A. Engage the Learner – L.6.4b (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 1. Students will also need their affix lists and a dictionary.

• Ask students to hold up the number of fingers on one hand to match the word they think doesn’t fit. Call on a few students to share their reasoning for their choice.

• Direct students to add the prefix in- to their vocabulary logs as well as the four words from the warm-up question containing the prefix.

• 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 word summary (a short statement of main points). Record on the academic word wall with translations in home languages, where appropriate, ▲ and invite students to record words in their vocabulary logs. If needed, post definitions, synonyms, examples, and/or visual representations of the word summary. ▲

• Turn and Talk:

“What do you think you will be doing in this lesson based on these learning targets?” (Reading from the next chapter in The Lightning Thief and determining what messages or lessons are conveyed through the text. We will also begin looking at the characteristics of summary writing.)

“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (Discussing theme offers the reader life lessons that he or she may find meaningful. Also, models provide guidance for students to create their best work.)

A. Read The Lightning Thief, Chapter 13 Excerpt - RL.6.1 (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.

MEETING STUDENTS' NEEDS

During Work Time A, provide an opportunity for students to review the strategies they used in Unit 1 to identify the gist of a chapter of The Lightning Thief and to develop working definitions of unknown vocabulary words. Remind them to use these strategies when completing the text-dependent questions in Work Time B

• Excerpt: Starting at page 203 "The Arch was about a mile . . ." and ending at page 211 ". . . I plummeted toward the river."

• Gist: The trio ends up on the top of the St. Louis Gateway Arch being attacked by Echidna, the Mother of Monsters, and her son, Chimera. Percy jumps off the Arch into the Mississippi River to escape.

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

B. Analyze Theme: The Lightning Thief, Chapter 13 – RL.6.2 (10 minutes)

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

“I can determine a theme and how it is conveyed through details in chapter 13 of The Lightning Thief.”

• Distribute and display Text-Dependent Questions: The Lightning Thief, Chapter 13 or Text-Dependent Questions: The Lightning Thief, Chapter 13 ▲.

MEETING STUDENTS' NEEDS

Some of the text-dependent questions in Work Time B, especially question 5, require a considerable amount of reading. Since the goal of this question is to identify an effective summary and not to demonstrate reading ability, provide additional support as needed (e.g., by reading each option aloud to students.)

• Students work with their reading groups to complete the text-dependent questions. Let them know they should be prepared to share their responses. As students work, continue to circulate and support them as needed, pushing them back into the text for evidence to support their responses.

• Refocus the whole group.

• Briefly go through each text-dependent question, and cold call students to share their responses with the whole group. Refer to the Text-Dependent Questions: The Lightning Thief, Chapter 13 (answers for teacher reference) as necessary.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their responses to the text-dependent questions by giving examples:

“Can you say more about that?”

“Can you give an example?”

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

C. Analyze a Model Summary – RL.6.2 (10 minutes)

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

“I can analyze a model to identify characteristics of an effective summary.”

• Distribute and display the Analyze a Model Summary note-catcher or Analyze a Model Summary note-catcher ▲.

MEETING STUDENTS' NEEDS

During Work Time C, as students complete the Analyze a Model Summary note-catcher, challenge ELLs who need lighter support to iterate aloud the distinction they see between the questions "What is this sentence saying?" and "What is this sentence doing?" Expressing their understanding of this small difference (i.e., literal meaning of the sentence vs. function of the sentence in the structure of the paragraph) will solidify their own understanding of the questions on the note-catcher. These students should also be invited to share their comments with ELLs who need heavier support.

• Read aloud the model as students follow along, reading silently. Remind students they have just seen this paragraph as part of the text-dependent questions.

• Focus students on the first sentence of the summary.

“What is this sentence saying?” (This sentence says that this paragraph will be about chapter 13 of The Lightning Thief. Chapter 13 is when the trio arrive in St. Louis as part of their train trip to Denver.)

“What is this sentence doing? What is its function in the paragraph?” (This sentence introduces the text and the central idea of the chapter.)

• Record student answers in the first row of the table on the displayed Analyze a Model Summary note-catcher. Refer to the Analyze a Model Summary note-catcher (example for teacher reference) for guidance.

• Invite students to work in pairs to do this for each of the remaining sentences.

• After 3 minutes, refocus whole group and use total participation techniques to select students to share the function of each sentence with the whole group.

• Point students to the second question on the Analyze a Model Summary note-catcher.

• Think-Pair-Share:

“Given your analysis above, generate a list of characteristics for an effective summary.”

• As students share out, record their responses on the Criteria for an Effective Summary anchor chart. Refer to the Criteria for an Effective Summary anchor chart (example for teacher reference) for guidance.

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

A. Reflect on Academic Mindsets (5 minutes)

• Incorporate reflection on and awareness of the following academic mindset: "My ability and competence grow with my effort."

• Turn and Talk:

"How does our work with the model summary relate to this academic mindset?" (Analyzing a model is the first step in understanding a new skill. Putting in the effort now to analyze a model will help strengthen our ability to write a summary later.)

"Which of the habits of character most closely match the idea stated in this academic mindset? Explain your reasoning." (Possible response: This academic mindset matches "I show perseverance." Both statements recognize that learning a skill is a challenge that takes time and effort.)