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

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 6. Students will also need the Model Narrative: “Greek God: Hypnos” and the Narrative Writing checklist.

• Once all students have arrived, discuss student answers to the question and remind them they will return to the model and the checklist often as they plan and then write their own narratives.

• 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 term character profile (description of a character’s appearance and personality). Record on the domain-specific word wall with translations in home languages, where appropriate, ▲ and invite students to record words in their vocabulary logs.

• Turn and Talk:

“What do you think you will be doing in this lesson based on these learning targets?” (We will start to create our new character and determine what scene would be good to use for our narratives.)

• Tell students that before they begin planning their narratives, they will read from another chapter of the novel.

A. Read The Lightning Thief, Chapter 21 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: Read from page 340 ("The gods weren't moving . . .") to page 346 (". . . some kind of hero").

• Gist: Percy goes to Mount Olympus, returns the bolt, and meets his dad. Percy reunites with his mom, offers to help her with Gabe, and returns to Camp Half-Blood.

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

B. Plan Character – W.6.3 (15 minutes)

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

“I can create a character profile for my new character.”

“I can choose an appropriate action scene for my character to join in The Lightning Thief.”

• Display and distribute the Narrative Writing Plan graphic organizer.

MEETING STUDENTS' NEEDS

During Work Time B, provide students with the Narrative Writing Plan graphic organizer (example for teacher reference) to evaluate as an example. Invite students to add more information to the model as practice before beginning independent work. This support will better familiarize students with the expectations of the task, while at the same time requiring comprehension, critical thinking, and creativity as students consider what else to add to the model to improve it.

• Read the prompt aloud.

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

“What is this assignment asking you to do?” (Create a new character and rewrite a scene from The Lightning Thief that includes that new character and that is told from that character’s point of view.)

• Invite students to retrieve their Narrative Writing checklist and the Model Narrative, and remind them that they have been analyzing this text as a model of effective narratives. Remind students that today they will start planning their own characters and will choose the scene from the novel, using the Narrative Writing Plan graphic organizer. They will continue to plan for the next two lessons and then write their narrative during Lesson 9.

MEETING STUDENTS' NEEDS

Determining which scene to revise may be especially challenging for some students, especially ELLs, who may struggle to fully comprehend some details of the scene. If possible, compile a short list of two or three possible scenes with page numbers and brief synopses from which students can choose.

• Select a volunteer to read the headings on page 1 of the organizer, clarifying as needed. If students need additional support in understanding the organizer, share the Narrative Writing Plan graphic organizer (for teacher reference) that goes with the Model Narrative.

• Direct students’ attention to the Work to Become Effective Learners anchor chart. Focus students on perseverance, and remind them to attend to this habit of character as they engage in this challenging work.

• Direct students to work individually to begin the character section on page 1 of the Narrative Writing Plan graphic organizer.

• Circulate and support students as they plan. Remind them to be creative but to remember that their narratives should be based on a scene from The Lightning Thief, and to refer to their research and the model narrative as they plan.

• If needed, model doing quick sketches within the graphic organizer as placeholders for information. Tell students that they can sketch first, so that they don’t forget the information they want to add. Then, they can go back later and write. ▲

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

A. Pair Share - W.6.5 (5 minutes)

• Direct students to share their Narrative Writing Plan graphic organizer with their partner.

• Remind students to check the Work to Become Ethical People anchor chart before they share.

• Students may exchange graphic organizers or present the characters and scene choice with their partner. Circulate to support pairs as they share. Reassure students that they might not have completed their planning right now, but they will have more time during the next lesson.

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