Reading Closely and Writing to Learn: Myths: Not Just Long Ago

Reading Closely and Writing to Learn: Myths: Not Just Long Ago
Grade 6, Module 1, Unit 1 Reading Closely and Writing to Learn: Myths: Not Just Long Ago Building Background Knowledge: Percy Jackson and the Hero's Journey

Expeditionary Learning Grade 6: Module 1: Unit 1: Lesson 1
Engaging the Reader: Close Reading Part 1 of "Shrouded in Myth"

QUICK WRITE: RESPONDING TO A QUOTE AND PICTURE
Read the quote and look at the picture.

QUICK WRITE: RESPONDING TO A QUOTE AND PICTURE
DIRECTIONS: 1.) Open workbooks to QuickWrite: Studying a Quote and Image recording form, page 2. A “QuickWrite” is exactly what it sounds like. Goal: Get ideas down in a couple of minutes, without worrying about spelling and mechanics. 2.) Read the quote. 3.) QuickWrite for 2 minutes. *Where do you think this quote came from? *Why do you think that? Refer to specific words or sentences in the text to support your thinking. Be specific, relating a detail in the image to a detail in the text. *How is this image related to the quote you just read? *What do you see that makes you think that? *Based on this quote and this image, what do you think we will be studying in the weeks to come? Congratulations on your entry into the world of mythology and on your effort to discuss a text using specific evidence from the text to support your thinking! Both the topic of mythology and the skill of using evidence when discussing reading lie at the heart of your learning for the next several weeks, including the reading of a novel and several classic myths, as well as the writing of your own myths. Here we go!

Learning Targets Learning targets are helpful tools in understanding your own learning goals. Targets will be part of every lesson. They are “I can…” statements that you are striving to be able to do in any given lesson or series of lessons. *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.  gist: the initial, preliminary sense of what a text is mostly about Think-Pair-Share: 1.) Take a few seconds to think about the question or prompt. 2.) Pair up with someone next to you and take turns sharing thinking about the question or prompt. 3.) Share with the whole class any thoughts, conclusions, questions , etc. *Based on these learning targets, what do you think your learning today will be? We will be talking to each other. We will be trying to get a basic sense of a myth.

READ ALOUD: "SHROUDED IN MYTH"
DIRECTIONS: 1.) Open workbooks to “Shrouded in Myth,” page 3. The quote at the beginning of the lesson came from the retelling of the myth of Perseus. 2.) Read along in your heads as the myth is read aloud. Often the first time you read a text is to get the flow and to become familiar with its structure from beginning to end. *What do you notice about this text? Topic, plot, structure *What do you wonder?  You will continue to dig into this text during the next few days.

RETELLING FOR GIST AND TO IDENTIFY UNFAMILIAR VOCABULARY: "SHROUDED IN MYTH"
DIRECTIONS: 1.) Reread this text independently to get the gist. "Getting the gist" means getting your very first sense of what smaller sections of text are mostly about - A way to just keep track of your early thinking about a text: your initial sense of what it is mostly about. It helps to write "gist notes" in the margins to keep track of early thinking. This is your first "scratching the surface" understanding. In a narrative, or story, like this one, divide the text into smaller chunks of one to two paragraphs. This can make the reading more manageable. 2.) Reread the first “chunk” of “Shrouded in Myth” from “A long, long, long time ago…” to “…had other plans.” After reading a chunk of text, readers often annotate a text for the gist in the margin.    annotate: to make notes on the text (root = note) *What was the gist of this section? *What is your initial sense of what this part of the text was it mostly about? A king was given a prophecy, so he locked up his daughter. A king locks up his daughter.

RETELLING FOR GIST AND TO IDENTIFY UNFAMILIAR VOCABULARY: "SHROUDED IN MYTH"
DIRECTIONS (continued): 3.) While rereading, identify and circle unfamiliar vocabulary. -In a text like this one, some words are difficult because they are complex vocabulary; other words are difficult because they are names of people and places. -Names of people and places are proper nouns and begin with a capital letter (ex. Acrisios, Argos, and Danae). It is not important to determine the meaning of these words. Try your best to read and pronounce them and then move on. -For the other complex words, it is important to notice these words (instead of avoiding them) and try to determine their meaning: these often are the types of words that will show  up in other texts. -As you reread, pay attention to the words you don’t know and circle them. In the next lesson, you will learn more about determining meaning. 4.) Finish annotating the entire text in chunks jotting notes about the gist and circling unfamiliar vocabulary.

"SHROUDED IN MYTH"

FIST OF FIVE: REFLECTING ON THE LEARNING TARGETS
DIRECTIONS: 1.) Read aloud each learning target: *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. 2.) Raise hand to represent how you feel about your ability to meet each learning target at this moment using the Fist to Five Protocol. This self-assessment allows to rate yourself. Closed fist: unable to meet learning target Three fingers: need more practice Open hand: successfully accomplished learning target

1.) Complete annotating for the “gist” of "Shrouded in Myth.“
2.) Represent the story through a drawing or series of drawings that show your understanding.

Building Background Knowledge: Close Reading Part 2 of "Shrouded in Myth" Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

Learning Targets REMEMBER: Learning targets are helpful tools in understanding your own learning goals. Targets will be part of every lesson. They are “I can ...” statements that you are striving to be able to do. *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. Have you ever heard the words cite and evidence before, in another context, like on television or in a book? cite: quoting from a text  evidence: proof You will be revisiting these words later in the lesson. shrouded: cloaked or covered in mystery. *Based on these learning targets, what do you think your learning today will be? We will be talking to each other. We will be reading something and answering questions about it. We will use evidence when we answer questions about something we read.

