Alignment to Assessment Standards and Purpose of Lesson

• Work Time A: Students complete the End of Unit 3 Assessment. Throughout Unit 3, students planned a scene of The Lightning Thief told from the point of view of a new character, who is a friend of Percy Jackson and the child of one of the Greek gods or another figure from a traditional story. In this lesson, students use those plans to compose the final drafts of their narratives. (W.6.3, W.6.4, W.6.6, W.6.10)
• W.6.3 – Closing and Assessment A: Students reflect on their learning using the Track Progress: Narrative Writing recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.

Opportunities to Extend Learning

• Some students may not require the level of scaffolding provided in this unit. Prompt students toward deeper levels of understanding and increased rigor by referencing Levels 3 and 4 of Webb’s Depth of Knowledge.
• Guide students in an informal discussion of when the skills of rewriting a text or writing narrative texts might be important in a “real-world” setting. Prompt students with suggestions like writing the script for a commercial, a blog post for a celebrity, or a movie treatment.

How It Builds on Previous Work

• In the second half of this unit, students have been reimagining a scene from The Lightning Thief and rewriting it to incorporate a new character. Students have completed research on a different Greek god or goddess and developing a character who is the child of that god. Using their research and a checklist of narrative writing characteristics, students have been planning their original narrative scene. This lesson continues those routines in an assessment.

Support All Students

• If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.
• For some students, this assessment may require more than the 25 minutes allotted. Provide time over multiple days if necessary.
• Support ELLs in the end of unit assessment by reminding them of the related tasks they have already successfully completed. Make sure that Mid-Unit Assessment instructions are expressed very clearly; ask students to paraphrase the instructions as a way to gauge understanding, and/or provide ELLs with simpler or varied input. ▲

Assessment Guidance

• All assessment materials (student prompt and teacher checklist) are included in the Assessment download.
• When assessing and providing feedback on this assessment, use the answer key and sample student responses to help complete the student Track Progress form.
• In this assessment, students are tracking progress toward the following anchor standard:
• W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Down the Road

• In the final three lessons of this module, students create a multimedia presentation explaining their narrative choices: choice of Greek god (or a character from another traditional story), new character choices, choice of scene from The Lightning Thief to revise, and how and why they revised that scene. Students will present to a live audience, including reading aloud their revised scene.