A. Engage the Learner - W.6.3a (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 7.

• 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?" (We are going to be planning how we'll incorporate our characters into the scene we have chosen, what will stay the same, and what can change without impacting the way the original scene ends.)

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

A. Read The Lightning Thief, Chapter 22 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.

MEETING STUDENTS' NEEDS

In Work Time A, before students finish The Lightning Thief, invite them to make predictions about how the story will end based on the events of previous chapters. Provide sentence frames, if necessary, to guide students' answers.

• Excerpt: Read from page 361 (“Don’t think about leaving yet”) to page 372 (“Your time will come”).

• Gist: Luke reveals himself as the thief helping Cronus to start the war between gods. Grover leaves for his quest, Annabeth goes home with her father and stepmother, and Percy returns to his mother for the school year.

• Direct students to the Work to Become Effective Learners anchor chart. Congratulate them on showing perseverance as they worked through a long and complex text. Note that completing an entire book in English may be an especially exciting accomplishment for ELLs; allow opportunities for celebration and reflection. ▲

MEETING STUDENTS' NEEDS

After students complete The Lightning Thief in Work Time A, facilitate a short discussion that acknowledges students' reading successes and explores areas of future growth for developing readers. This will give ELLs an opportunity to celebrate their accomplishments, self-assess, and prepare for future texts.

• Invite students to share their reactions and reflections of the book now that they’ve finished.

B. Plan Scene – W.6.3 (15 minutes)

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

“I can demonstrate understanding of the excerpt from chapter 22 of The Lightning Thief.”

“I can determine where to insert my new character into and plan to revise the original scene so that it doesn't change the outcome of the story.”

• Invite students to retrieve their Narrative Writing Plan graphic organizer, Model Narrative: “Greek God: Hypnos”, and Narrative Writing checklist. Remind students that during this lesson and the next, they will continue planning their revised scene. They will actually write their narrative during Lesson 9.

• Select a volunteer to read aloud the headings on page 2 of the organizer, clarifying as needed. If students need additional support in understanding the organizer, share the Narrative Writing Plan graphic organizer (example for teacher reference) that goes with the narrative model. ▲

• Direct students to reread their chosen scene and then work individually to begin the scene section on page 2 of 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.

• 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 their scene ideas 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.