A. Engage the Learner – L.4.1f (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 10.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

• If productive, to illustrate the meaning of connotation, provide examples of words with similar denotations and distinct connotations (e.g., home vs. residence; lazy vs. laid-back; confident vs. arrogant). ▲

A. Language Dive: The Lightning Thief, Page 96 - L.6.5c (10 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can use differences among word connotations to determine meaning in The Lightning Thief."

MEETING STUDENTS' NEEDS

The supports in this lesson are similar to the supports in Lesson 9, as the tasks and/or focus of these lessons are similar. Based on student performance in Lesson 9, release students from some of the supports applied in those lessons to foster independence and to assess student progress.

Prior to Work Time A, invite a more proficient student to recall and report the focus and findings of the previous lesson's Language Dive.

• Tell students they will now participate in day 2 of a two-day a Language Dive to examine how differences among word connotations help us determine meaning.

• Reread aloud page 96 of The Lightning Thief.

• Focus students on the sentence:

"I thought about some of the kids I'd seen in the Hermes cabin, teenagers who looked sullen and depressed, as if they were waiting for a call that would never come" (96).

• Use the Language Dive Guide: The Lightning Thief, Page 96 (for teacher reference) and the Language Dive: The Lightning Thief, Page 96 sentence chunk strips to guide students through day 2 of the Language Dive conversation about the sentence. Display and ask students to retrieve their copies the Language Dive: The Lightning Thief, Page 96 note-catcher.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS

To support student comprehension of the Language Dive, provide students with examples of uses of the focus vocabulary sullen and depressed in other contexts.

B. Read The Lightning Thief, Chapter 8 Excerpt - RL.6.3 (20 minutes)

• Repeated routine: Read aloud the selected excerpt, using Text Guide: The Lightning Thief (for teacher reference) for comprehension and vocabulary questions as needed. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, and reflect on their reading as they choose. Refer to the following resources as appropriate to support this section of the lesson: Gist Record: The Lightning Thief anchor chart (example for teacher reference), vocabulary logs, chapter synopsis, and Work to Become Ethical People anchor chart.

• Excerpt: Starting at page 107 "The next few days I settled into a routine that felt almost normal . . . " and ending at page 109 ". . . Why couldn't my dad, whoever he was, make a phone appear?"; and starting at page 119 "It was a warm, sticky night . . ." and ending at page 126 ". . . Son of the Sea-God."

• Gist: During a camp-wide game of Capture the Flag, Percy gets attacked by a dog, then the water heals him.

• Tell students to think about the challenge Percy faces in this chapter, and his response to that challenge.

• Ask:

"What challenge does Percy face in chapter 8?" (playing capture the flag; being attacked by a hellhound; being claimed by his father, Poseidon)

"What is his response to that challenge?" (Percy gets upset that he seems to have a small role in capture the flag. When confronted by Clarisse and the other Ares kids, he tries but isn't very successful in fending them off, and, in fact, gets injured. But again, by surprise, he is able to best Clarisse, which enables his team to win. Percy doesn't have time to respond when the hound attacks, so he is bitten. Percy is stunned when he is claimed by his father and everyone bows.)

"What might that reveal about this character?" (Percy wants to feel like he was being a useful part of the team, but he doesn't fully trust his fellow campers, even Annabeth. Percy is seemingly at the mercy of the creatures and events at Camp Half-Blood. Percy still doesn't fully believe the magnitude of what's happened and who his father is. He is feeling overwhelmed and still confused.)

"In what ways did the characters demonstrate or not demonstrate a habit of character in this chapter?" (The teams demonstrate collaboration when they work together to capture the flag.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. QuickWrite: Point of View: The Lightning Thief, Chapter 8 – RL.6.6 (10 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can explain how the author develops Percy’s point of view toward Mr. Brunner in The Lightning Thief.”

MEETING STUDENTS' NEEDS

If a clear error recurs in students' QuickWrites, show students a few examples of the error in context. Allow them to hone their attention to error by working in pairs to locate the error and brainstorm how it could be fixed

• Refocus the whole group.

• Distribute and display QuickWrite: Point of View: The Lightning Thief, Chapter 8 or QuickWrite: Point of View: The Lightning Thief, Chapter 8 ▲. Read aloud the prompt, and remind students to write whatever comes into their heads in response to the prompt.

• Remind students that whenever they write a sentence, it must contain a subject and a predicate and express a complete thought. Tell students to keep this in mind as they write their QuickWrites.

• Circulate to support students as they write.

• See QuickWrite: Point of View: The Lightning Thief, Chapter 8 (example for teacher reference).

• After 5 minutes, refocus the whole group. Select students to share with the whole group. As students share, update the Point of View anchor chart. See Point of View anchor chart (example for teacher reference).

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.