Alignment to Assessment Standards and Purpose of Lesson

• L.4.1f – Opening A: Students complete an entrance ticket in which they correct a fragment from The Lightning Thief and turn it into a complete sentence. This builds on the activity in Lesson 9. Students briefly review this activity during Work Time B before they complete the text-dependent questions.
• RL.6.1 – Work Time A: Students complete day 2 of a two-day Language Dive (day 1 occurs as part of Lesson 9), using evidence to support their analysis of what the sentence says. See the Tools Page (http://eled.org/tools) for additional information regarding a consistent Language Dive routine. Students then apply their understanding of word connotations to chapter 8 for homework, through both open-ended and selected response questions. Please refer to Homework: Lesson 10: Language Dive Practice: Word Connotation: The Lightning Thief, Chapter 8 (answers for teacher reference).
• L.6.4 – Work Time A: During the Language Dive, students apply strategies to determine the meanings of unknown words in a sentence from The Lightning Thief.
• L.6.5 – Work Time A: During the Language Dive, students analyze connotations and denotations of the words sullen and depressed.
• RL.6.1 – Work Time B: Students read the next chapter of the text and find the gist. Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
• RL.6.3 – Work Time B: After students finish reading, they are invited to discuss the challenges that Percy faced in chapter 8, describe his responses to those challenges, and speculate about connections between his actions and his character. Students then revisit these comments during Closing and Assessment A.
• RL.6.4 – Closing and Assessment A: Students respond to a QuickWrite prompt and analyze the impact of the author’s word choice on the meaning of the text.
• RL.6.6 – Closing and Assessment A: Students respond to a QuickWrite prompt and explain how the author develops Percy’s point of view toward Mr. Brunner (Chiron).
• In this lesson, students continue to focus on becoming ethical people by exhibiting empathy and respect for their classmates as they work together and for their classmates’ responses to the reading.

Opportunities to Extend Learning

• Build on students’ understanding of connotation by also introducing the term denotation. Examine advertisements and song lyrics, and label the connotation of words (positive, negative, or neutral). Discuss why the authors chose those words and what effect the connotation has on eliciting a particular emotion from the audience.

How It Builds on Previous Work

• In previous lessons, students have closely read through chapter 7 of The Lightning Thief, found the gist, determined the meanings of unfamiliar words and phrases, and analyzed point of view and language use. In this lesson, students continue to read from the novel and expand their thinking about point of view toward Mr. Brunner/Chiron and language use as well as how Percy has responded to challenges, in preparation for the Mid-Unit 1 and End of Unit 1 Assessments.

Support All Students

• Note there is a differentiated version of QuickWrite: Point of View: The Lightning Thief, Chapter 8 used in Closing and Assessment A in the supporting materials download. ▲
• As before, continue to be mindful about issues and characterizations that may be sensitive for students or with which some students may connect personally or deeply. In addition to the issues that have been noted previously, there is another mention of nymphs running from heartsick gods which has some suggestion of unwanted advances or sexual harassment.
• After reading this chapter of the text for the gist, ensure that students have time to reflect. Monitor students and determine if there are issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently. Be aware that reflections may be personal, and students are not required to share them.
• Students may need additional support with the reading of the chapter. As during previous lessons in which reading takes place, provide students with a number of options for reading (small group, pairs, individual), sometimes allowing them to decide and sometimes deciding for them, taking into account their strengths, needs, and interests and grouping deliberately as needed. ▲ No matter what options are chosen, also be mindful about variety, being sure to change the routine to maintain engagement and to support students effectively.
• Students may need additional support with determining the gist, working through unfamiliar vocabulary, and answering text-dependent questions. Again, use thoughtful pairing, and consider which groups might need more constant support. ▲
• Students who would benefit from fluency practice should be encouraged and supported during Work Time B to read with a partner or small group. ▲

Assessment Guidance

• Review students’ QuickWrites as they work to identify common issues with identifying point of view and how it is developed. Use these common issues as teaching points in the whole group share-out.

Down the Road

• In the next lesson, students continue in their anchor text, reading from chapter 9 for gist and unfamiliar vocabulary and then completing the mid-unit assessment.
• For the rest of Unit 1, students continue to read excerpts from chapters of The Lightning Thief, determining gist, recording unfamiliar vocabulary, and continuing to examine point of view and use of language. During Unit 2, students read Greek stories introduced in the novel and view clips from the film version of The Lightning Thief to compare the experience of reading versus viewing the story.