Week One Lesson One

SLT- Student Learning Targets * I can get the gist of the text “Shrouded in Myth.” * I can identify unfamiliar vocabulary in “Shrouded in Myth.” * I can collaborate effectively with my peers.

When Perseus grew up, Polydectes gave him a series of challenging tasks to complete. Armed with a sword made by the god Hermes, winged sandals, and a shiny bronze shield given to him by the goddess Athena, Perseus slew the dreaded monster Medusa. This hideous creature had writhing snakes for hair, elephant-like tusks for teeth, and blood-red eyes. Whoever looked at her was instantly turned to stone.

1- Where do you think this quote came from. Why do you think this 1- Where do you think this quote came from? Why do you think this? 2- How is this picture of a sculpture connected to the quote? What details made you think this?

Based on this quote and the image, what do you think we’ll be studying in the coming weeks?

Gist and Think-Pair-Share What does this mean? Think-Pair-Share Strategy used to think through info Think about the question Pair up with a neighbor Share your ideas

SLT- Student Learning Targets * I can get the gist of the text “Shrouded in Myth.” * I can identify unfamiliar vocabulary in “Shrouded in Mtyh.” * I can collaborate effectively with my peers. Based on the learning targets, what do you think our learning will be about today? (Think-Pair-Share)

What do you note about the text. (note= how is it organized * What do you note about the text? (note= how is it organized? What kind of words are used? what is the topic? What connections can you make? * What are the unfamiliar words in the text? (underline them in color) * CHUNK each section of the text. * What is the GIST of the whole text? Shrouded in Myth

What is the GIST of the text “Shrouded in Myth”? Homework Assessment What is the GIST of the text “Shrouded in Myth”?

Lesson Two • I can cite evidence from the text when answering questions and discussing “Shrouded in Myth.” • I can use context clues to determine the meaning of unfamiliar words in “Shrouded in Myth.” • I can collaborate effectively with my peers. • I can express myself clearly in a group discussion.

SLT- Opening to Lesson CITE EVIDENCE Means PROOF Means to QUOTE from the text Use ACTUAL WORDS or PHRASES from the text Means PROOF Uses the information CITED from the text to PROVE your ideas or thoughts

• I can collaborate effectively with my peers. • I can cite evidence from the text when answering questions and discussing “Shrouded in Myth.” • I can use context clues to determine the meaning of unfamiliar words in “Shrouded in Myth.” • I can collaborate effectively with my peers. • I can express myself clearly in a group discussion. So what do you think you will be learning today?

Group Discussion Triads What do you think makes a good group discussion? What does an effective group discussion look like? What does it not look like? Discuss in your groups and choose one response Choose a group member to write your response on the board.

Directions- Question Baskets Pull a question from the basket and read it aloud to your group. Each of you silently think about the question. Go back to the text and underline a place where you think you have found evidence for the answer (number your evidence in the text). As a group, discuss the answer and evidence you each underlined.

Unfamiliar Vocaulary What do you do when you see a word you do not know? What should you do? Think-Pair-Share (context clues) Prophecy Think-Pair-Share Choose three unfamiliar words (you underlined them earlier) to discuss the context clues that helped you figure out the meanings. Write the meanings of the words in the text (above, below, or beside the word).

Exit Ticket Refer back to the SLT. Were you able to complete the first two? How? Get your copy of the novel Refer to the title page of THE LIGHTENING THIEF. What do you notice? What do you wonder? HOMEWORK- read the first chapter of THE LIGHTENING THIEF and answer the following question…What do you notice about the main character?

Lesson Three- Opening • I can make INFERENCES about Percy in order to understand him as the narrator of this story. • I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief. • I can follow our Triad Talk Expectations when I participate in a discussion. THINK-PAIR-SHARE Discuss the word inference. How do you make inferences about a character?

Chapter One- TLT Listen as I read chapter one aloud. Be prepared to THINK-PAIR-SHARE about the following questions… What is this text mostly about? What inferences can you make about Percy?

