- I can demonstrate understanding of the excerpt from chapter 17 of The Lightning Thief. (RL.6.1)
- I can compare and contrast what I see and hear when I read the text to what I perceive when I watch the same scene of the film. (RL.6.7)
- I can plan Proof Paragraph 1 of a compare and contrast essay. (W.6.2b)
Focus Standards: These are the standards the instruction addresses.
- RL.6.1, RL.6.7, W.6.2a, W.6.2b, W.6.4, W.6.5, W.6.9a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.6.10, W.6.10, L.6.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (W.6.2a, W.6.5)
- Work Time A: Gist on sticky notes
- Work Time B: Proof Paragraph 1: Informative/Explanatory Writing Plan graphic organizer (RL.6.1, RL.6.7, W.6.2b, W.6.4, W.6.5, W.6.9a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - W.6.2a (5 minutes) 2. Work Time A. Read The Lightning Thief, Chapter 17 Excerpt - RL.6.1 (20 minutes) B. Plan Proof Paragraph 1 - W.6.2b (15 minutes) 3. Closing and Assessment A. Pair Share - RL.6.7 (5 minutes) 4. Homework A. Plan Proof Paragraph 1: Students review and revise their plan for their second Proof Paragraph to make sure they are accurately contrasting the experiences of seeing the film and reading the novel. B. Preread Anchor Text: Students should preread chapter 18 in The Lightning Thief in preparation for studying an excerpt from the chapter in the next lesson. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Strategically decide how students will accomplish the reading for today's class. Be mindful of and balance variety with students' needs and their desire for choice while planning for the reading time during the lessons.
- Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
- Preread chapter 17 in The Lightning Thief to identify words or plot points that may challenge students.
- Prepare copies of handouts for students, including entrance ticket (see Materials list).
- Cut up the Proof Paragraph 1 Strips in preparation for the activity in Work Time B.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: Many new figures from Greek mythology are named in chapter 17 (Procrustes, Charon, Hercules, Orpheus). Use a search engine to compile visuals of these figures to enhance reading of this chapter. Many images of figures from Greek mythology are not school-appropriate; preview images first before displaying them to the class.
- Work Time B: Provide the Informative Writing checklist in a digital form, such as http://eled.org/0158.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.C.10, 6.I.C.11, and 6.II.C.1.
Important Points in the Lesson Itself
- To support ELLs, this lesson offers scaffolded guidance as students plan Proof Paragraph 1 of their compare and contrast essays. This helps students organize their ideas through revisiting their Compare and Contrast Film and Text: The Lightning Thief note-catcher notes from Lesson 7.
- ELLs may find it challenging to begin developing ideas for these important proof paragraphs of their essays. Provide support, and remind them of the resources available to them, including their notes from Lesson 7, the Compare and Contrast Model Essay, the Painted Essay® template, and their peers. Also, reiterate the purpose of a planning stage as an important time to cultivate ideas; at this point, having all the right words to express those ideas is less critical.
Vocabulary
- evidence (A)
- Proof Paragraph (DS)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Work to Become Effective Learners anchor chart (one to display; begun in Unit 1, Lesson 5, Work Time A)
- Work to Become Effective Learners anchor chart (example for teacher reference) (from Unit 1, Lesson 5, Work Time A)
- Text Guide: The Lightning Thief (for teacher reference) (from Unit 1, Lesson 2, Work Time A)
- Gist Record: The Lightning Thief anchor chart (example for teacher reference) (one to display; from Unit 1, Lesson 2, Work Time A)
- Work to Become Ethical People anchor chart (one to display; begun in Unit 1, Lesson 1, Work Time C)
- Work to Become Ethical People anchor chart (example for teacher reference) (from Unit 1, Lesson 1, Work Time C)
- Compare and Contrast Film and Text: The Lightning Thief note-catcher (example for teacher reference) (from Unit 2, Lesson 7, Work Time B)
- Annotated Compare and Contrast Model Essay (example for teacher reference) (from Unit 2, Lesson 6, Work Time A)
- Informative Writing checklist (example for teacher reference) (one to display; from Unit 2, Lesson 8, Work Time C)
- Criteria for an Effective Informative Essay anchor chart (one to display; from Unit 2, Lesson 8, Work Time B)
- Criteria for an Effective Informative Essay anchor chart (example for teacher reference) (from Unit 2, Lesson 8, Work Time B)
- Domain-specific word wall (begun in Unit 1, Lesson 1, Opening A)
- Academic word wall (begun in Unit 1, Lesson 1, Opening A)
- Percy Jackson and the Olympians: The Lightning Thief (one per student; text; from Unit 1, Lesson 1, Work Time C)
- Painted Essay® template (one per student; from Unit 2, Lesson 6, Work Time C)
- Vocabulary logs (one per student; begun in Unit 1, Lesson 2, Work Time B)
- Compare and Contrast Film and Text: The Lightning Thief note-catcher (one per student; from Unit 2, Lesson 7, Work Time B)
- Compare and Contrast Model Essay (one per student; from Unit 2, Lesson 6, Work Time A)
- Informative Writing checklist (one per student; from Unit 2, Lesson 8, Work Time C)
- Informative/Explanatory Writing Plan graphic organizer (one per student; from Unit 2, Lesson 8, Work Time C)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lesson 9 (for teacher reference)
- Entrance Ticket: Unit 2, Lesson 9 (one per student)
- Sticky notes (one per student)
- Synopsis: The Lightning Thief, Chapter 17 (one per student; one to display)
- Yellow construction paper (one per pair)
- Organize the Model: Proof Paragraph 1 strips (one per pair; one to display)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner - W.6.2a (5 minutes)
"What is the purpose of Proof Paragraph 1?" (It explains Point 1 by giving evidence and examples.)
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Work Time
Work Time | Levels of Support |
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A. Read The Lightning Thief, Chapter 17 Excerpt - RL.6.1 (20 minutes)
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For Lighter Support
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B. Plan Proof Paragraph 1 – W.6.2b (15 minutes)
“I can compare and contrast what I see and hear when I read the text to what I perceive when I watch the same scene of the movie.” “I can plan Proof Paragraph 1 of a compare and contrast essay.”
“What is the purpose of this sentence or group of sentences?”
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For Heavier Support
"You can sketch first so that you don't forget the information you want to add. Then you may go back later and write."
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Closing & Assessments
Closing | Levels of Support |
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A. Pair Share - RL.6.7 (5 minutes)
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Plan Proof Paragraph 1
B. Preread Anchor Text
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