titan’s stomach (page 6).
2- Overhead, a huge storm was brewing, with clouds blacker than I’d ever seen over the city (page 8).
3- She was standing at the museum entrance, way at the top of the steps, gesturing impatiently at me to come on (page 10).
4- “Percy,” he said. “Don’t be discouraged about leaving Yancy. It’s …it’s for the best” (page 21).

8. Questions Basket- pp 38-40
Pull a question from the basket and read it aloud to your group.
Each of you silently think about the question.
Go back to the text and place a sticky note where you think you have found evidence for the answer (number your evidence on the sticky note).
As a group, discuss the answer and evidence you each underlined.

9. Back to Back/Face to Face
Guidelines for this activity
Choose a partner sitting near you and stand back to back
I will read a question that you will think about for 10 seconds
You will turn around (face to face) after the 10 second “think time” and share your ideas
You will have three questions
Now find your partner and stand back to back, ready for the first question

10. Homework- Study for your test
Re-read Chapter 4
Pay attention to the challenge and response Percy has in Chapter 4
Review/think about Percy’s strengths and weaknesses
Think about how Percy has changed since Chapter 1

11. Lesson 7- RL 6.1, RL 6.3
I can cite text-based evidence to support an analysis of The Lightening Thief.
I can make inferences about Percy and cite evidence from the text to support my thoughts.
I can produce clear writing about my reading of The Lightening Thief.
Think-Pair-Share
What words repeat in the learning targets? What can you infer based on this?

12. Mid-Unit Assessment
Respond to the Assessment questions on your own paper.
Make sure your responses are thorough and relevant to the questions.
You may use your notebook, sticky notes, and The Lightening Thief book to help you respond to the questions.
When you finish, turn your paper over and read back over The Lightening Thief.

13. Closing- Silent Mingle
On a piece of paper, write three word which describe Percy Jackson as a character(Do not share your responses). You have two minutes.
On my cue, stand up with your paper in front of you.
SILENTLY walk around the room, meeting up with different partners.
Read your partner’s three words and allow them to read yours.
Move on to a new partners until you have met with every person in the class.
NO HOMEWORK

14. THUMBS UP or THUMBS DOWN??
Lesson 8- RI 6.1, RI 6.2, RI 6.4
I can practice reading closely.
I can get the GIST of an excerpt from “The Hero’s Journey.”
I can gather important details and determine the central idea of an excerpt of the text “The Hero’s Journey.”
I can identify the characteristics of a strong paragraph.
What words seem most important in these targets?
THUMBS UP or THUMBS DOWN??

15. Lesson 8- Opening
QUICK WRITE
What is a HERO?

16. Lesson8- Close Reading INDIVIDUAL “The Hero’s Journey”
Read the introduction and THINK-PAIR-SHARE
What will this text be about?
As you read each paragraph, circle any unfamiliar words and write the GIST of the paragraph in the margins.
This is called “annotating”!

17. What is the CENTRAL IDEA of “The Hero’s Journey”?
Homework
What is the CENTRAL IDEA of “The Hero’s Journey”?

18. Lesson 8- Close Reading
With a partner, you will re-read the text and together gather details to record in a chart for Act 1: Separation.
CENTRAL IDEA- what the author wants you to know
DETAILS- how you prove this is the central idea
ACT
Central Idea
Details
Introduction

19. DETAILS PROVE THE CENTRAL IDEA
ACT
Central Idea
Details
Introduction
Joseph Campbell wrote a book that explains the common patterns and stages that a hero goes through
Heroes feel out of place. (First Stage)
Hero goes on some unknown journey (Second Stage)
DETAILS PROVE THE CENTRAL IDEA

20. Lesson 8- Evidence
Read the MODEL PARAGRAPH silently and write the GIST of the paragraph in your notebook.
THNK-PAIR-SHARE
What is the purpose of this paragraph? What does the author want the reader to learn and understand?

21. Lesson 8- Evidence
We have discussed why the author wrote this paragraph. Let’s discuss the HOW…
Read the paragraph again but keep the following questions in mind:
How did the author achieve his purpose of showing how Percy’s experiences match with “The Hero’s Journey?”
What writing strategies did the author use to make his purpose clear?
Underline any important words or phrases the author’s used.
Annotate any other important information you find.