WHAT IS A GOOD DISCUSSION?: CREATING GROUP DISCUSSION CRITERIA
Much of the important work you will be doing, in reading, thinking, and writing, will be done in a small group called a triad. *Can you connect the word triad with other words you know? tricycles, triplets, triathlons *Based on these words, how many members do you think will be in your groups? the root “tri” means “three” Throughout lessons, you will often pause to think about words in this way; this will help you build vocabulary, which helps become better readers. *When working in a group, what are important expectations you should have for one another? expectation: something you can look forward to or count on DIRECTIONS: 1.) In triads, discuss specific expectations for group work and discussion. 2.) Write five expectations on the chart paper. 3.) Select the one you agree is most important. 4.) Share most important expectation with whole group.

WHAT IS A GOOD DISCUSSION?: CREATING GROUP DISCUSSION CRITERIA
Triad Talk Expectations Anchor Chart *We should take turns speaking and listen to each other. *We should speak respectfully. *We should all be prepared. These are the class-wide expectations to which you will be held as you begin your exciting work in the world of mythology.

EVIDENCE BASED DISCUSSION: TEXT-DEPENDENT QUESTIONS ABOUT "SHROUDED IN MYTH"
DIRECTIONS: 1.) Pull a question from the basket and read it aloud to triad. 2.) Each of you silently think about the question. 3.) Go back to annotated text, “Shrouded in Myth”, and underline a place where you found evidence for the answer. 4.) As a triad, discuss the answer and the evidence each of you found. 5.) Remember to follow Triad Talk Expectations. cite: to give a “quote” from the text evidence: the “proof” of your thinking about texts you read Using evidence to support thinking is at the heart of being a careful and analytical reader, so we will be working a lot with this idea.

context: what is going on around something.
USING CONTEXT CLUES TO DETERMINE MEANING: VOCABULARY IN "SHROUDED IN MYTH" DIRECTIONS: Open workbook to annotated text, “Shrouded in Myth,” page 3. You started important reading work in the previous lesson when you circled unfamiliar words. *What do you do when you come across a word that you do not know the meaning of? -Move past it -Using other words in its place As you get older, it’s still important to know when to “move past” words. But, learning to recognize words you do not understand is an exciting opportunity! Every time you encounter a word you do not understand, you get to learn a new word! This will help become increasingly proficient readers. The first strategy you should use when encountering a word you do not know the meaning of is using “context clues.” *Are you familiar with either of these words: context or clues? context: what is going on around something. What is your context right now? School In what context would you give someone a gift? special occasion - birthday or holiday

USING CONTEXT CLUES TO DETERMINE MEANING:  VOCABULARY IN "SHROUDED IN MYTH"
What are context clues? using all that is happening around a word as clues to what the word might mean In “Shrouded in Myth," read the sentence: “A long, long, long time ago, even before Perseus was born, his grandfather, Acrisios, the king of Argos, was given a prophecy that he would someday be killed by his grandson.” Are there any clues in or around the word ‘prophecy’ that help to determine its meaning? "Prophecy" tells about what will happen "someday." It must be something about  telling the future. Also, "prophecy" sounds like "prophet" and a prophet tells the  future. A prophecy is like a "prediction" or a "message." DIRECTIONS: Work in pairs on the words: imprisoned, stunning, dreaded, and writhing. 1.) Write the word on an index card. 2.) On the back of the same index card, write the meaning. 3.) On the same side of the card as the meaning, draw a picture of what you visualize the word in your mind. 4.) Share your index cards with another pair.

1.) Open workbook to Exit Ticket: Reflecting on the Learning Targets.
DIRECTIONS: 1.) Open workbook to Exit Ticket: Reflecting on the Learning Targets. Reflecting, or thinking back on, learning is a very important and powerful process for learners, both children and adults. 2.) Read the four learning targets you had today. 3.) Think: “Was I able to do these?” If you met the learning target, give evidence or proof. If you did not meet the learning target, describe what was challenging and what goal you have moving forward. 4.) Focus on the first two targets DIRECTIONS: Look at the image on the cover of The Lightning Thief.    *What do you notice?  *What do you wonder? Some of you may have read this book before and some have not. Either way is great. Readers often reread texts to uncover more layers of meaning. Reading the book this time will probably be quite different, since you will be going in depth in the study of Percy as a character, and studying the fascinating myths on which this book is based. A “first draft” read is just like you did with the myth in the first lesson: reading a text for a first time to get a general sense of it. It’s normal, on the first draft read, that readers don’t understand everything yet. Rereading is a habit you will be practicing throughout the year.

“First draft” read of Chapter 1, “I Accidentally Vaporize My Pre-algebra Teacher,” in The Lightning Thief. Your purpose for reading is to get to know the main character, Percy. *What do you notice about him?   *What do you wonder? Many of you may have read The Lightning Thief already, or seen the movie version. This will be a very different reading experience. You will be going much deeper analyzing character, focusing on vocabulary, and reading several of the myths mentioned in this novel.

Meeting the Main Character: Launching The Lightning Thief (Chapter 1) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

ENGAGING THE READER: READ ALOUD OF PAGES 1-4 OF THE LIGHTNING THIEF
DIRECTIONS: Follow along in your novel as pages 1-4 are read aloud. *What is this chapter mostly about so far? It’s mostly about Percy, and how he gets in trouble a lot. It’s about how Percy is a half-blood, and goes to a special school. You will be returning to look more closely at these page, and reading  closely for character, during the lesson today.

Learning Targets *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. inference: a thought process a reader makes to understand the meaning of text, or even an image; paying attention to the details and using other information (from the  text or background knowledge) to mentally fill in the gaps between the details that are actually said or shown, and what the author expects the reader to understand.   cite: to quote something   evidence: proof *Restate the first learning target in your own words. *Restate the second learning target in your own words.

