A. Engage the Learner – L.6.4 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 13.

• With student support, record the meaning of the word impertinent on the academic word wall with translations in students’ home languages. Write synonyms or sketch a visual above each key term to scaffold students’ understanding. ▲

• Invite students to record impertinent in their vocabulary logs.

• Explain that the word impertinent is one they will encounter in chapter 11 of The Lightning Thief and will continue to work with later in today’s lesson.

• 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 norms (something that is usual, typical, or standard). Record on the academic word wall with translations in home languages, where appropriate ▲, and invite students to record in their vocabulary logs.

A. Read The Lightning Thief, Chapter 11 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 178 "She whipped . . ." and ending at page 184 "'. . . It can still petrify you.'"

• Gist: The trio goes to a garden store where they meet Aunty Em, or Medusa. She has the power to turn people to stone statues with her eyes. Medusa attacks them and Percy decapitates her, mailing her head back to Mount Olympus.

• Ask:

"What challenge does Percy face in chapter 11?" (He encounters Medusa, who can turn people into stone with her eyes.)

"What is his response to that challenge?" (At first, Percy thinks the best of Aunty Em and doesn't see any signs of possible trouble. Once the trouble is revealed by Annabeth, however, Percy hides until Annabeth convinces him he can do something. He, with some difficulty, does finally act and is able to stop Medusa.)

"What might that reveal about this character?" (Percy lacks confidence in himself and seems to rely on his friends to help him. He wants to be helpful, but he doesn't always believe in himself. His success in this situation gives him some new confidence.)

"In what ways do or don't the characters demonstrate the habits of character?" (Percy and his friends show perseverance when they face Medusa and don't give up fighting her even though she is a powerful immortal.)

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

B. Generate Discussion Norms - SL.6.1b (15 minutes)

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

"I can generate norms for a productive discussion."

MEETING STUDENTS' NEEDS

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

• Explain that students are going to participate in and then observe short discussions to help them think about possible norms for a productive discussion.

• Direct students' attention to the prompt, and then read it aloud, reminding them that the lesson began with the word impertinent:

"At the end of chapter 11, Percy says, 'I am impertinent' (186-187)."

"Given your understanding of Percy over these eleven chapters, to what extent do you agree or disagree: Is Percy Jackson impertinent? Use several pieces of evidence from the text to support your response."

• Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allocated time to respond and then to discuss to build deeper understanding.

• Reconvene the whole group, and then facilitate an abbreviated and modified Socratic Seminar, by inviting the preselected small group of students to discuss the prompt in front of the rest of the class for about five minutes. Students who are observing should track what they notice and wonder about the discussion.

• Socratic Seminar:

1. 1. Situate students physically creating an inner circle and an outer circle. The inner circle will engage in the discussion while the outer circle observes, preparing to provide specific and helpful feedback.

   2. Discussion with the open-ended question designed to provoke inquiry and diverse perspectives.

   3. All students should be involved and should make sure others in the group are drawn into the discussion.

   4. The discussion proceeds until you call time. At that time, the group debriefs its process. The outer circle members give their feedback to the inner group students.

• Explain that, for the end of unit assessment, there will not be an inner and outer circle; this modification is being used for this lesson for the purpose of modeling the process and receiving feedback.

• Invite students to share their responses to the following questions:

"What did the group do well when discussing? What did you and your partner do well when you were discussing the prompt? What should we be mindful of whenever we participate in group discussions? Why?"

MEETING STUDENTS' NEEDS

Some ELLs may find it useful to have additional representations to visualize and reinforce the discussion norms. Provide role-play opportunities using the cues and responses generated by the class.

• As students share, capture their responses on the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example for teacher reference) as necessary.

• Continue having students reflect by asking the following:

"How could the group or you have improved the discussion? Are there any norms we could add to make our collaborative discussions more effective?"

• As students share, capture their responses on the Discussion Norms anchor chart.

• Explain that they'll continue to prepare for the discussion in the next lesson, and they'll continue to practice and build their understanding about effective discussion throughout the module.

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

A. Reflect on Academic Mindsets (5 minutes)

• Incorporate reflection on and awareness of the following academic mindset: "My ability and competence grow with my effort."

• Ask:

"What does competence mean, in your own words?" (the ability to do something successfully)

"Can you give an example when you put in effort and strengthened your competence in an area?" (Possible response: practicing a sport or musical instrument to become proficient.)

"What was the purpose of practicing and reflecting on a Socratic Seminar today?" (to get better at it so that we will be more successful, or competent, when we get to the assessment)

MEETING STUDENTS' NEEDS

As students reflect on academic mindsets, invite them to notice possible affixes within the word competence. This will help students better integrate their language skills across different tasks and lessons.