A. Engage the Learner – RL.6.4 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 1.

• 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.

• Invite students to paraphrase the word criteria using familiar synonyms or simple definitions. ▲

• Turn and Talk:

“What is the purpose of having criteria for something?” (We use criteria to figure out if something is of quality.)

“Why would we create criteria for a presentation?” (Since we are going to create our own presentations, we need to know how to write a quality slideshow. By creating criteria, we will know what to include in our own presentations.)

• Remind students that during this unit, they complete the performance task, which is a presentation in which they’ll share their research and their narratives that they’ll work on during this unit. Explain that during this lesson, they’ll see an example of a slideshow and unpack the criteria for an effective presentation. Then in Lessons 2 and 3, they’ll work on research. Starting in Lesson 5, they’ll work on their narratives, in which they will use their research to create a new character and rewrite a scene from The Lightning Thief from that character’s point of view, and they will return to the presentation creation in Lesson 10.

• Tell students that before they begin analyzing a model presentation for its effectiveness, they’ll first read another chapter of the novel.

A. Read The Lightning Thief, Chapter 19 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: Start on page 310 ("I fought the feeling and stepped forward . . .") to the end of the chapter of page 319.

• Gist: Grover's magic shoes start to fly him down the entrance to Tartarus; he barely escapes. The trio meets Hades. The master bolt mysteriously ends up in Percy's backpack. Hades offers to trade Percy's mother for the helm of darkness. Percy uses the three magic pearls to escape Hades with his friends, leaving his mother behind.

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

B. Analyze Performance Task Model - SL.6.5 (10 minutes)

• Distribute the Performance Task anchor chart handout. Focus students on the displayed Performance Task anchor chart. Remind students what the Performance Task asks of them since it has been a while since they first discussed it at the start of Unit 1.

• Distribute and display the Model Performance Task Slideshow printout.

• Instruct students to work with a partner to examine a printout of the Model Performance Task Slideshow for the criteria listed on the Performance Task anchor chart. Model how to annotate the printout for the characteristics listed on the Performance Task anchor chart. Let students know they should be prepared to share these observations after the presentation.

MEETING STUDENTS' NEEDS

During Work Time B, incorporate additional graphics and visuals into the Performance Task Model in order to reduce the cognitive load for ELLs who may not be familiar with some of the phrases and imagery in the model (e.g., carries a poppy stem and a branch dripping in water; has wings sprouting from around his eyebrows; modern sporty clothing).

• Use a total participation technique to invite responses from the group:

"What characteristics on the anchor chart do you see done well in the model? What evidence from the model supports your thinking?" (Responses will vary.)

• Ask:

"Based on what you see in the model, what kind of information will you need to research in order to be able to create a presentation like this?" (We need to choose and research another Greek god, we need to understand their origins and parents as well as their powers or special attributes and any important parts of their stories. We need to also keep track of where we get that information.)

• Record student responses on the board as they share answers, and direct students to copy the list from the board on their Model Performance Task Slideshow printout. Remind them they will use this to help them as they begin their research in Lesson 3.

MEETING STUDENTS' NEEDS

During Work Time B, ELLs may struggle to interpret the text on the Performance Task Model, which is bulleted and often drops the subject (e.g., likes to sleep [a lot]; carries dried plants). Provide students with an additional handout that includes the presentation language alongside complete sentences (e.g., Parker Riley likes to sleep [a lot]; Parker Riley carries dried plants). This will illustrate the repetitiveness of including subjects and better acquaint students with the structural norms of presentation language. Students should also be encouraged to annotate this handout with additional notices or wonderings.

• Explain that looking at these sample slideshow slides and notes right now will help them as they begin their research into another Greek god for their character development, which will begin in the next lessons. Later, they'll examine a model narrative scene and a modeled delivery of the presentation to further prepare for the performance task.

A. Share Independent Research Reading - RI.6.10 (10 minutes)

• Refer to the Independent Reading: Sample Plans to guide students through a research reading share, or use your own routine.

• Remind students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.