MEETING THE MAIN CHARACTER: A CAROUSEL OF QUOTES FROM CHAPTER 1
Every time you work with this novel, you will be in triads. Triad Talk Expectations Anchor Chart You are going to practice your Triad Talk Expectations once again. One great way to get to know a text is to revisit it multiple times. You have already read the first few pages of The Lightning Thief to get the flow of it. Now you are going to look closely at specific details from those same pages with your triads. The charts hanging around the room already have five chosen details for you to analyze, something you will do independently in the future. DIRECTIONS: 1. Discuss in triads “I Notice” and “I Wonder” about the main character/narrator, Percy (based on the quote). 2. Write at least one “notice” and one “wonders” on the chart below the quote using designated marker color. 3. When signaled, rotate to the next quote and repeat this process. *Two minutes at each quote*   *Why do you think the narrator uses this word?  *What does this make you curious about the main character?

Triad Talk Expectations Anchor Chart
*We should take turns speaking and listen to each other. *We should speak respectfully. *We should all be prepared.

WHOLE GROUP DISCUSSION: WHAT DO WE NOTICE AND WONDER ABOUT PERCY SO FAR?
DIRECTIONS: Sit in triads. *What have you learned about Percy Jackson so far? Making Inferences About Percy Anchor Chart Authors use many methods to help readers get to know the characters and develop characters’ point of view: actions, dialogue, inner thoughts, etc. When the narrator, or  person telling the story, is also a character IN the story, then readers also get to know what that character is thinking. dialogue: speech between two people. *When Grover has to pull Percy back in his seat when Nancy Bobofit is throwing her lunch, what does this action tell us about Percy? He has a short temper. He is a protective friend.

TRIAD DISCUSSION: ANSWERING TEXT-DEPENDENT QUESTIONS WITH EVIDENCE
You will now have your 3rd interaction with the text, pages 1–4. Rereading is important practice that all great readers, even adults, do with complex texts. Each time you revisit a text you notice new details and make new connections. DIRECTIONS: 1.) Read the questions on Questions from the Text: Chapter 1, “I Accidentally Vaporize My Pre-Algebra Teacher”, workbook pages 5-6. 2.) Reread pages 1–4, keeping the questions in mind. 3.) When you did important thinking, made realizations, or found evidence, mark that page with an evidence flag. 4.) After reading, discuss the questions with your triad. 5.) Write the answer to the question in your own words, using a complete sentence. 6.) Copy the sentence or two from the text that you are using as evidence for you answer. If Percy is more likely to get blamed because he is on probation, what does probation likely tell the reader about him? probation: period of time to test a person’s behavior, usually after he has been in trouble

DIRECTIONS: 1.) Open workbooks to Exit Ticket: How do authors develop a narrator on character's point of view?, page 7.  *How does the author of The Lightning Thief help readers get to know Percy as a character in Chapter 1? 2.) Write your response in complete sentences. 1.) “First draft” read of Chapter 2: “Three Old Ladies Knit the Socks of Death.” 2.) Use Homework: Purpose for Reading—Chapter 2, workbook page 8, to focus your reading. 3.) Use evidence flags to mark the specific areas in the book that support your answer.

Inferring about Character: Getting to Know Percy (Chapters 1 and 2) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

DIRECTIONS: Open workbooks to Entrance Ticket: Comprehension Quiz, Chapter 2: "Three Old Ladies Knit the Socks of Death", page 9. The comprehension quiz entrance ticket will be a daily practice while reading The Lightning Thief to assess whether you read and understood the basics of the text assigned for homework. Your homework reading is a “first draft” read; you are not expected to understand everything. But it is important that you feel accountable for the reading, practice reading on your own, and try your best.

GUIDED PRACTICE: MAKING INFERENCES ABOUT  CHARACTERS, REVISITING CHAPTER 1
Authors use many methods to help readers learn about characters. While sometimes authors tell the reader directly about a character, often the reader must infer understandings about the character based on their actions and words. One of the best ways to make inferences about characters is to see how they respond  to challenges they face. DIRECTIONS: Open The Lightning Thief to page 3. Read along silently as the text is read aloud from “All the way into the city...” to “Grover pulled me back to my seat.” Up to this point, you have learned primarily about Percy’s difficulties in school, but here the author shows another side to him.  *What is the challenge facing Percy in this scene?   His best friend is being harassed.  *How does he respond to that challenge?  He tries to get up and defend him. DIRECTIONS: Open workbooks to Inferring About Character: Challenges and Response in Chapter 2, page 10. *Based on Percy’s response to this challenge what can you tell about Percy that the author does not directly tell you?  He is a protective friend.

CLOSE READ OF PAGES 16-18: PERCY GETS EXPELLED
DIRECTIONS: 1.) In triads, open novels to Chapter 2, page 16, to do a close reading of a section. Reading Closely: reading a text multiple times for understanding, important details, and to answer questions from the text. 2.) Read along silently as “The freak weather...” to “...with him thinking I hadn't tried.” is read aloud.  *What is the gist of this section of text? gist: your initial sense of what the text, or a chunk, is mostly about 3.) Open workbooks to Inferring About Characters: Challenges and Response in Chapter 2, page 10. 4.) Return to the same passage, but zoom in and look closely for important details in the text. In this case, the important details are the challenges Percy is facing, and the ways in which he responds to those challenges. 5.) Complete only the first two columns, “challenge” and “response.” 6.) Compare the details collected with triads and come to a consensus. Before moving into the next phase of group work, let's look closely at some of the vocabulary encountered during this section. 7.) Open novels to page 17 and locate the sentence, “I started feeling cranky and irritable most of the time.” *Using context clues, or clues found in the text around a word, or clues within the word, define the word irritable.  Use the word “cranky” to define as “easily annoyed.” The root word “irritate” + the suffix “able” = “able to be irritated.” 8.) Using context clues, define the word solstice on pages 19 and 20. There is both a “summer solstice” and “winter solstice;” A particular day in both of those seasons when the sun is at specific points marking the beginning of summer and winter. Solstice comes from the Latin word “sol” meaning “sun.”

TRIAD DISCUSSION: MAKING INFERENCES
DIRECTIONS: Following the Triad Talk Expectations, work together to complete the final column “I can infer...” Readers understand texts more deeply when they talk to other readers. Even the best readers sometimes miss important details, or can find it difficult to make inferences, and can benefit from another perspective. Being able to collaborate effectively with others will help later in life (at work, in college, and at home or with friends).

