A. Engage the Learner – RL.6.3 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 5.

• Once all students have arrived, discuss student answers to the question and explain that they’re reviewing this now since they will be working with that section later in this lesson.

• 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 narrative (a story). Record on the academic word wall with translations in home languages, where appropriate, ▲ and invite students to record in their vocabulary logs.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their ideas about the word narrative by giving examples.

“Can you say more about that?”

“Can you give an example?”

• Turn and Talk:

“Why would we identify characteristics of an effective narrative?” (Since we are going to write our own narratives, we need to know how to write a quality narrative. By identifying characteristics, we will know what to include in our narrative.)

• Tell students that before they begin planning their narratives, they will look at a model of a narrative that reimagines the scene from pages 206–211 that they just reread and think about the characteristics of it, but first they’re going to read from another chapter of the novel.

A. Read The Lightning Thief, Chapter 20 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 321 ("It was a trick, I said . . ."), and read up to page 332 (". . . smoke-filled sky, and disappeared").

• Gist: Back in L.A., Ares admits that the shoes and backpack were enchanted. Percy was supposed to die to enrage Poseidon. Hades would be found with the bolt, angering Zeus. Percy fights Ares; the Furies watch and realize Percy really isn't the thief. The trio heads back to Mount Olympus to determine the true thief and stop the war.

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

B. Analyze a Model – W.6.3 (15 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 narrative.”

• Distribute the Model Narrative: “Greek God: Hypnos” or Model Narrative: “Greek God: Hypnos” ▲ to each student. Remind students that they will analyze this model to help them write their own narrative that reimagines a scene from The Lightning Thief from the perspective of a new demigod character that they create for the end of unit assessment. Students will read the model narrative to determine the gist of the story and to identify characteristics of an effective narrative.

MEETING STUDENTS' NEEDS

During Work Time B, provide students with a brief synopsis of the St. Louis Arch scene as it is written in the book (this scene begins on page 206). This can be in the form of a short paragraph, timeline, or list of key sentences. This information will reduce memory demands, easing the cognitive load for ELLs as they interpret the model narrative.

During Work Time B, instead of asking students to identify similarities and differences in the language of The Lightning Thief and Model Narrative: "Greek God: Hypnos," present students with a few preselected pairs of sentences from the two texts. Some sentence pairs should illustrate language borrowed from the text of the novel; other pairs should show difference. Encourage students to underline, color-code, or write questions about the sentence pairs. This scaffolded alternative lessens the amount of reading students are expected to do, while honing their attention to the most critical parts of the task.

• After reading the model narrative, use a total participation technique to invite responses from the group:

“What is the gist of this text? What is it mostly about?” (This narrative describes the moment at the top of the St. Louis Arch, but from the perspective of a new character.)

• Record the gist on the board. Direct students to record the gist in their notebooks.

• Using a total participation technique, invite responses from the group:

“Who is the narrator, and what special powers does she have?” (Parker, daughter of Hypnos; putting people to sleep)

“What do you notice about this new scene and the original scene?” (Some sections are taken word for word from the scene in the novel, and some sections are new. The novel scene is from Percy’s point of view, but this new scene is from Parker’s point of view.)

• Invite students to underline the parts of the model narrative that establish the narrator and to put a star next to paragraphs that borrow text from the novel.

• Remind students to check the Work to Become Ethical People anchor chart before they share. Using a total participation technique, invite responses from the group:

“Which parts of the text did you label to show it establishes the narrator? What details in the text make you think so?” (Responses will vary, but may include: “While my father, Hypnos, wasn’t a warrior like some of the others, I did inherit some skills from him that might help Percy if he got into trouble. Putting people to sleep can sometimes come in handy”; or “I had to pull myself together to protect Percy and the innocent tourists. Trying to be inconspicuous, I felt in my pocket for my drawstring bag of sleeping powder, a combination of dried jasmine, lavender, and valerian root, one of the few tips my father took the time to teach me.”)

“Which parts of the text did you label to show the text that comes from the novel? What details in the text make you think so?” (Responses will vary, but may include: There is borrowed text from the novel—sometimes a small piece and sometimes the whole paragraph—in every paragraph of the sample except for 3, 9, 13, 17, 18, and 19.)

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

A. Debrief: Narrative Writing Checklist – W.6.3 (5 minutes)

• Distribute and display the Narrative Writing checklist. Invite students to read the checklist to themselves.

• Using a total participant technique, invite responses from the group:

“What do you notice about this checklist? What do you wonder?” (Responses will vary.)

• Then, use a total participation technique to invite responses from the group:

“What characteristics on this checklist do you see done well in the model? What evidence from the model supports your thinking?” (Responses will vary.)

• If productive, cue students to listen carefully and seek to understand, and then to explain why a classmate came up with a particular response:

“Who can tell us what your classmate said in your own words?” (Responses will vary.)

“Who can explain why your classmate came up with that response? I’ll give you time to think and write.” (Responses will vary.)

• As students share out the characteristics, jot down, say aloud, sketch, and display each characteristic to provide visual reinforcement. ▲ Reassure students that they might not understand everything on this checklist right now, but they will learn more about it as they plan and write their essays.

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