A. Engage the Learner - RL.6.3 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 14.

• 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.

A. Generate Discussion Norms - SL.6.1b (5 minutes)

• Remind students of the practice Socratic Seminar they participated in during Lesson 13. Refocus students on the Discussion Norms anchor chart they began in that lesson.

• Create a chart with two columns at the bottom of the Discussion Norms anchor chart, with one labeled "Cue" and the other labeled "Response."

• Ask:

"How did either the group or you encourage someone else to clarify when you didn't understand? What questions can you ask when you don't understand what someone is saying?"

"How did you find out more about the ideas of others? What questions can you ask when you want to find out more?"

• As students share, capture their responses in the Response column at the bottom of the Discussion Norms anchor chart. Refer to the Discussion Norms anchor chart (example for teacher reference) as necessary.

• Ask:

"How can you respond when you are asked to clarify or to elaborate on an idea?"

• As students share out, capture their responses in the Response column at the bottom of the Discussion Norms anchor chart. Refer to the Discussion Norms anchor chart (example for teacher reference) as necessary.

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

MEETING STUDENTS' NEEDS

Introduce a mini lesson or provide resources that help students identify appropriate language for turn-taking. Common phrases like, "I see your point, and I'd like to add _____" or "I agree because _____" will help ease the cognitive demands of a class discussion.

B. Prepare for a Text-Based Discussion – RL.6.3 (25 minutes)

• Distribute and display the Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catcher or Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catcher ▲.

• Read, reread, and rephrase the prompt at the top of the note-catcher aloud for the group:

“How does Percy respond to challenges? What can we infer about his character?”

• Tell students that in this lesson, they gather evidence from The Lightning Thief in preparation for discussing this prompt as part of the End of Unit 1 Assessment. Ask them to retrieve their copies of The Lightning Thief, their gist statements, and their vocabulary logs.

• If productive, invite students to reflect on the text-based discussion question and ask clarifying questions before digging into the text for evidence. ▲

• Tell students they have the option of working alone or with a partner to complete their note-catchers. Emphasize that as this contains a personal response, students may wish to do this alone, but invite those who want to work with someone to move to a certain area of the room to pair up with someone else who wants to work with a partner. Invite students to verbally “complete” the note-catcher in home language groupings. They can then focus on writing notes in their home language or English, or making sketches as placeholders, and finally discussing in English. ▲

• Direct students’ attention to the Work to Become Ethical People anchor chart. Focus students on empathy and respect, and remind them to attend to these habits of character as they work in their groups. Invite students to begin working.

• Circulate to support students in completing their Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catcher. Refer to Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catcher (example for teacher reference) as needed.

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

A. Peer Feedback – SL.6.1a (10 minutes)

• Invite students to pair up and share their Prepare for Text-Based Discussion: The Lightning Thief, Chapters 1–12 note-catcher, making additions and revising as necessary after seeing what their peer has done.

• Direct students’ attention to the Discussion Norms anchor chart they created in Lesson 13. Ask students to share with their partners the one norm they think will be the easiest for them during tomorrow’s discussion and the one that will be the most difficult. Invite them to work together to generate ideas about how to do better with the more difficult norms. If time allows, ask a few pairs to share their ideas. Use this sharing to start the next lesson before their discussion.

MEETING STUDENTS' NEEDS

Provide students with a list of guiding questions they can use to generate feedback for their peers on the Prepare for a Text-Based Discussion note-catcher.

Provide students with a short checklist and/or sentence frames that they can use to generate feedback for their peers on the Prepare for a Text-Based Discussion note-catcher.