Authors use several ways to help readers understand and get to know a character: actions, dialogue, inner-thoughts, etc.   *How have we gotten to know Percy so far? *How has the author made choices in his writing to make that happen?” DIRECTIONS: Open workbooks to Exit Ticket: How Has the Author Helped Us Get to Know Percy So Far?, page 11 *Write in full sentences and use evidence from the text to support thinking. 1.) “First draft” read of Chapter 3: "Grover Unexpectedly Loses His Pants," workbook page 12. 2.) Use the Homework: Purpose for Reading—Chapter 3 question to focus your reading 3.) Use evidence flags to mark the specific areas in the book that support your answer.

Inferring about Character: Close Reading of The Lightning Thief (Chapter 3) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

Congratulations on digging into this novel!
DIRECTIONS: Open workbooks to Entrance Ticket: Comprehension Quiz, Chapter 3: “Grover Unexpectedly Loses His Pants", page 13, and complete. The purpose of the quiz is to encourage you to keep up with reading, and to see what you understand about the basic events and what you are learning about Percy. You will frequently reread key sections in class, focusing on key details as you practice becoming close readers.   *Any clarifying questions about the basic events of the chapter?

Things Close Readers Do Anchor Chart
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.  *Which important words are becoming familiar? inferences, citing, and evidence Things Close Readers Do Anchor Chart *Get the gist of what a text is mostly about *Cite evidence *Use context clues to figure out word meanings *Make inferences based on details in the text *Talk with others about the text

GETTING THE GIST: PAGES 38-40
Since you already did a “first draft” reading of the chapter for homework, you now  will focus in more detail on one key section. DIRECTIONS: 1.) Sit in triads. 2.) Open novels to page 38. 3.) Closely read the section starting with “Eventually I got up the nerve,” and  ending on page 40 with “… and I didn’t want that.” 4.) Independently, stop every two to three paragraphs and jot a gist statement (an initial and very general sense of what a text is mostly about) on a sticky note and place in the book.  *What is your initial sense of what this section of the text is mostly about? 5.) When finished, discuss gist notes with triads.

REREADING TO MAKE INFERENCES ABOUT PERCY: CHOOSING IMPORTANT DETAILS
You made inferences about Percy based on the challenges he faced and his response to  those challenges. Having a character face challenges is just one way an author helps  readers to get to know the characters. Another place readers can make inferences  about characters is through their inner thoughts, especially when the character is the  narrator, as is the case with Percy. DIRECTIONS: 1.) Reread pages 2.) Zoom in on details about Percy that help to better understand him as a character. 3.) Place an evidence flag at any point where you infer something about Percy based on the text. *What is Percy thinking during this episode in the text? *What does that make you think about Percy? *What does this make you understand about Percy? *What in the text helped you figure that out?

DIRECTIONS: 1.) Open workbooks to Exit Ticket: Actions vs. Inner Thoughts, page 14. 2.) Consider all you have learned about Percy in the last couple of chapters. The author has used both actions as well as Percy’s inner thoughts to help you get to  know the character. Which one has revealed more about Percy: his actions or his thoughts. 3.) Use evidence, like an example from the text, when answering this type of question. 4.) Write in full sentences. 1.) “First draft” read of Chapter 4: "My Mother Teaches Me Bullfighting.“ 2.) Use the Homework: Purpose for Reading—Chapter 4, workbook page 15, question to focus your reading. 3.) Use evidence flags to mark the specific areas in the book that support your answer.

Vocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightning Thief (Chapter 3, Continued) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

CHECKING EVIDENCE FLAGS
DIRECTIONS: 1.) In triads, take turns sharing the places in the text flagged (moments when Percy faced a challenge). 2.) Read aloud the excerpt flagged. 3.) Explain why it was important. *What was the challenge Percy faced? *How did he respond? ???? Any clarifying questions about Chapter 4 ????

Learning Targets Throughout the year, you will be accountable for sharing thinking in class. There will  be various techniques to make sure everyone gets to participate. Today a total participation technique, equity sticks, will be used. *I can determine the meaning of words using prefixes and context clues. *I can answer questions about The Lightning Thief using evidence from the text. Focus on the 1st target: You have been practicing using context clues to figure out unfamiliar words in the text. Today you will also practice a new way to figure out words: thinking about the first part of the word, or the prefix (a letter or group of letters attached to the beginning of a word that partly indicates its meaning). Prefix itself has a prefix in it: “pre” = “before.”  *What other words do you know that has the letters “pre” at the start?  *How does that word relate to “before”?

VOCABULARY: USING PREFIXES TO DETERMINE WORD MEANING
You will continue focusing on Chapter 3, which includes a lot of rich information about Percy. You will work on Chapter 4 more in the next lesson. Chapter 3: “Grover Unexpectedly Loses His Pants”  *What do you notice about the word "unexpectedly?"  The word "expect." The prefix "un-" One of the central characters, Mr. Brunner, is a Latin teacher, and Percy studies Latin. One reason people study Latin is because it helps understand vocabulary in English. A lot of English words and word parts come from Latin. Prefixes are an example of this.  *How does the prefix "un-" change the meaning of the word "expect?"  *Can you think of other words that begin with the prefix "un-?"

VOCABULARY: USING PREFIXES TO DETERMINE WORD MEANING
DIRECTIONS: 1.) Open workbooks to Prefix List, page 16. These are the most common prefixes found in English. Knowing these can help you unlock the meaning to countless words. 2.) Look at workbook pages 17-18, Using Prefixes: Determining the Meaning  of Unfamiliar Words. 3.) Read each passage from The Lightning Thief. 4.) Use knowledge of prefixes, prefix list, and context clues to determine the  meaning of words.

