A. Engage the Learner – W.6.10 (5 minutes)

• As students enter the classroom, distribute Entrance Ticket: Unit 1, Lesson 2 or Entrance Ticket: Unit 1, Lesson 2 ▲ , and allow time for students to record their responses.

• Turn and Talk:

“What one word sticks out from the three learning targets as being the most important? Why?”

• Listen for a few exemplary responses to share with the whole class.

• Ask:

“What trends do you notice in your peers’ responses? Why might those same words be chosen repeatedly?” (Responses will vary, but will likely include: those are the words that best indicate what exactly we will be learning and what goals we will be working toward.)

• Direct students’ attention to the posted learning targets, and select a volunteer to read them aloud:

“I can show empathy and respect as I listen to my classmates.”

“I can find the gist of chapter 1 of The Lightning Thief.”

“I can determine the difference between academic and domain-specific vocabulary.”

• Focus students on the word gist. Use equity sticks to select students to share what they think it means. If they don’t know the meaning, share the strategies they could use to determine the meaning (context or dictionary). Support pronunciation by having students chorally repeat the word gist, and notice some of its sound properties (e.g., one syllable; a -st consonant cluster). ▲

• With students’ support, record the meaning of the word on the academic word wall with translations in students’ home languages (what the text is mostly about). Write synonyms or sketch a visual above each key term to scaffold students’ understanding. ▲

• Remind students that they did an in-depth discussion of the word respect in the previous lesson. Students may also point out the term domain-specific; explain that they will examine this term during Work Time C.

• Turn and Talk:

“What do you think you will be doing in this lesson based on these learning targets?” (reading the first chapter of the novel, determining what it is mostly about, and focusing on vocabulary)

“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (We will practice determining the most important parts of a new text and growing our vocabulary. These are skills we can use in all subject areas.)

B. Reflect on the Module Guiding Questions (5 minutes)

• Remind students that in the previous lesson they were introduced to the guiding questions for the module. Invite students to reread the Module Guiding Questions anchor chart.

• Explain that not all students will like Greek mythology or will have had positive experiences with religious references. Additionally, students may feel uncomfortable with the idea of Greek gods if acknowledgment of other deities goes against their religious beliefs. Create a safe space for students to express these views. Ensure students understand that it is okay to have different opinions.

• Remind students that for homework they were asked to reflect on what those guiding questions mean to them and how they feel about them. Sharing their reflections will be done in a respectful and empathetic environment.

• Focus students on the Work to Become Ethical People anchor chart.

• Read aloud the habit of character recorded:

"I show empathy. This means I understand and I share or take into account the feelings, situation, or attitude of others."

• Turn and Talk:

"Using the anchor chart as a guide, what does empathy mean, in your own words?" (thinking about how others might feel)

• Use the Think-Pair-Share protocol to discuss their ideas with a partner:

"What does empathy look like? What might you see when someone is showing empathy to someone else?"

"What does empathy sound like? What might you hear when someone is showing empathy to someone else?"

• See Work to Become Ethical People anchor chart (example for teacher reference).

• With empathy and respect in mind, invite any students who would like to do so to share their reflections with the whole group. This must be voluntary--if no one wants to share, that is okay.

A. Read The Lightning Thief, Chapter 1 Excerpt – SL.6.1 (20 minutes)

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

• Invite students to retrieve their copy of The Lightning Thief, and remind them of what they thought the text might be about.

• Explain that students will read only excerpts from the anchor text rather than complete chapters to ensure sufficient time for students to think and respond to the text. Consider inviting students who would like to read the rest of the chapter to do so for homework. If there is extended time for language arts, reading the entire chapter might be an option.

• Read aloud the selected excerpt, using the Text Guide: The Lightning Thief (for teacher reference) for comprehension and vocabulary questions as needed. As you read, students follow along, reading silently. Note that while students may read in small groups or individually in future lessons, students will benefit from this initial introduction to the text as a whole class.

  • Excerpt: Chapter 1 starting at page 8 “The class gathered on the front steps of the museum . . .” and ending at page 15 “ . . . Are you feeling alright?”