22. Lesson 8- Good Writing Introduce the purpose of the paragraph/writing
Use quotes from texts as evidence to support or prove the purpose
Write clear ideas on how the texts are connected
Close the paragraph with a final statement that restates the purpose

23. Individual
Using the short paragraph, identify each part that is identified in the “GOOD WRITING” notes that we took today.
For example, Good Writing says that a good paragraph is introduced with the purpose of the paragraph/writing
In the short paragraph, the first sentence clearly states the purpose of the paragraph.

24. Lesson 8- Closing EXIT TICKET
At the beginning of class, you wrote about your ideas of what a hero is. How has your idea of a “Hero” changed or shifted? If it hasn’t changed, how can this new idea of a hero’s “journey” be combined with your own idea of a hero?
HOMEWORK- NONE

25. THUMBS UP or THUMBS DOWN on SLT
Lesson 9- RI 6.1, RI6.2, RI 6.4
I can practice reading.
I can gather important details and determine the central idea of “The Hero’s Journey.”
I can use multiple strategies to determine the meaning of unfamiliar words.
I can make connections between Percy Jackson and “The Hero’s Journey.”
THUMBS UP or THUMBS DOWN on SLT

26. Lesson 9- Close Reading ACT Central Idea Details
Review your chart on ACT I from lesson 8.
Now move on to ACT II and ACT III. Read ACT II and ACT III continue to add to the chart indicating the central idea and details of each act.
ACT
Central Idea
Details

27. Lesson 9- Vocabulary
THINK-PAIR-SHARE What two strategies for finding word meaning have we learned so far? Using quotes from the text, determine the meaning of the bold print word and indicate the strategies you used to help you figure out that meaning.

28. Lesson 9- Closing
EXIT SLIP What is the most important connection between Percy’s experiences and “The Hero’s Journey?” Why? HOMEWORK on next slide

29. Lesson 9- Homework
Read chapter 5. Use sticky notes to mark evidence for the following questions. Percy has survived a traumatic night and is now in a completely unfamiliar and strange setting. This presents a unique challenge. How does Percy respond to this challenge? What inferences can we make based on his response? Consider his interactions with other characters as well as his inner thoughts.

30. Lesson 10- RL 6.1, RL 6.3 What does “ALIGN” mean”
I can explain the relationship between a quote from The Lightening Thief and a quote from ‘The Hero’s Journey”.
I can select evidence from TLT that aligns with THJ.
I can write a paragraph to describe how excerpts on the TLT align with THJ, citing evidence from both texts.
What does “ALIGN” mean”
Thumbs Up or Thumbs Down on SLT

31. A Carousel of Quotes
Think-Pair-Share When you think about The Lightening Thief and “The Hero’s Journey”, how do you think these two texts are aligned? Review over the Carousel of Quotes. Jot down your ideas about the relationships between the quotes.

32. A Carousel of Quotes With your group, read aloud the quote.
Share your ideas that you wrote down on your chart.
Discuss the relationships between the quotes.
Using the marker, write your group’s idea of the relationship between the quotes.
When time is up, move on to the next chart and repeat the process.

33. A Carousel of Quotes
In your groups, answer the question below on an index card… What is the most important connection between Percy’s experiences and “The Hero’s Journey?” Why?

34. Selecting Evidence- Independent
Read the excerpt from The Lightening Thief.
Think: Does this excerpt align with the archetype of “The Hero’s Journey?”
Go back to “The Hero’s Journey” to confirm your thinking and gather evidence.
Discuss your findings with your group.
IF Percy’s experience does align, complete the graphic organizer with the stage of the hero’s journey Percy is at plus a quote from THJ as evidence.

35. Selecting Evidence- Independent
Answer the following question on an index card…
How do Percy’s experiences align with the hero’s journey? Provide evidence from both texts.

36. Partner Writing
Let’s review the characteristics of a model paragraph (Lesson 8)…
Think-Pair Share

37. Partner Writing How do Percy’s experiences align with the hero’s journey?
Make sure you understand the criteria of a model paragraph.
Choose one stage of the hero’s journey from your chart that you’d like to write about.
Draft a paragraph using evidence from both texts.
Make sure to include evidence that shows how the two texts are related and what does this tell us about Percy?
Review the draft and make corrections as needed.
Write a final, error free final copy to turn in.

38. Closing
REFLECTION
I can write a paragraph to describe how excerpts in The Lightening Thief align to “The Hero’s Journey,” citing evidence from the texts.
THINK-PAIR-SHARE
What was most difficult about this learning target?
HOMEWORK
Read Chapter 6 and use sticky notes to mark places that answer the questions below:
Percy’s new environment just means new kinds of challenges. What types of challenges does Percy face in this chapter? How does he respond?