TRIAD DISCUSSIONS: QUESTIONS FROM THE TEXT, PAGES 38-40
DIRECTIONS: 1.) In triads, take turns drawing questions from the question basket and reading them aloud. 2.) All members search for the evidence in The Lightning Thief, pages 38-40, to answer the question. 3.) Read aloud passages that supports thinking. All voice should be heard.

BACK-TO-BACK / FACE-TO-FACE
Things Close Readers Do Anchor Chart *Get the gist of what a text is mostly about *Cite evidence *Use context clues to figure out word meanings *Make inferences based on details in the text *Talk with others about the text *Pay attention to vocabulary *Use prefixes to determine word meanings BACK-TO-BACK / FACE-TO-FACE DIRECTIONS: 1.) Stand back-to-back with the person sitting next to you. 2.) Listen to the question asked. 3.) After 10 seconds of “think time,” when you hear, “Face-to-Face,” turn around and share.  *What is an example of a word that begins with a prefix?  *What is an important challenge Percy has faced so far in The Lightning Thief?  *What is the most important thing you have learned about Percy so far in this novel? Support your thinking with a specific example from the book.

Find as many words as you can!
1.) Reread your favorite section of the novel so far. 2.) Record all the words that begin with prefixes on Finding Words with Prefixes. 3.) Use the Prefix List, workbook page 16, to help. Find as many words as you can!

Mid-Unit Assessment: Making Inferences from Percy Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

Learning Targets *I can make inferences about Percy citing evidence from the text. *I can answer questions about The Lightning Thief using evidence  from the text. *I can produce clear writing about my reading of The Lightning  Thief.   *Are there any words in these learning targets that repeat? Citing evidence  *What can you infer based on this? Through writing we will show these new skills and communicate an understanding of the text

MID-UNIT ASSESSMENT: MAKING INFERENCES ABOUT PERCY
Today you will meet the learning targets and show all the great learning you've done in a Mid-Unit Assessment. The assessment will ask you to do many things you have already done in thinking about Percy's challenges, his responses, and the inferences you can make. You may use the novel, evidence flags, and notes from class to complete the assessment. If you finish early, reread your favorite sections of The Lightning Thief.

SHARE: THREE-WORD DESCRIPTION AND SILENT MINGLE
DIRECTIONS: 1.) On a blank sheet of white paper, write three words that  describe Percy Jackson as a character. 2.) Stand up with paper held out in front of you. 3.) Silently walk around room meeting up with different partners. 4.) Read partner’s three words. Allow them to read yours. 5.) Move on to a new partner and repeat.

Catch up on any reading you may have missed in The Lightning Thief.
OR Reread one of your favorite scenes.

The Hero's Journey, Part 1: What is a Hero? Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

QUICKWRITE: WHAT IS A HERO?
DIRECTIONS: 1.) Open workbooks to QuickWrite: What Is a Hero?, page 20. 2.) Respond with whatever you feel to be true, as long as your are able to support you thinking with examples or reasons. NO LIMITS OR EXPECTATIONS!

DO YOU UNDERSTAND THE LEARNING TARGETS?
*I can practice reading closely. *I can get the gist of an excerpt of the text "The Hero’s Journey." *I can gather important details and determine the main idea of an excerpt of  the text "The Hero’s Journey." *I can describe one act of "The Hero’s Journey" to the other members of my triad.  *What words seem most important in these targets? Hero’s Journey Focus on reading closely, included on the Things Close Readers Do Anchor Chart. Later in the lesson, you will again take time to step back and list specific things you have been practicing. DO YOU UNDERSTAND THE LEARNING TARGETS?

CLOSE READ "THE HERO'S JOURNEY" (INTRODUCTION AND "ACT 1: SEPARATION"
DIRECTIONS: 1.) Open workbooks to “The Hero’s Journey," page 21. 2.) Scan the text for structure. Look at the subheadings. 3.) Read Introduction and “Act 1: Separation.” 4.) Reread the text. Circle unfamiliar words. Write the gist in margins. 5.) Compare gist statements with a partner.

CLOSE READ "THE HERO'S JOURNEY" (INTRODUCTION AND "ACT 1: SEPARATION"
“The Hero’s Journey” is one of many pieces of writing that describes the hero’s journey.  Many of these writings have different names for the stages, or a different number of steps  that the hero goes through; but they are all similar in that they are attempting to describe an  archetype (model after which other things are copied or repeated, like a pattern). Stories have character archetypes: the hero, the mentor, the maiden, and the villain. They  are different characters in each story, with different names, but in every story they are  present. The hero’s journey is the archetype of a storyline or narrative; many stories follow  the same pattern. DIRECTIONS: 1.) Open workbooks to Recording Form: "The Hero's Journey", page 25. 2.) Reread annotated “The Hero’s Journey” to identify the most important details (quotes  from the text that are essential to the author’s meaning and purpose).  3.) In partners, record the four parts of “Act 1: Separation” and important details. Thinking of other stories you know that might also be good examples.  Example: Joseph Campbell seems important since he is mentioned so many times. He  was a psychologist, so he knew a lot about people. Mythology is important - that’s what we  are studying. The idea of "discovered" or "described" patterns is important; that relates  back to that idea of archetype. I don’t totally get it yet, but I still think it’s an important detail  to write down and come back to later.

THE HERO'S JOURNEY RECORDING FORM
The Ordinary World The Call to Adventure Entering the Unknown Supernatural Aid/Meeting with the Mentor Joseph Campbell -Wrote The Hero with a Thousand Faces -Discovered common pattern in hero stories Act 1 - Hero is seen as different. - Hero discovers his path to heroism. - Hero goes to an unfamiliar place. - Hero gets a magical aid or a mentor to help on the journey. Act 2 Act 3

*Get the gist of what a text is mostly about *Cite evidence *Use context clues to figure out word meanings *Make inferences based on details in the text *Talk with others about the text *Pay attention to vocabulary *Use prefixes to determine word meanings *Scan the text for structure *Annotate the text

WRITING WITH EVIDENCE: STUDYING A MODEL PARAGRAPH
DIRECTIONS: Read Model Paragraph: Writing with Evidence from Two Texts to get the gist. *What is the purpose of this paragraph? To prove that Percy is on a "hero’s journey" *What does the author want the reader to learn or understand? How The Lightning Thief connects to "The Hero’s Journey" You will be writing with this same purpose, to show how Percy’s experiences in The Lightning Thief align with “The Hero’s Journey.”

