- Unit 1
- Level 1
- 1 periods
- not specified
- Download Lesson
Standards Addressed:
- RI.6.1
- RL.6.1
- RL.6.3
- W.6.4
Objectives
- I can explain the relationship between a quote from The Lightning Thief and a quote from “The Hero’s Journey.”
- I can select evidence from “The Hero’s Journey” that aligns with The Lightning Thief.
- I can write a paragraph (with a partner) to describe how excerpts in The Lightning Thief align to “The Hero’s Journey,” citing evidence from both texts.
Assessment/CFU
- Entrance Ticket
- Selecting Evidence recording form
- Partner Writing paragraph
Reflecting on the Learning Targets (5 minutes)
- Gather students back in a whole group. Read the learning target:
- “I can write a paragraph (with a partner) to describe how excerpts in The Lightning Thief align to “The Hero’s Journey,” citing evidence from both texts.”
- Ask students to give you “fist to five” on this target. Explain that a fist means that they struggled meeting the learning target, five means that they really understood and accomplished, three means they struggled a little but they are getting there, and they can use any number in between.
- Think-Pair-Share:
- “What was most difficult about this learning target?”
Opening/Warmup/Connecting Prior Knowledge
Unpacking Learning Targets (5 minutes)
- Read the learning targets:
- “I can explain the relationship between a quote from The Lightning Thief and a quote from “The Hero’s Journey.”
- “I can select evidence from “The Hero’s Journey” that aligns with The Lightning Thief.”
- “I can write a paragraph (with a partner) to describe how excerpts in The Lightning Thief align to ‘The Hero’s Journey,’ citing evidence from both texts.”
- Zoom in on the word align. Tell students that this means to line up or make parallel. Point out that students may have been able to figure this out since it sounds like the word “line” and the root “lign” actually means “line.” Tell students that today they are going to try to “line up” what is happening to Percy with the steps they read about in the article “The Hero’s Journey” from the previous lesson.
- Ask students to show a quick thumbs-up if they understand the targets, or thumbs-down if not. Some students may be unclear about the third target; reassure them that it will become clearer as they dig into Work Time.
Connecting “The Hero’s Journey” and The Lightning Thief: A Carousel of Quotes (10 minutes)
- Ask students to work in their triads for this part of the lesson. Tell student that a very important reading skill they will be using, now and many times in their future reading lives, is to make connections and describe the relationship between two texts. It’s almost like thinking about how two texts “talk to each other.” Tell students that this is something they probably do without realizing it, but today they will think about these connections, talk about them, and write about them.
- Think-Pair-Share:
- “When you think about The Lightning Thief and ‘The Hero’s Journey,’ how do think these two texts are related?”
- Listen for answers like: “Maybe they are related because Percy is a hero” or “They are related because Percy is going to go on a journey.” Confirm similar initial comments.
- Tell students that you have selected quotes from both The Lightning Thief and “The Hero’s Journey” to help them think more about the relationship between the two texts. Using chart paper or a document camera, show students the first set of connected quotes: “I have dyslexia and attention deficit disorder and I had never made above a C- in my life” and “Heroes possess some ability or characteristic that makes them feel out-of-place.”
- Think-Pair-Share:
- “What is the relationship between these two quotes?” Listen for answers like: “These quotes are related because Percy’s has characteristics that make him feel out of place, and this is a challenge many heroes face.”
- Distribute the Carousel of Quotes: Connecting The Lightning Thief and ‘The Hero’s Journey’ recording form. Tell students they will have a few minutes to silently read these quotes, think about them, and jot down their initial ideas about the relationships between them. Circulate and support students as they work.
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