1. Week 5 October 1-5, 2018

2. WARM UP Monday

3. © Presto Plans
Allegory is a symbolic device in which characters or events in a story represent or symbolize ideas and concepts.
One example of this can be found in The Lion, The Witch, and The Wardrobe. People believe that the lion, Aslan, represents Jesus Christ from the Christian Bible.
Watch the clip and consider why people might interpret the story in this way.
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4. Grade 6: Module 1: Unit 1: Lesson 6 Vocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightning Thief (Chapter 3, Continued

5. Opening Checking your notes for chapter 4.
The next 5 minutes take turns sharing with your group one of the places in the text you flagged.
Read aloud the excerpt you flagged and then explain why you thought it was important.
“What was the challenge Percy faced?”
“How did he respond?”

6. Learning Targets
“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.”
Today we will also practice a new way to figure out words: thinking about the first part of the word, or the prefix.
Prefix: a letter or group of letters attached to the beginning of a word that partly indicates its meaning.
Notice that the word prefix itself has a prefix in it: “pre” which means “before.”
Think-Pair-Share:
“What other words do you know that has the letters “pre” at the start?”
“How does that word relate to “before”?”

7. Vocabulary: Using Prefixes to Determine Word Meaning
Chapter 3, “Grover Unexpectedly Loses His Pants,”
Think-Pair-Share:
“What do you notice about the word ‘unexpectedly?’”
Just a thought!!!! 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.
“Let’s look closely at the prefix ‘un-.’ How does the prefix ‘un-’ change the meaning of the word ‘expect?’”
“Can you think of other words that begin with the prefix ‘un-?’”
Think-Pair-Share:
“What do you notice about the word ‘unexpectedly?’”
Listen for answers like: “I see the word ‘expect.’” Probe, encouraging students to offer a definition for the word “expect.”

8. What are some other words that begin with a prefix?
Take out the Prefix List that is in your binder.
These are the most common prefixes found in English. Knowing these can help you unlock the meaning to countless words.
Take out Using Prefixes: Determining the Meaning of Unfamiliar Words.
Directions:
Read each passage from The Lightning Thief.
Use your knowledge of prefixes, your prefix list, and context clues to help you determine the meaning of words.

9. Discussions: Questions from the Text, Pages 38–40
In your groups, you will be revisiting the excerpt from The Lighting Thief you were working with in the last lesson: pages 38–40. In the next lesson you will have an assessment of their reading of The Lightning Thief, and that the questions you are about to work with in your groups are very similar to the ones you will see in the assessment.

10. Closing 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.

11. Homework
Tonight for homework reread your favorite part of The Lightning Thief so far. In that section, see how many different words you can identify that begin with a prefix. Use your prefix list to help you.

12. WARM UP Tuesday

13. The taxi driver gives you a blank receipt when he drops you off
The taxi driver gives you a blank receipt when he drops you off. Your job pays for your expenses. Do you write in the exact correct amount?
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14. Grade 6: Module 1: Unit 1: Lesson 7 Mid-Unit 1 Assessment: Making Inferences from Percy

15. Unpacking Learning Targets (5 minutes)
Read along.
“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.”
Think-Pair-Share:
“Are there any words in these learning targets that repeat? What can you infer based on this?”

16. Mid-Unit 1 Assessment: Making Inferences about Percy (35 minutes)
“Today you will get to 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 that you have already done in thinking about Percy’s challenges, his responses, and the inferences they can make based on them. You can use of the novel, and notes from class to help you complete this assessment.
If you finish your Mid-Unit Assessment early, you may go back and read your favorite sections of The Lightning Thief.

17. Exit Slip Share: Three-Word Description and Silent Mingle
You need 1 blank sheet of white paper.
Write three words that describe Percy Jackson as a character.
For example, you may write, “Troubled,” “Brave,” and “Friend.”
After 2 minutes of thinking and writing time, you will now do a “silent mingle.”
Directions:
Stand up with your paper held out in front of you.
Silently walk around the room meeting up with different partners.
Read your partner’s three words and allow them to read yours.
Move on to a new partner and repeat.

18. WARM UP Wednesday

19. it relate to your life or
What is the meaning of
this quote?
Do you agree? How does
it relate to your life or
the world?
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20. Grade 6: Module 1: Unit 1: Lesson 8 The Hero’s Journey, Part 1: What is a Hero?

21. QuickWrite: What is a Hero? (5 minutes)
QuickWrite: What Is a Hero? recording form.
Respond with whatever you feel to be true, as long as you are able to support your thinking with examples or reasons.