WRITING WITH EVIDENCE: STUDYING A MODEL PARAGRAPH
DIRECTIONS: 1.) Read the model paragraph once more. 2.) Now that you know why the author wrote this (to show how Percy’s experiences in The Lightning Thief align with the journey described in “The Hero’s Journey”), read to see how the author achieved his purpose. 3.) Read again, keeping in mind the following questions:   a. How did the author achieve his/her purpose of showing how Percy’s  experiences aligned with “The Hero’s Journey?” b. What writing strategies did the author use to make his purpose clear? 4.) Underline any important words or phrases the author used. 5.) Annotate in the margin to show your thinking. 6.) Share your thinking and writing with a writing partner.

MODEL PARAGRAPH: WRITING WITH EVIDENCE FROM TWO TEXTS

You started class with one idea or conception of a hero.
DIRECTIONS: 1.) Open workbooks to Exit Ticket: How Has Your Idea of “Hero” Changed?, page 26. 2.) Describe how your idea of “hero” has changed or shifted. If it hasn't changed, explain how to include this new learning and the idea of a journey into your old idea about hero? 1.) On the Recording Form: "The Hero's Journey", workbook page 25, add any more important details about the introduction or the section “Act 1: Separation.” 2.) "First draft" read of the remainder of "The Hero's Journey," workbook page 21. 3.) Make gist notes in the margins. 4.) Consider how these stages of the hero's journey apply to Percy Jackson.

Building Background Knowledge About The Hero's Journey,  Part 2: Acts 2 and 3 Plus Focusing on Key Vocabulary in "The Hero's  Journey" Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

Learning Targets *I can practice reading closely.
*I can gather important details and determine the main idea of an excerpt of the text "The Hero’s Journey." *I can use context clues to determine the meaning of unfamiliar words in "The Hero’s Journey." *I can make connections between Percy Jackson and “The Hero’s Journey.” What words seem most important in these targets? DO YOU UNDERSTAND THE LEARNING TARGETS? DIRECTIONS: 1.) Open workbooks to “The Hero’s Journey”, page 21. 2.) Turn and talk with a partner to share gist notes.

CLOSE READ: "THE HERO'S JOURNEY" ACTS TWO AND THREE
DIRECTIONS: 1.) Sit in triads. 2.) Independently read “The Hero’s Journey” Act 2: Initiation and Transformation, workbook page 23. 3.) Collect important details on Recording Form: “The Hero’s Journey”, workbook page 25. important detail = a quote from the text that is essential to the author’s meaning and purpose 4.) For two minutes, share in triads the important details recorded for “Act Two: Initiation and Transformation.” 5.) Independently, continue reading “Act Three: The Return,” workbook page 24. 6.) Collect important details on “The Hero’s Journey” Recording Form, workbook page 25. 7.) Whole class share about Acts Two and Three of “The Hero’s Journey.”

VOCABULARY IN "THE HERO'S JOURNEY"
Turn your attention to vocabulary in “The Hero’s Journey.” Paying attention to vocabulary, and using strategies like context clues or prefixes to figure out word meanings, are “things  close readers do” *What two strategies for finding word meaning have we learned so far this year? using context clues and using root words and prefixes DIRECTIONS: 1.) Open workbooks to Vocabulary in “The Hero’s Journey”: Strategies for Finding Word Meaning, pages 2.) Independently, read the sentence and think about the bolded word: “Can I use context  clues around this word to help me determine the meaning? Does the word have a prefix  and root word that can help me determine the meaning?” Refer to Prefix List, page 16, and “The Hero’s Journey”, page 21, as necessary. 3.) Meet in triads to discuss each word. As you continue to read challenging texts in the coming months and years, you will often encounter  unfamiliar vocabulary. It is important to have lots of different ways to figure out words.

DIRECTIONS: 1.) Open workbooks to Exit Ticket: Making Connections Between "The Hero's Journey" and The Lightning Thief, page 30. 2.) Independently consider the question: *What is the most important connection between Percy’s experiences and "The Hero’s Journey"? Why? 3.) Support your thinking with reasons. 1.) "First draft" read of Chapter 5: "I Played Pinochle With a Horse." 2.) Use Homework: Purpose for Reading - Chapter 5, workbook page 31, to focus your reading. 3.) Use evidence flags to mark specific areas in the book that support your answer.

Selecting Evidence and Partner Writing: Aligning the "The Hero's Journey" and The Lightning Thief (Chapter 5) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

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. align = to line up or make parallel; the root “lign” actually means “line” Today you are going to try to “line up” what is happening to Percy with the steps in the article “The Hero’s Journey.” DO YOU UNDERSTAND THE LEARNING TARGETS?

CONNECTING "THE HERO'S JOURNEY" AND THE  LIGHTNING THIEF: A CAROUSEL OF QUOTES
A very important reading skill you will be using, now and many times in your 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.” This is something you probably do without realizing it, but today you will think about, talk about, and write about these connections. *When you think about The Lightning Thief and "The Hero’s Journey," how do think these two texts are related? Percy is a hero; Percy is going to go on a journey DIRECTIONS: 1.) Sit in triads. 2.) Open workbooks to Carousel of Quotes: Connecting The Lightning Thief and "The Hero’s Journey," pages 3.) Look at the first row of connected quotes from The Lightning Thief and “The Hero’s Journey”: “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.” *What is the relationship between these two quotes? Percy’s has characteristics that make him feel out of place. This is a challenge many heroes face. 3.) Silently read these quotes, think about them, and jot down your initial ideas about the relationships between them. 4.) Discuss thinking in triads.

