- Unit 1
- Level 1
- 1 periods
- not specified
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Standards Addressed:
- RI.6.1
- RL.6.1
- W.6.2
- W.6.9
Objectives
- I can select evidence from both The Lightning Thief and “The Hero’s Journey” that shows how Percy is on a hero’s journey.
- I can write a paragraph describing how Percy’s experiences align with “The Hero’s Journey.”
Assessment/CFU
- Independent Writing paragraph
Share: What can we learn about Percy, as a hero, based on his response to a challenge he faces? (5 minutes)
Gather the students in a whole group. Review the learning targets with students. Ask students to Think-Pair-Share: “We have learned a lot about Percy based on how he responds to challenges he has faced. How does one of these challenges help us to see him as a hero?” Cold call a few students to share their ideas about this.
Opening/Warmup/Connecting Prior Knowledge
Unpacking Targets and Engaging the Reader: Favorite Lines of Chapter 7 (5 minutes)
- Read the targets:
- “I can select evidence from both The Lightning Thief and ‘The Hero’s Journey’ that shows how Percy is on a hero’s journey.”
- “I can write a paragraph describing how Percy’s experiences align with ‘The Hero’s Journey.’”
- Focus students on the second target
- Activate student thinking with a Think-Pair-Share:
- “What does the word ‘paragraph’ mean to you? What does a paragraph include?”
- Tell students you would love to hear more of their favorite lines from Chapter 7, “I Become Supreme Lord of the Bathroom.” Remind students what a “favorite line” might be: a short excerpt (often one sentence) that is either funny, intriguing, thought-provoking, or has beautiful language.
- Give students 2 minutes of searching time, then invite them to share their favorite line with a partner. Use equity sticks to invite a couple of students to share with the whole class.
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