A. Engage the Learner - RL.6.2 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 4.

• 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.

• Turn and Talk:

"What do you think you will be doing in this lesson based on these learning targets?" (reading the next chapter in The Lightning Thief and looking for common themes between the novel and the Greek myths we have been reading)

"Why are we doing this? How is it meaningful to you? How will it help you to be successful?" (We are strengthening our skills as readers by drawing connections between texts and looking for universal themes that we might apply in our personal lives.)

A. Read The Lightning Thief, Chapter 15 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.

• Excerpts:

  • Starting at page 226 "Then it struck me . . ." to page 229 ". . . Don't disappoint me."

  • Starting at page 231 "We continued searching . . . " to page 239 ". . . rocketed through the darkness."

• Gist: The trio meet Ares, the god of war, who offers them a ride to LA if Percy can retrieve Ares's shield from a local water park. It turns out to be a trap set by Aphrodite's jealous husband, Hephaestus, trying to catch her cheating with Ares.

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

B. Compare and Contrast Themes: Greek Myths and The Lightning Thief – RL.6.9 (15 minutes)

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

“I can compare and contrast the approach to similar themes in The Lightning Thief and Greek Myths.”

• Distribute and display Compare and Contrast Themes: Greek Myths and The Lightning Thief note-catcher or Compare and Contrast Themes: Greek Myths and The Lightning Thief note-catcher ▲. Read the directions aloud, and clarify any questions.

MEETING STUDENTS' NEEDS

Before Work Time B, challenge students to review aloud the difference between main ideas and theme. Invite ELLs who need lighter support to generate examples of main ideas and themes. These examples can be shared with ELLs who need heavier support for further reference or practice.

If time allows, give students two to three minutes to read the Compare and Contrast Theme : Greek Myths and The Lightning Thief note-catcher ▲ before moving them into pairs to complete it. This will allow students some needed processing time to prepare for a challenging task.

• Have students retrieve and refer to the following to help them complete this task:

  • Entrance Ticket: Unit 2, Lesson 4

  • Compare and Contrast Themes: “Theseus and the Minotaur” and The Lightning Thief (homework from Unit 2, Lesson 2)

  • Close Reading Culminating Task: “Theseus and the Minotaur”

  • Close Reading Jigsaw: Greek Myths note-catcher

  • Compare and Contrast Themes: Greek Myths and The Lightning Thief (homework from Lesson 3)

• Have students move into preassigned pairs and complete the Compare and Contrast Themes: Greek Myths and The Lightning Thief note-catcher. Refer to Compare and Contrast Themes: Greek Myths and The Lightning Thief note-catcher (example for teacher reference) as needed. If appropriate, assign particular pairs to complete particular themes.

• After 10 minutes, cold call pairs to share out one piece of evidence they recorded.

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

A. Reflect on Habits of Character (5 minutes)

• Focus students on the Work to Become Effective Learners anchor chart. Explain that it says at the top that effective learners are people who develop the mindsets and skills for success in college, career, and life.

• Read aloud the habit of character recorded:

“I take initiative. This means I notice what needs to be done and do it.”

• Invite students to Turn and Talk to a partner. Then cold call students to share:

“What does initiative look like? What might you see when someone is showing initiative?” (See Work to Become Effective Learners anchor chart [example for teacher reference].)

“What does initiative sound like? What might you hear when someone is showing initiative?” (See Work to Become Effective Learners anchor chart [example for teacher reference].)

• As students share, record their responses in the appropriate column on the Work to Become Effective Learners anchor chart.

• Ask:

“How did you show initiative during today’s lesson?” (Possible response: While working in groups on the Compare and Contrast Themes: Greek Myths and The Lightning Thief note-catcher, I showed initiative by staying on task and getting the work done.)

• Record initiative on the academic word wall. Invite students to add translations of the words in their home languages in a different color next to the target vocabulary. ▲