CAROUSEL OF QUOTES: CONNECTING THE LIGHTNING  THIEF AND "THE HERO'S JOURNEY"

CONNECTING "THE HERO'S JOURNEY" AND THE  LIGHTNING THIEF: A CAROUSEL OF QUOTES
Look at the quote charts hanging around the room. These charts have the same quotes as the recording forms. Distribute markers to each triad and assign each triad a starting point. DIRECTIONS: 1.) At each chart, a different member of the triad reads the two quotes aloud. 2.) Each person shares thinking from recording forms. 3.) Discuss the relationship between these quotes. 4.) Using triad's specific colored marker, use the space below the quotes to write the relationship between them. 5.) Move to the next chart with a new pair of quotes. *What is the most important connection between Percy’s experiences and "The Hero’s Journey?" *Why?

INDEPENDENTLY SELECTING RELEVANT EVIDENCE IN INFORMATIONAL TEXTS: ALIGNING PERCY'S EXPERIENCES WITH THE HERO'S JOURNEY DIRECTIONS: 1.) Open workbooks to Selecting Evidence from “The Hero’s Journey”, page 34. There are excerpts and quotes from The Lightning Thief ; however, you are responsible for finding a quote from “The Hero’s Journey.” 2.) Read the excerpt from The Lightning Thief. 3.) Think: Does this excerpt align with the archetype of “The Hero’s Journey?” 4.) Look to “The Hero’s Journey” to confirm thinking and gather evidence. 5.) Discuss findings in triads. 6.) If Percy’s experience aligns, complete the graphic organizer with the stage of the hero’s journey Percy is at, as well as, the quote from “The Hero’s Journey?” as evidence. *How do Percy’s experiences align with “The Hero’s Journey?”

SELECTING EVIDENCE FROM "THE HERO'S JOURNEY"

PARTNER WRITING: USING EVIDENCE FROM TWO TEXTS
DIRECTIONS: Open workbooks to Partner Writing: Using Evidence from Two Texts, page 35. You are now going to use the evidence collected to do some writing. You will make a claim about Percy based on evidence from the text. You have already collected the necessary evidence for writing a paragraph that answers the question: How do Percy’s experiences align with the hero’s journey? *A strong paragraph begins with a topic sentence, and that a topic sentence tells what the paragraph is going to be about. What would be an example of a strong topic sentence for the paragraph we are going to write today? Percy’s experiences in The Lightning Thief align with "The Hero’s Journey" in several important ways.

PARTNER WRITING: USING EVIDENCE FROM TWO TEXTS
DIRECTIONS: 1.) With a partner, study the model paragraph and the criteria from Lesson 8. 2.) Choose one stage of the hero’s journey from Selecting Evidence from “The Hero’s Journey”, workbook page 34, to use in your writing. 3.) Independently, draft a paragraph using evidence from both texts. 4.) After finishing the paragraph, trade papers. 5.) Review the criteria again. Did your partner meet each part of the criteria? 6.) Complete the Criteria Checklist at the bottom of the Partner Writing: Using Evidence from Two Texts.

GIVE A FIST TO FIVE ON THIS TARGET
REFLECTING ON THE LEARNING TARGETS *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. GIVE A FIST TO FIVE ON THIS TARGET fist = struggle five = really understood/accomplished three = struggled a little, but getting there *What was most difficult about this learning target?

1.) "First draft" read of Chapter 6: "I Became Supreme Lord of the Bathroom.“
2.) Use Homework: Purpose for Reading - Chapter 6, workbook page 35, to focus  your reading. 3.) Use evidence flags to mark specific areas in the book that support your answer.

Selecting Evidence: "The Hero's Journey" and The Lightning Thief (Chapter 6) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

ENGAGING THE READER: READ-ALOUD OF QUOTE FROM CHAPTER 6
archetype = a character or a story line that repeats again and again over time DIRECTIONS: 1.) Open The Lightning Thief to page 86. 2.) Read along as the text is read aloud from: “I shook my head …” to  “Chiron calls them archetypes. Eventually, they re-form.” *How is the meaning of archetype connected to this idea of the minotaur as an archetype? Just like the same characters and stories keep showing up, monsters like the minotaur keep showing up, even when you kill them.

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. *Based on today’s learning targets, what do you think we will be doing in today’s lesson? We will be closely reading parts of The Lightning Thief. We will be trying to make a connection between Percy and "The Hero’s Journey." You will be rereading both texts to identify how they connect.

*Get the gist of what a text is mostly about *Cite evidence *Use context clues to figure out word meanings *Make inferences based on details in the text *Talk with others about the text *Pay attention to vocabulary *Use prefixes to determine word meanings *Scan the text for structure *Annotate the text *The heart of close reading is paying careful attention to the actual words in the text: that is why “evidence” is so  important.*

CLOSE READ: PERCY EXPLORES CAMP HALF-BLOOD
*What does it mean to closely read a text? How do you start? What do you do next? First you just read for the flow, to get to know the text. You read to get the gist and choose unfamiliar words. You choose important details. You read to answer questions about the text. DIRECTIONS: 1.) Open The Lightning Thief to page 78. 2.) Read from the bottom of page 78 starting with “As we got closer …” to page 82  “...Annabeth is waiting for us.” 3.) Stop every few paragraphs and write the gist on a sticky note and place in the book. 4.) Share gist writing in triads.

CLOSE READ: PERCY EXPLORES CAMP HALF-BLOOD
Answering questions and using evidence in answers is an important step in reading something  closely because it draws attention to parts of the text that may have been missed. DIRECTIONS: 1.) Open workbooks to Text-Dependent Questions: Excerpt from Chapter 6, “I Become  Supreme Lord of the Bathroom,” page 41. 2.) Read the questions to know what to look for. 3.) Reread the passage, keeping the questions in mind. 4.) Use an evidence flag to mark places in the text connected to one of the questions. 5.) Answer the questions on the graphic organizer. Use evidence to support answers. 6.) Share answers and evidence in triads.

