A. Engage the Learner - RL.6.4 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 6.

• See Entrance Ticket: Unit 1, Lesson 6 (for teacher reference).

• 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 phrase research reading (reading books on the topic to find out more information). Record on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

B. Share QuickWrite – RL.6.9 (5 minutes)

• With an elbow partner, invite students to read aloud their QuickWrite: Connections between The Lightning Thief and “Why Ancient Greek Mythology Is Still Relevant Today” (from Unit 1 homework).

• Direct students to share one star (something the writer did well) and one step (something the writer could improve upon) with their partner. Remind students of the habits of character respect and empathy, as needed.

• If some ELLs are feeling uncertain about their performance on the homework, allow them to use their time with their partner to share questions, rather than insights. ▲

• Refer to the QuickWrite: Connections between The Lightning Thief and “Why Ancient Greek Mythology Is Still Relevant Today” (example for teacher reference) for guidance.

A. Read The Lightning Thief, Chapter 4 Excerpt - RL.6.1 (15 minutes)

• Repeated routine: Read aloud the selected excerpt, using the 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.

MEETING STUDENTS' NEEDS

During Work Time A, encourage ELLs to try a new reading approach (e.g., reading independently if they often read in groups or with support, reading silently if they often read aloud), in order to improve their flexibility and independence as readers. Relatedly, if students usually read their anchor texts in a pair or group with classmates of a more advanced proficiency level, change partners so students are placed in pairs of similar proficiency.

• Excerpt: Chapter 4 starting at page 48 "'Climb out the passenger's side!' my mother told me . . .'" and ending at page 56 "'. . . Silence, Annabeth,' the man said. 'He's still conscious. Bring him inside.'"

• Gist: Percy kills the minotaur that killed his mother.

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

B. Launch Independent Research Reading (15 minutes)

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

"I can select a research reading text that I want to read."

MEETING STUDENTS' NEEDS

During Work Time B, provide ELLs with a short list of websites they may want to use to locate an appropriate independent research reading text.

• Launch independent reading. There is a suggested independent reading launch in the Independent Reading Sample Plans. Urge students to choose a text before the end of the lesson.

• At the end of 5 minutes, distribute independent reading journals.

• Tell students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

• Display the independent reading pages of the Unit 1 Homework Resources (for Families), and focus students on the information they need to record using the example on the same page.

MEETING STUDENTS' NEEDS

During Work Time B, provide ELLs with a short list of prescreened, level-appropriate options, with titles and short synopses, from which they can choose the text they want.

• Model how to log independent reading without the prompt. Explain that they will log their research reading in the front of the book and choice reading in the back. Ensure that students understand the difference between independent research reading (topical texts) and choice reading (any texts they want to read).

• Explain that they will respond to a prompt for homework in the front of their journals, and show students where to find the prompts in the homework resources document.

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

A. Reflect on Habits of Character (5 minutes)

• Direct students' attention to the Work to Become Ethical People anchor chart.

• Read aloud the habit of character recorded:

"I behave with integrity: This means I do the right thing even when it is hard."

• Turn and Talk:

"What does integrity mean, in your own words?" (Responses will vary.)

"What does integrity look like? What might you see when someone is showing integrity?" (Responses will vary.)

"What does integrity sound like? What might you hear when someone is showing integrity?" (Responses will vary.)

"How will you show integrity while working on your independent research reading?" (Responses will vary. Possible response: I will keep up with my reading, even though it won't be checked every day.)

• As students share, record their responses in the appropriate column on the Work to Become Effective Learners anchor chart. See Work to Become Ethical People anchor chart (example for teacher reference).