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, reviewing language standards taught in previous grades. These standards require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Students review the opening activity during Work Time B before they complete the text-dependent questions.
• L.6.5 – Work Time A: Students explore the function of as if as a more formal alternative to like to introduce similes in day 1 of a two-day Language Dive (day 2 occurs as part of Lesson 10). They also apply strategies to interpret the meanings of unknown words. See the Tools Page (http://eled.org/tools) for additional information regarding a consistent Language Dive routine. Students then apply their understanding of word relationships to chapter 7 for homework through both open-ended and selected response questions. Please refer to Homework: Language Dive Practice: Word Relationships: The Lightning Thief, Chapter 7 (answers for teacher reference).
• 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 discuss the challenges that Percy faced in chapter 7, describe his responses to those challenges, and speculate about connections between his actions and his character.
• RL.6.4 – Work Time C: When answering text-dependent questions, students determine the meanings of words and phrases as they are used in chapter 7 of The Lightning Thief.
• L.6.4 – Work Time C: Students respond to text-dependent questions, applying a variety of strategies to other unknown words in the text in order to discern their meanings.

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 the female characters, varying physical and cognitive abilities, and social class. Additionally, balance the Western perspective by the inclusion of non-Western influence or to examine similar myths of non-Western cultures, like the Ramayana, for example.
• Invite students to identify Percy’s point of view toward different characters in chapter 7, for example Annabeth and Luke, and to explain how the author has developed this point of view.

How It Builds on Previous Work

• In previous lessons, students have read through chapter 6 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 the novel and expand their thinking about point of view 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 Text-Dependent Questions: The Lightning Thief, Chapter 7 used in Work Time C in the supporting materials download. ▲
• 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, this chapter discusses the difficult relationships experienced between Percy, Annabeth, and Luke, and their parents, whether the immortal ones or the human ones.
• 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. Continue to 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

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

Down the Road

• In the next lesson, students engage in a Language Dive focused on word connotations and how those help to convey meaning. Students read from chapter 8 for gist and unfamiliar vocabulary, and then continue analyzing 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.