A. Determine Unfamiliar Words – L.6.4b (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 12.

• Ask:

“How did you use the affix list to determine the meaning of this unfamiliar word?”

• Remind students that recognizing the smaller parts of words to determine the definition of an unfamiliar word helps them to become more fluent readers.

• Record the meaning of the word on the academic word wall with translations in students’ home languages. ▲

MEETING STUDENTS' NEEDS

During Opening A, rather than having students generate their own "translations" of misnomer, provide students with a short list from which to select the best answer. Each answer could include all three parts ("wrong," "name," and "having a characteristic") but be phrased in different ways, exercising students' ability to identify appropriate phrasing and syntax.

B. Engage the Learner (5 minutes)

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the word theme (the message, or lesson, that an author reveals through a significant and repeated idea in a text). Record on the domain-specific word wall with translations in home languages, where appropriate ▲, and invite students to record words in their vocabulary logs.

A. Read The Lightning Thief, Chapter 10 Excerpt - RL.6.3 (15 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.

• Excerpts:

  • Starting at page 149 "It didn't take long for me to pack . . ." and ending at page 153 ". . . but this sword wouldn't hurt them in any case".

  • Starting at page 160 "The rain kept coming down . . ." and ending at page 167 "We plunged into the woods as the rain poured down, the bus in flames behind us, and nothing but darkness ahead."

• Gist: Percy and his friends are attacked by the three Furies from the Underworld.

• Ask:

"What challenge does Percy face in chapter 10?" (The trio is attacked by the Furies on a bus.)

"What is his response to that challenge?" (Percy has a chance to escape using Annabeth's invisibility cap, but he instead finds a way to save his friends. He jerks the wheel of the bus off the road and fights the Furies with his sword, Riptide.)

"What might that reveal about this character?" (This shows that Percy is loyal and self-sacrificing. He chooses his friends over his own self-preservation.)

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

B. Introduce Theme - RL.6.2 (15 minutes)

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

"I can identify themes in The Lightning Thief."

MEETING STUDENTS' NEEDS

During Work Time B, provide a few short sentences that use the word theme in context. Build students' inductive learning abilities by encouraging pairs to develop working definitions of theme based on the way it is used in each sentence.

• Display and direct students' attention to the Determine Themes: The Lightning Thief anchor chart. Remind students of the definition they determined for theme during Opening B of this lesson (the message, or lesson, that an author reveals through a significant and repeated idea in a text). Record this definition on the anchor chart. Refer to the Determine Themes: The Lightning Thief anchor chart (example for teacher reference) as needed. Tell students they will be adding to this anchor chart in Unit 2.

• Tell students that a good way to determine a theme in a literary text is to ask the question, "What does a character or the narrator learn?"

• Explain that students will now participate in a movement activity to demonstrate their understanding of theme as distinct from main ideas or topics. Review the directions for the movement activity.

1. 1. You will be handed a card with a statement on it.

   2. Moving safely about the room, find a partner and read your statement to your partner.

   3. After reading, explain if your statement is a theme or main idea, followed by an explanation for your thinking. Pause to allow your partner to agree or respectfully disagree and follow up with his/her thinking.

   4. Listen respectfully as your partner takes a turn reading his/her statement, sharing his/her label of main idea or theme, and providing an explanation.

   5. Exchange cards and move on, finding a new partner, and repeating the process with your new statement card.

• Review expectations for moving safely and quietly about the classroom. Model the process with a confident student before beginning the protocol. Distribute the Theme vs. Main Idea Sorting Cards, one for each student.

• Circulate and monitor as students engage in the movement activity. Challenge students to justify their thinking in detailed explanations, and clarify any misconceptions that may arise.

• Refocus the whole group. Invite students who are holding a theme card to post their card on a prepared display using tape or thumbtacks. Invite students holding a non-theme card to post their statement in a different area of a prepared display.

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

MEETING STUDENTS' NEEDS

Annotate theme/main idea statements with small drawings that illustrate meaning. This support will help direct students' mental energy toward the goal of this activity (differentiating theme from main idea), rather than meaning-making.

A. QuickWrite: Theme in The Lightning Thief – RL.6.2 (5 minutes)

• Distribute and display QuickWrite: Theme in The Lightning Thief or QuickWrite: Theme in The Lightning Thief ▲. Allow students enough time to answer the given

prompt.

• Praise students for showing perseverance as they learned a new concept (theme) and applied it to a new skill (QuickWrite).

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

MEETING STUDENTS' NEEDS

Invite students to create sentence frames to support writing and speaking about theme. Encourage students who need heavier support to use the frames.

Provide sentence frames to support writing and speaking about theme.