A. Engage the Learner – L.6.5a (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 7.

• See Entrance Ticket: Unit 1, Lesson 7 (for teacher reference).

• Explain that students will use this resource later in the 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 phrase figurative language (not meant to be interpreted in a literal way; represented by means of a symbol, figure, or image). 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 5 Excerpt - RL.6.1 (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.

MEETING STUDENTS' NEEDS

Visuals are likely to amplify understanding of figurative meanings. Encourage students to draw pictures that represent figurative meanings of familiar words that represent connections across figurative and literal meanings. For example, the word reflection has a literal meaning (e.g., an image that we can see in a mirror, in water, or on a shiny surface) that may be connected to its figurative one (through written reflection, we "see" ourselves and our ideas). Encourage students to consider and explore these links. This will support vocabulary knowledge as students establish connections across denotations.

• Excerpt: Chapter 5 starting at page 62 "Down at the end of the porch, two men sat across from each other at a card table . . ." and ending at page 71 ". . . Mr. D turned to me. 'Cabin eleven, Percy Jackson. And mind your manners.'"

• Gist: Percy wakes up at Camp Half-Blood and learns he is a demigod.

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

B. Figurative Language: The Lightning Thief, Chapter 5 – L.6.5a (15 minutes)

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

“I can interpret figurative language in The Lightning Thief.”

MEETING STUDENTS' NEEDS

Provide students with pre-drawn sketches that represent figurative meanings of familiar words.

Ensure that ELLs have access to examples and definitions of techniques used to create figurative language (e.g., simile, metaphor, personification, and idiom) that they can refer to later. Display a chart with examples.

• Remind students of the question from Entrance Ticket: Unit 1, Lesson 6. Direct students to this sentence at the bottom of page 61. Invite students to share their sketches with a partner.

• Think-Pair-Share:

“What is a valley?” (land between mountains or hills)

“The text describes the valley as ‘marching.’ What does marching mean?” (walking steadily in step with others)

“So what does it mean when it says the valley is marching? Is the valley actually walking? Can land walk?” (The valley isn’t actually walking because land can’t walk. It means that as Percy looks down the valley, he can see the valley ends in water.)

“What kind of language is this? Why did the author choose to use it?” (figurative, because it helps paint a picture of what Percy can see)

• Revisit the definition of figurative language from the Engage the Learner portion of this lesson.

• Group students into predetermined triads. Display and distribute the Analyze Figurative Language note-catcher or Analyze Figurative Language note-catcher ▲. Read through the types of figurative language in the first column. Remind students that many of these types of figurative language are familiar to them from work in previous grades.

• Invite students to help complete the empty column on the chart for “Personification” as a model. Refer to the Analyze Figurative Language note-catcher (example for teacher reference).

• Invite triads to work together to infer the meaning of the figurative language example.

• Circulate to identify any misconceptions referring to the Analyze Figurative Language note-catcher (example for teacher reference).

• After 10 minutes, refocus the group. Invite students to share their responses, and clarify any misconceptions. Refer to Analyze Figurative Language note-catcher (example for teacher reference).

• If productive, use Goal 1 Conversation Cues to encourage students to expand their ideas.

“Can you say more about that?”

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

A. Exit Ticket: Personification - L.6.5a (5 minutes)

• Provide each student with a sticky note.

• Ask students to write an example of personification on the sticky note. Remind students that the personification example cannot be one already discussed during class.

• Cold call students to share, and collect the sticky notes to check for understanding.