- Unit 1
- Level 1
- 1 periods
- not specified
- Download Lesson
Standards Addressed:
- RI.6.1
- RI.6.2
- RI.6.4
- SL.6.1
Objectives
- I can practice reading closely.
- I can gather important details and determine the main idea of an excerpt of the text “The Hero’s Journey.”
- I can use multiple strategies to determine the meaning of unfamiliar words in “The Hero’s Journey.”
- I can make connections between Percy Jackson and “The Hero’s Journey.
Assessment/CFU
- “The Hero’s Journey” recording form (begun in Lesson 8)
- Vocabulary in “The Hero’s Journey” recording form
- Exit Ticket
Exit Ticket: What is the most important connection between Percy’s experiences and “The Hero’s
Journey”? Why? (5 minutes)
- Preview homework.
- Distribute an Exit Ticket to each student. Tell them you would like them to independently consider the same question you posed to the class:
- “What is the most important connection between Percy’s experiences and ‘The Hero’s Journey’? Why?”
- Remind students to support their thinking with reasons. (Student responses may vary).
- Collect students’ Exit Tickets.
Opening/Warmup/Connecting Prior Knowledge
Unpacking Learning Targets and Sharing Gist Notes (5 minutes)
- Read the learning targets with students, or invite a student to read the learning targets aloud
- “I can practice reading closely.”
- “I can gather important details and determine the main idea of an excerpt of the text ‘The Hero’s Journey.’”
- “I can use context clues to determine the meaning of unfamiliar words in ‘The Hero’s Journey.’”
- “I can make connections between Percy Jackson and “The Hero’s Journey.”
- Students should recognize several of these targets from the previous lesson. Ask students to Think-Pair-Share: “What words seem most important in these targets?” Ask a few students to share out.
- Ask students to show a quick thumbs up if they understand the targets, or thumbs down if not. Clarify as needed.
- Ask students to get out their article, “The Hero’s Journey” (from Lesson 8). Remind students that it is fine if they didn’t totally understand the article: they were just supposed to make gist notes with their initial sense of what the text is mostly about. They will keep digging deeper. Invite students to turn and talk with a partner for two minutes, to share their gist notes at this point.
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