A. Engage the Learner - L.4.1f (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 9.

• See Entrance Ticket: Unit 1, Lesson 9 (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.

A. Language Dive: The Lightning Thief, Page 96 – L.6.5 (10 minutes)

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

“I can use word relationships to determine meaning in The Lightning Thief.”

• Tell students they will now participate in day 1 of a two-day Language Dive to examine how relationships between words help us determine meaning.

• Reread aloud page 96 of The Lightning Thief.

• Focus students on the sentence:

“I thought about some of the kids I'd seen in the Hermes cabin, teenagers who looked sullen and depressed, as if they were waiting for a call that would never come” (96).

• Use the Language Dive Guide: The Lightning Thief, Page 96 (for teacher reference) and the Language Dive: The Lightning Thief, Page 96 sentence chunk strips to guide students through a Language Dive conversation about the sentence. Display and distribute the Language Dive: The Lightning Thief Page 96 note-catcher and colored pencils.

• See the Language Dive: The Lightning Thief, Page 96 note-catcher (example for teacher reference).

• During the Language Dive, continue to use Goal 1 Conversation Cues to gauge student comprehension, and encourage students to elaborate upon or clarify their responses. ▲

• Administer the Language Dive in small groups, and sit near students in need of most additional support. During the quick partner discussions embedded in the Language Dive, work directly with these students and monitor progress. ▲

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

B. Read The Lightning Thief, Chapter 7 Excerpt - RL.6.3 (15 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 93 "Word of the bathroom incident spread immediately . . ." and ending at page 100 ". . . I left her on the pier, tracing her finger across the rail as if drawing a battle plan"; and starting at page 105 "When everybody had returned to their seats . . ." and ending at page 106 ". . . I wish I'd known how briefly I would get to enjoy my new home."

• Gist: Percy settles into camp and gets to know Annabeth and Luke better.

• Ask:

"What challenge does Percy face in chapter 7?" (coming to terms with his father as a god)

"What is his response to that challenge?" (Percy is beginning to realize Annabeth may be telling the truth, but his emotions go back forth between wanting to believe that his father really loved his mother and is different from Annabeth's to being angry and resentful that his father has been absent.)

"What might that reveal about this character?" (Percy feels lost and unsure about whom to trust and what to think about the information he's trying to process.)

"In what ways did the characters demonstrate or not demonstrate a habit of character in this chapter?" (Possible response: Percy demonstrates empathy when Annabeth sadly explains that she has no contact with her immortal mother or her mortal father.)

C. Complete Text-Dependent Questions: The Lightning Thief, Chapter 7 – L.6.4 (10 minutes)

• Distribute Text-Dependent Questions: The Lightning Thief , Chapter 7 or Text-Dependent Questions: The Lightning Thief, Chapter 7 ▲.

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

“I can determine the meanings of unfamiliar words and phrases in chapter 7 of The Lightning Thief.”

MEETING STUDENTS' NEEDS

Before Work Time C, if time allows, challenge students to generate their own text-dependent questions before reviewing those written for the lesson. This gives students an opportunity to practice syntax and demonstrate their comprehension and critical thinking.

• Before inviting students to begin responding to the questions, briefly review the language question posted at the beginning of the lesson. Redirect them to the activity, and ask:

“What is a complete sentence?” (a group of words that contains a subject and a predicate and that expresses a complete thought)

“Why is this a fragment and not a complete sentence?” (because it does not contain a subject and a predicate)

“How might you turn this fragment into a sentence?” (Answers will vary, but should include a subject and predicate. E.g., “Percy and his friends were hanging out back at Cabin 11” or “Back at Cabin 11, everyone was talking.”)

MEETING STUDENTS' NEEDS

To support student comprehension of the Language Dive in Work Time A, provide students with examples of uses of the focus structure as if in other contexts.

• Remind students that whenever they write a sentence, it must contain a subject and a predicate and express a complete thought. Tell students to keep this in mind as they answer the text-dependent questions.

• Invite students to work in their reading triads to answer the questions. Circulate to support students as needed.

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

A. Review Text-Dependent Questions for Chapter 7 - L.6.4 (5 minutes)

• Invite students to share their responses to the text-dependent questions. Refer to Text-Dependent Questions: The Lightning Thief , Chapter 7 (answers for teacher reference).

• Use any common misconceptions or errors as whole group teaching points.