TRIAD COLLABORATION TO CHOOSE EVIDENCE: CONNECTING PERCY'S EXPERIENCE WITH "THE HERO'S JOURNEY"
You are going to continue to make the connection between Percy’s experiences in The Lightning Thief and the archetypal storyline of the hero’s journey—a story structure that has been repeated across countless stories over time. You read about that archetypal journey in “The Hero’s Journey.” But today, instead of being given the evidence, triads will work as reading detectives, on the hunt for evidence! In the passage you just read closely, there are multiple examples of Percy being on a  hero’s journey. DIRECTIONS: 1.) Open workbooks to Selecting Evidence: Percy Jackson and “The Hero’s  Journey” (Chapter 6), page 42. Included are the stages of “The Hero’s Journey”, which show up in the passage of The Lightning Thief you read closely. 2.) Review these sections in “The Hero’s Journey” to remind yourself what happens in each of those stages. 3.) Think: “In the passage from The Lightning Thief that I just read closely, how does this stage of the hero’s journey show up?” 4.) Choose a specific scene in Chapter 6 of The Lightning Thief that shows Percy experiencing that stage in “The Hero’s Journey.” 5.) In “The Hero’s Journey”, choose a quote that clearly connects to Percy’s experience.

SELECTING EVIDENCE

Connecting evidence from two texts was a new challenge.
DIRECTIONS: 1.) Open workbooks to Exit Ticket: Reflecting on the Learning Targets, page 43. Connecting evidence from two texts was a new challenge. 2.) Reflect on today's learning target: 1 = very easy 5 = very challenging 1.) "First draft" read of Chapter 7: "My Dinner Goes Up in Smoke." 2.) Use Homework: Purpose for Reading - Chapter 7, workbook page 44, to focus your reading. 3.) Use evidence flags to mark specific areas in the book that support your answer.

Writing with Evidence: Percy and the Hero's Journey (Chapter 7) Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

INDEPENDENT WRITING: HOW DOES PERCY'S EXPERIENCE ALIGN WITH "THE HERO'S JOURNEY"
DIRECTIONS: 1.) Preview Selecting Evidence: Percy Jackson and “The Hero’s Journey” (Chapter  7), pages This looks almost exactly like the assessment you will be doing in Lesson 13. 2.) Reread the four parts of “The Hero’s Journey” listed below: 3.) Closely read pages 93–95 in Chapter 7 of The Lightning Thief, where Percy’s  experience can be aligned to “The Hero’s Journey”. 4.) Choose one experience in The Lightning Thief and match it with a stage of the  hero’s journey. 5.) Gather evidence from The Lightning Thief. 6.) Gather evidence from “The Hero’s Journey.” 7.) Use the graphic organizer to help you write the paragraph. 1. “Entering the Unknown”  3. “Allies and Helpers” 2. “Supernatural Aid”  4. “The Road of Trials”

SELECTING EVIDENCE

WRITING WITH EVIDENCE: PEER FEEDBACK
DIRECTIONS: 1.) Trade your independent gathering of evidence and paragraph with your writing partner from Lesson 11. 2.) Using Partner Writing: Using Evidence from Two Texts Criteria Checklist, workbook page 47, to check your partner's writing against the criteria.

SHARE: WHAT CAN WE LEARN ABOUT PERCY, AS A HERO, BASED ON HIS RESPONSE TO A CHALLENGE HE FACES?
Review the learning targets below: *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." 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?

1.) "First draft" read of Chapter 8: "We Capture A Flag."
2.) Use Homework: Purpose for Reading - Chapter 8, workbook page 48, to focus your reading. 3.) Use evidence flags to mark specific areas in the book that support your answer.

End of Unit Assessment: Drawing Evidence from Text: Written Analysis of How Percy's Experiences Align with "The Hero's Journey" Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

ENGAGING THE READER: BACK-TO-BACK / FACE-TO-FACE
DIRECTIONS: 1.) When you hear, “Go,” walk silently around the room at a slow place. 2.) When you hear, “Stop,” find the nearest person and stand “back-to-back” with them. 3.) After hearing a question, think for about 15 seconds. 4.) When you hear, “Face-to-face,” turn around and take 1 minute to share thoughts. 5.) When you hear, “Go,” the process starts again.

Learning 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 summary of an excerpt from The Lightning Thief. *I can write a paragraph explaining how Percy’s experiences align with  the hero’s journey. These learning targets should look very familiar because these are the targets for the  past few lessons.

END OF UNIT 1 ASSESSMENT Congratulations on all the hard work you have done over past weeks getting to know Percy Jackson and studying “The Hero’s  Journey.” Today you will meet your learning targets and show all the learning you have accomplished in an End of Unit Assessment. In this assessment, you will be rereading an excerpt from Chapter 8. You will use Percy’s experiences in this chapter to answer questions, complete a graphic organizer about Percy and the  hero’s journey, and then write a paragraph. This task is very similar to what you have been practicing for the past few lessons.

SHARE: "I USED TO... BUT NOW I..."
You have learned many things throughout our study of The Lightning Thief and you have most likely changed your mind about ideas you had, ideas about Percy, ideas about myths, ideas about heroes. DIRECTIONS: 1.) Gather in a circle. 2.) "Going around” clockwise, share how you learned something new, or  changed your thinking about something, by saying “I used to … but now I …” Examples: “I used to think that I couldn't read a long book like this, but now I know I just have to break it up into smaller pieces” “I used to think Percy was … but now I think …”

1.) "First draft" read of Chapter 8: "We Capture A Flag.“
2.) Use Homework: Purpose for Reading - Chapter 8, workbook page 48, to focus  your reading. 3.) Use evidence flags to mark specific areas in the book that support your answer.

Reading Closely and Writing to Learn: Myths: Not Just Long Ago

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Reading Closely and Writing to Learn: Myths: Not Just Long Ago

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