• Think-Pair-Share:

“What is the gist? What is this chapter mostly about?” Refer to the Gist Record: The Lightning Thief anchor chart (example for teacher reference) for guidance. (Responses will vary, but may include: Percy is “troubled,” dyslexic, and a demigod. Percy’s math teacher turns into a winged monster and attacks him. His Latin teacher and a friend who saw the attack act as if nothing happened.)

MEETING STUDENTS' NEEDS

During Work Time A, challenge students to compare the gists they have written to the provided summaries of chapter 1. Encourage students to note differences in style and content. In pairs, students can speculate about the content of the chapter beyond the excerpts. This exercise will increase students' engagement in their own reading and heighten the extent to which they notice difference.

• Invite a student to paraphrase the key points in more comprehensible language for those who need heavier support. ▲

• Model recording gist (key words, not full sentences) on a sticky note, and invite students to do the same, sticking them at the front of the chapter for quick reference. Students will also benefit from adding the chapter number and their initials on the sticky note for easier materials management.

• Remind students that their goal is to understand what the story is mostly about, and it is okay if there are parts they don’t quite understand yet.

• Use the Synopsis: The Lightning Thief , Chapter 1 to review and note key details for the entire chapter. This will help to complete students’ understanding of the events of this chapter, especially if they are not able to complete the reading of the full chapter.

• Give students 1 minute to silently reflect on the text. Encourage them to consider how the chapter made them feel. They can write or sketch, or just sit and think. If students need additional support, provide a few examples of possible feelings (e.g., confused, excited, curious) they may have experienced after reading from chapter 1. ELLs can then choose one of the feelings and draw it or write about it in more detail. ▲

MEETING STUDENTS' NEEDS

During Work Time A, highlight key portions of chapter 1 or provide students with a few simple guiding questions (e.g., Who is Percy Jackson? What does he do? Whom does he talk to?). These supports will hone student attention to more important parts of the chapter.

• Direct students’ attention to the Work to Become Ethical People anchor chart, and review respect and empathy as needed before inviting students to share their reflections if they choose.

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, Thumb-O-Meter. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

B. Launch Vocabulary Logs – L.6.4 (10 minutes)

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

“I can determine the difference between academic and domain-specific vocabulary.”

• Distribute vocabulary logs and several copies of the Academic and Domain-Specific Vocabulary form or Academic and Domain-Specific Vocabulary form ▲ . Using glue sticks, direct students to add their vocabulary forms into their logs (see In Advance section).

• Invite students to read through the definitions of academic vocabulary and domain-specific vocabulary at the top of the vocabulary form.

• Invite students to record the words reviewed so far in the first two lessons (infer, notice, wonder, respect, mythology, gist, and empathy) in the first column of their vocabulary logs.

• Move students into partnerships. Model filling in the other three columns for the first word by recording a preliminary definition of the word based on context, then checking the answer in a dictionary. Invite students to add the remaining words to their vocabulary logs, working with their partners to complete all columns.

• Note that not all students will be able to complete the Translation column. Encourage native English speakers to record translations provided by their peers. ▲

• Direct students to distinguish between academic and domain-specific words by marking academic vocabulary with a star. Circulate to monitor for correct definitions and notations.

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, Thumb-O-Meter. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS

Adapt work with the vocabulary log in Work Time B by adding other elements that may further help students develop their knowledge of a word. Examples may include:

• • Pronunciation: How do you say this word?

  • Forms of the word: What are the different forms of the word?

  • Translation and cognate: What is the translation in your home language? Does the word look like a similar word in your home language?

  • Synonyms and antonyms: What words have a similar meaning? What words have the opposite meaning?

  • Collocations: What other words are commonly used with the word?

  • Showing sentences: Where else have you read or heard this word? What does it mean in the new sentence? Provide students with answers to some of these questions for the new vocabulary words of Lesson 2 (e.g., gist, empathy), so that students have an example to work from.

A. Reflect on Academic Mindsets (5 minutes)

• Remind students that they reviewed the words empathy and respect in this and the previous lesson.

• Incorporate reflection on and awareness of the following academic mindset: "I belong in this community."

• Ask:

"How do empathy and respect help you feel a sense of belonging in this classroom community?" (Possible response: When my classmates listen to me and show they understand my feelings, I feel like I have a safe place in this classroom.)

"Why is it important that each of us feels we belong in this community?" (Possible response: We can't learn if we don't feel safe and comfortable.)