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

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 7. Students will also need a dictionary.

• 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.

• Remind students they have seen this learning target before; it is the essay prompt they are going to be working on in the next half of the unit.

• Turn and Talk:

"What do you think you will be doing in this lesson based on these learning targets?" (reading the next chapter of The Lightning Thief and then watching a scene from the film to compare it to the novel.)

"Why are we doing this? How is it meaningful to you? How will it help you to be successful?" (This will give us practice in viewing the same ideas from various perspectives and thinking critically about why people approach the same content in different ways.)

A. Read The Lightning Thief, Chapter 16 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.

• Excerpt: starting at page 257 "We must have taken a wrong turn . . ." and ending at the end of the chapter on page 265 "One day to complete our quest."

• Gist: Percy learns the full story of Thalia's death while traveling in a truck with abused animals. The trio ends up trapped in the Lotus Casino in Las Vegas, where time moves slowly. They lose five days of their trip there.

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

B. Compare and Contrast Text and Film Scene – RL.6.7 (15 minutes)

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

“I can compare and contrast what I see and hear when I read the text to what I perceive when I watch the same scene of the film.”

• Remind students that when we read, we often get an idea in our minds of what characters look like or how they are supposed to act. We imagine scenes and settings. Directors, actors, and even the screenwriter make decisions about how a novel or even a play with a script will be portrayed on screen, including changing things dramatically on occasion. After identifying what is the same and different, students will evaluate the impact of those similarities and differences on the reader/viewer. Remind them that to evaluate means to judge.

MEETING STUDENTS' NEEDS

After viewing the film scene during Work Time B, invite ELLs who need lighter support to briefly summarize the scene for the class. This will provide additional language practice to students with higher language abilities, as well as offer additional support to the ELLs in the class who need heavier support.

• Distribute the Model Compare and Contrast: Film and Text, The Lightning Thief note-catcher or Compare and Contrast: Film and Text, The Lightning Thief note-catcher ▲.

• Point out that the writer used this organizer to help to gather evidence to support her thinking, which helps the reader trust the writer. People who read these essays want evidence so they can better understand the points being made.

• Emphasize that the essays they write, like the model, will be grounded in evidence so people will better understand them.

• Invite students to sit with their triads before viewing the film. Tell students they will view the scene from chapter 16, when Percy, Grover, and Annabeth enter the Lotus Casino (pages 242—265, and the Casino scene is on pages 257—265).

• Distribute and display Compare and Contrast: Film and Text: The Lightning Thief note-catcher.

MEETING STUDENTS' NEEDS

During Work Time B, give struggling students the option of beginning the Compare and Contrast Film and Text: The Lightning Thief note-catcher as homework and using class time in this lesson to reread relevant passages of the text, ask clarifying questions, and/or reflect upon or sketch their thoughts instead of write.

• Show the clip of the film, Percy Jackson and the Olympians: The Lightning Thief (Scenes 18–19, 1:10:16–1:20:07). As students watch, encourage them to record what they notice about what they see and hear.

• After watching, have students jot down their answers in the first two columns. Invite them to Turn and Talk with their triads as they work.

• See the Compare and Contrast Film and Text: The Lightning Thief note-catcher (example for teacher reference).

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 responsibility. This means I take ownership of my work, my actions, and my space.”

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

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

“What does responsibility sound like? What might you hear when someone is being responsible?” (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.

• Invite students to give examples of showing responsibility at school, home, or other environments of importance to them.

• Record responsibility 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. ▲