Standards Addressed:
- RI.6.1
- RL.6.1
- W.6.9
- Level 1
- 1 periods
- not specified
- Unit 1
This lesson continues the series of lessons scaffolding students toward writing with evidence begun in the previous lesson
Objectives
- I can get the gist of an excerpt from The Lightning Thief.
- I can answer questions using evidence about an excerpt from The Lightning Thief.
- I can select evidence from both The Lightning Thief and “The Hero’s Journey” that shows how Percy is on a hero’s journey.
Assessment/CFU
- Text-Dependent Questions
- Selecting Evidence graphic organizer
- Exit Ticket: Reflecting on Learning Targets
Exit Ticket: Reflecting on the Learning Targets (5 minutes)
- Distribute Exit Ticket: Reflecting on the Learning Targets to each student. Tell students that selecting connecting evidence from two texts was a new challenge for them, and you are curious about how they felt doing this task. Explain the 1–5 rating system they will be using, where 1 represents very easy and 5 represents very challenging.
- Give students 5 minutes to quietly reflect in writing on today’s learning target.
Opening/Warmup/Connecting Prior Knowledge
Engaging the Reader: Read-Aloud of Quote from Chapter 6 (5 minutes)
- Invite students to open their text of The Lightning Thief to page 86. Remind students of the meaning of the word archetype from Lesson 8: a character or a story line that repeats again and again over time. Ask students to read along as your read aloud from “I shook my head …” to “Chiron calls them archetypes. Eventually, they re-form.”
- Think-Pair-Share:
- “How is the meaning of archetype that we learned connected to this idea of the minotaur as an archetype?”
Unpacking Learning Targets (5 minutes)
- Invite students to read along as you read the learning targets
- “I can get the gist of an excerpt from The Lightning Thief.”
- “I can answer questions using evidence about an excerpt from The Lightning Thief.”
- “I can select evidence from both The Lightning Thief and ‘The Hero’s Journey’ that shows how Percy is on a hero’s journey.”
- Think-Pair-Share: “Based on today’s learning targets, what do you think we will be doing in today’s lesson?” Listen for responses like: “We will be closely reading parts of The Lightning Thief” and “We will be trying to make a connection between Percy and ‘The Hero’s Journey.’” Listen for students to refer to evidence, and point out that they will be rereading both texts to identify how they connect.
- Briefly review the Things Close Readers Do anchor chart (from previous lessons). Invite students to read the bullets aloud. Emphasize the the heart of close reading is paying careful attention to the actual words in the text: that is why “evidence” is so important.
- Listen for answers like: “Just like the same
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