Alignment to Assessment Standards and Purpose of Lesson

• RL.6.6 – Opening A: Students complete an entrance ticket in which they examine the way in which the author of The Lightning Thief has developed Percy’s point of view toward Mr. Brunner.
• RL.6.1 – Work Time A: 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 A: Students answer questions about how Percy responds to challenges in the text and what this reveals about his character.
• RL.6.4 - Work Time B: Students answer text-dependent questions that require determining the figurative meanings of words as they are used in the text, focusing on the impact of word choice on meaning.
• RL.6.6 – Work Time B: Students answer additional questions about Percy’s changing point of view.
• L.6.4 – Work Time B: Students apply a variety of strategies to determine the meanings of unknown words in The Lightning Thief.
• L.6.5a – Work Time B: Students answer text-dependent questions about figurative language in the text.

Opportunities to Extend Learning

• Given the possible content issues mentioned in Support All Students, one possible idea for extension would be to further examine, unpack, and discuss the ways in which Riordan represents female characters, people of varying physical and cognitive abilities, and social class. Additionally, balance the Western perspective by the inclusion of non-Western influences or by examining similar myths of non-Western cultures—for example, the Ramayana.
• Invite students to identify other examples of figurative language in chapter 6 and to interpret the meanings.

How It Builds on Previous Work

• In previous lessons, students read through chapter 5 of The Lightning Thief, found the gist, determined the meanings of unfamiliar words and phrases, and began work with point of view and figurative language. In this lesson, students continue to read the novel and expand their thinking about point of view as well as figurative language and how Percy has responded to challenges in preparation for the Mid-Unit 1 and End of Unit 1 Assessments.

Support All Students

• Note there are differentiated versions of the entrance ticket used in Opening A and the Text-Dependent Questions: The Lightning Thief, Chapter 6 in the supporting materials downloads. ▲
• 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 text’s focus on and promotion of Western culture and the idea that the gods act in non-benevolent and even malevolent ways, chapter 6 contains discussion of the likely causes of Percy’s ADHD and dyslexia, respectively as "battlefield reflexes” and a brain "hardwired for Greek." This perspective, of course, goes against the science and research about these real cognitive conditions, and this reasoning may have implications for students who may have either or both of these conditions and who are not children of gods or goddesses; they may wonder what this means about the causes of their ADHD or dyslexia. One line—"Of course your teachers want you medicated. Most of them are monsters" (88)—could be interpreted as a criticism of medication for treatment or as a suggestion that teachers are not advocates of students or of students with special needs. Of additional possible concern are the characterization of body size/image of Clarisse, the reference to “refugees fleeing a fire” (76), and the bullying episode itself. Use point of view as a way to remind students that the perspectives and experiences of characters may be distinct from ours or the author’s.
• 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. ▲
• Group students into triads strategically to read and answer text-dependent questions.
• 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 A to read with a partner or small group. ▲

Assessment Guidance

• In Work Time B, as students answer text-dependent questions, review students’ answers to identify common issues. Use these common issues as teaching points in the whole group share-out in Closing and Assessment A.

Down the Road

• In the next lesson, students engage in a Language Dive focused on word relationships and how those help to convey meaning. Students continue in their anchor text, reading from chapter 7, determining gist and unfamiliar vocabulary and then continuing to analyze how Riordan conveys Percy’s point of view. This work will be assessed during Lesson 11 via the mid-unit assessment.
• For the rest of Unit 1, students continue to read chapters from The Lightning Thief, determining gist, recording unfamiliar vocabulary, and examining point of view and use of language. During Unit 2, students finish reading the novel, focusing on Percy’s character and themes in comparison to Greek myths to which they’ve been introduced through the novel.