Alignment to Assessment Standards and Purpose of Lesson

• W.6.3a - Opening A: Students complete an entrance ticket in which they change the point of view in a passage from that of Percy to Grover. This activity helps students make writing choices that orient the reader, including clearly establishing a narrator.
• W.6.3 - Work Time A: Students compare selections from the text to sentences from the model narrative, noting effective techniques for narrative writing.
• W.6.4 - Work Time B: Students continue planning their character and scene insertion. Students finish developing their demigod character and complete their planning of their scene into which they will insert this character. This is the final lesson in which class time has been allotted for planning the narrative.
• W.6.3 - Work Time C: Students participate in a Language Dive using a sentence from The Lightning Thief. This sentence uses a dependent clause and past continuous verb phrase (As Annabeth and I were spreading a picnic blanket) to set the scene before a new character is introduced (Grover showed up to tell us good-bye). This frame provides an effective way to sequence events, which students can use when writing themselves into scenes during the End of Unit 3 Assessment.
• W.6.5 - Closing and Assessment A: Students share their developed character and scene plans with a partner. Remind students that any feedback they provide should be kind, specific, and helpful. Remind students that, at this point in their planning, their ideas for their character and revised scene should be largely developed and decisions finalized.
• In this lesson, students focus on working to contribute to a better world, using their strengths when working with a partner to give and receive feedback on their plans.

Opportunities to Extend Learning

• Make the Pair Share in Closing and Assessment A more interactive by incorporating a movement protocol.
• Students who have completed their planning may benefit from acting out their scene to identify areas that require more clarification.
• Challenge students to experiment with more advanced writing techniques, such as adding figures of speech (L.6.5a) or varying sentence patterns (L.6.3a).

How It Builds on Previous Work

• Students have been planning their narratives for the previous three lessons. This lesson is the culmination of the planning time before the End of Unit 3 Assessment, in which they compose their narrative.

Support All Students

• Record students as they engage in Language Dive discussions to listen to later so as to discuss strengths and areas of improvement or to use as models for the group.
• Better prepare students for the Language Dive by drawing upon students' prior knowledge (e.g., by reminding them about clauses and verb tenses).
• Reimagining a scene from the novel and inserting themselves as a demigod may be uncomfortable for some students whose religious views are in conflict with this assignment. Check in with students to ensure that they are still satisfied with the alternative option arranged for them.

Assessment Guidance

• In the next lesson, students need to be ready to complete the end of unit assessment. Ensure that students are on track to be ready for the assessment, and check in with students who are falling behind.
• Closely monitor students who have been given permission to choose an alternative figure as they approach the assessment lesson to ensure that the modifications are still in line with the objectives of the assessment.

Down the Road

• In the next lesson, students will use their plans to write their narratives for the End of Unit 3 Assessment. Students will also begin preparing for the performance task, in which they create a multimedia presentation of their narrative to share with their peers.