- Unit 1
- Level 1
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Standards Addressed:
- RL.6.1
- RL.6.3
- RL.6.6
Objectives
- I can get the gist of an excerpt from The Lightning Thief.
- I can make inferences about Percy citing evidence from the text.
- I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief.
Assessment/CFU
- Entrance Ticket
- Exit Ticket: Actions vs. Inner Thoughts
Exit Ticket: Actions vs. Inner Thoughts (5 minutes)
- Distribute the Exit Ticket: Actions vs. Inner Thoughts to each student. Tell them you want to consider all they have learned about Percy in the last couple of chapters. Remind them that the author has used both actions as well as Percy’s inner thoughts to help them get to know the character. Tell them you now want to know which one they think has revealed more about Percy: his actions or his thoughts. Remind them of the importance of using evidence, like an example from the text, when answering this type of question, and to write in full sentences.
- Give students 3 minutes to respond. Circulate and support students as they write, encouraging them to show you a spot in the text where they learned something important about Percy as a character.
- Distribute the Homework: Purpose for Reading—Chapter 4 to each student. Remind students that when reading for chapters, they have a specific purpose for reading to keep in mind. For this chapter, it is to look for challenges that Percy faces, and how he responds to those challenges. Remind students to mark these events with their evidence flags.
Opening/Warmup/Connecting Prior Knowledge
Entrance Ticket: Comprehension Quiz, Chapter 3: “Grover Unexpectedly Loses His Pants” (5 minutes)
- Congratulate students on their work digging into this novel. Continue to build excitement.
- Ask them to complete the entrance ticket: comprehension quiz.
- After they are done, briefly address any clarifying questions that students may have about the basic events of the chapter. Reinforce that the purpose of the quiz is simply to encourage them to keep up with their reading, and to see what they understand about the basic events and what we are learning about Percy. Remind them that they will frequently reread key sections in class, focusing on key details as they practice becoming close readers.
Unpacking the Learning Targets and Reviewing Our “Things Close Readers Do” Anchor Chart (5 minutes)
- Use a total participation technique, such as equity sticks, to invite students to read today’s learning targets:
- “I can get the gist of an excerpt from The Lightning Thief.”
- “I can make inferences about Percy citing evidence from the text.”
- “I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief.”
- Ask students which important words are becoming familiar to them. Circle words such as inferences, citing, and evidence.
- Clarify any confusion about the meaning of these words. Tell students that you will focus on context clues later in the lesson.
- Focus students on the Things Close Readers Do anchor chart. Remind them that they have added to this chart several times. Tell them that today, they will continue to practice close reading, keeping these “things” in mind. (Note: If your students have noticed/named other “things close readers do,” add those to the chart at this time as well).
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