Carousel of Quotes Each quote around the room refers to PERCY. With your group, read the quote. Discuss what you notice or wonder about the quote in reference to Percy. Write your group’s thoughts on a sticky note and place it on the chart. Wait for the timer to move on to the next chart.

PERCY JACKSON- What do we know?

Questions and Evidence Answer the questions using sticky notes Place sticky notes in the text where you found the answers What kind of student was Percy? Why is Grover bullied by the other students? Write your answers in your notebook

Exit Ticket and Homework How does the author of THE LIGHTENING THIEF help readers get to know Percy Jackson as a character in Chapter One? What was the most important thing you learned about Percy? HOMEWORK Read the chapter Answer the question…What challenges does Percy face in this chapter? (mark evidence in the text)

Lesson Four- SLT GUIDE FOR ENTRANCE TICKET I can make inferences and cite inferences about Perry. I can use context clues to determine meaning of unfamiliar words in Chapter 2. GUIDE FOR ENTRANCE TICKET Used to determine reading and understanding of the homework. Answer questions in your notebook. 5 minutes to complete assignment

Entrance Ticket Questions 5 Minutes… What news does the headmaster of Yancy Academy send to Percy’s mom? Who’s conversation does Percy overhear? What are they discussing? How do Percy and Grover travel back to NYC?

Chapter 1- Inferring What is the challenge facing Percy in THIS SCENE? Follow along as I read aloud… THINK-PAIR-SHARE What is the challenge facing Percy in THIS SCENE? How does he respond to this challenge?

Chapter 1- Challenge and Response PAGE/PARAGRAPH RESPONSE Think-Pair-Share Based on Percy’s response to this challenge what can you tell about Percy that the author does not directly tell you? (This is what INFERENCE is)

Individual- Inferring Follow along as I read aloud… In your group, discuss the following- What is the gist of this section of the text? Using the same section of the text that I just read, complete this chart in your notebook to determine Percy’s challenges and responses.

Group- Inferring Now in your groups, each of you discuss your own entries. Fill in the last column, infer WHAT THE AUTHOR IS TELLING US ABOUT PERCY AS A PERSON…. Challenge Response I can INFER… Nancy Bobofit was harassing Grover on the bus. Percy wants to defend Grover by standing up to Nancy. Percy does not like to see people get bullied.

Context Clues What words are unfamiliar in this chapter? (Choose three) Use context clues to help you determine the meanings of these words. What do you think they mean? Verify your answers with a dictionary. Re-read the sentence with the correct definition in mind. Does it make more sense now?

CLOSING HOMEWORK Read Chapter 3 Use sticky notes to mark places in the text that answer the following questions... What does Percy think about in this chapter? What do we learn about him based on these thoughts? Exit Ticket How has the author, Rick Riordan, helped us to get to know Percy so far in The Lightening Thief?

INFERENCE-CITING-EVIDENCE Lesson 5- Opening I can get the GIST of an excerpt from The Lightening Thief and make inferences about Percy by citing evidence from the text. INFERENCE-CITING-EVIDENCE ENTRANCE EXAM What did Percy’s mother, Sally, want to do with her life? Why didn’t she? Where do Percy and his mother go? Why is this place special? Who shows up to get Percy and his mother in the middle of the night? What is strange about him?

Getting the GIST- pp. 38-40 Re-read the specified sections of pages 38-40. Using your sticky notes, read two-three paragraphs and write a sentence that gives the GIST of that section. Continue until you finish. After your group finishes, discuss and compare each person’s entries.

Inferences- Chapter 3 Review Chapter 3 to get a closer look at the text. Look for details about Percy that help us to better understand him as a character. Use your sticky notes to indicate places where you find these places. Answer the following questions as you complete this activity… What is Percy thinking during this episode in the text? What does that make you think about Percy? In your group, discuss what in the text helped you to figure out the answers

Closing HOMEWORK Read chapter 4 Use your sticky notes to mark any places in the text that indicate any challenges that Percy faces and his response to those challenges. Exit Ticket- Actions vs Inner Thoughts Which one do you think has revealed more about Percy- his actions or his thoughts? Use evidence from the text to support your answer.