22. Unpacking the Learning Targets (5 minutes)
Read aloud:
“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.”
Think-Pair-Share:
“What words seem most important in these targets?” Ask a few students to share out.
Focus: hero’s journey. you will be reading more about this during the lesson.

23. Close Read: “The Hero’s Journey” (Introduction and “Act 1: Separation”) (20 minutes)
“The Hero’s Journey” text.
Quickly scan the text for the structure.
Look at sections with subheadings.
Read the introduction and “Act 1: Separation.”
In the first reading of a close read, you are reading just to get oriented to the text.
5 minutes
Now that you are oriented to the text, you will reread to annotate for the gist.
The purpose is to help begin to get a sense of what this chunk of text is mostly about.

24. directions:
As you read, circle words that are unfamiliar.
After each paragraph, write the gist in the margins (your very preliminary sense of what that paragraph is mostly about).
After 10 minutes talk to a partner to compare what you wrote for your gist statements.
The text “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.
Archetype as a model after which other things are copied or repeated, like a pattern.
Stories, for example, 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.
Take out “The Hero’s Journey” recording form.
Revisit your annotated text one last time with your partner to reread and identify the most important details. Important details as quotes from the text that are essential to the author’s meaning and purpose.)
For example: “’Joseph Campbell’ seems important since he is mentioned so many times. He was a psychologist, so knew a lot about people. And ‘mythology’ is important; I know that’s what we are studying. I’m also thinking this idea of ‘discovered’ or ‘described’ patterns is important; that relates back to that idea of archetype we talked about. I don’t totally get it yet, but I still think it’s an important detail to write down and come back to later.”
Work with a partner to record on your form the four parts of “Act 1: Separation” as well as important details.

25. Writing with Evidence: Studying a Model Paragraph (15 minutes)
Model Paragraph: Writing with Evidence from Two Texts
read it once to just to get the gist of it.
Think-Pair-Share to go deeper:
“What is the purpose of this paragraph? What does the author want the reader to learn or understand?”
“The author is trying to prove that Percy is on a ‘hero’s journey’” or “The author wants the reader to 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.”
Read the model paragraph once more.
Directions:
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”), you will read to see how the author achieved their purpose.
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 their purpose clear?”
Underline any important words or phrases the author used.
Annotate in the margin to show your thinking.

26. “What did the author do to make this an effective paragraph?”
“How did the author achieve his/her purpose of showing Percy’s experience as a ‘hero’s journey?’”
“What did the author do to make this an effective paragraph?”
Writing with Evidence anchor chart:
Introduce the paragraph by making a claim about how Percy’s experiences align with “the hero’s journey.”
Use quotes from both texts as evidence to support the claim.
Write a sentence making it clear how the evidence from the two texts is connected.
Close the paragraph with a clear concluding statement.

27. Exit Ticket: How Has Your Idea of “Hero” Changed? (5 minutes)
Exit Ticket: What is a Hero?

28. Homework
Keep working with the text “The Hero’s Journey.” First, on your recording form, add any more important details about the introduction or the section “Act 1: Separation.” Then do a “first draft” read of the remainder of “The Hero’s Journey.” Make some gist notes in the margins; it’s fine if you don’t understand everything at first. (You don’t have to fill out the recording form for Acts 2 or 3 yet.) As you read, begin to consider how these stages of the hero’s journey apply to Percy Jackson.

29. WARM UP Thursday

30. can we learn from Jason McElwain’s story?
Click on the link below to watch a video clip. Respond in writing by providing your thoughts on the following question:
What lesson
can we learn from Jason McElwain’s story?
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31. Grade 6: Module 1: Unit 1: Lesson 9 Building Background Knowledge About the Hero’s Journey, Part 2: Acts 2 and 3 Plus Focusing on Key Vocabulary in “The Hero’s Journey”

32. Unpacking Learning Targets and Sharing Gist Notes (5 minutes)
“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.”
Think-Pair-Share:
“What words seem most important in these targets?”
get out your article, “The Hero’s Journey” (from Lesson 8).
Remember it is ok if you didn’t totally understand the article: you were just supposed to make gist notes with your initial sense of what the text is mostly about. You will keep digging deeper.
Turn and talk with a partner for two minutes, to share your gist notes.

33. Close Read: “The Hero’s Journey” Acts Two and Three (20 minutes)
You will continue to reread “The Hero’s Journey” text and collect important details on their “The Hero’s Journey” recording form.
You began to collect important details in the first act “The Separation” in Lesson 8.
Important detail as a quote from the text that is essential to the author’s meaning and purpose.
Continue reading “Act Three: The Return” for an additional 7-8 minutes before sharing ideas again with your groups.
Lets Discuss…. any misconceptions or confusion about Acts Two and Three of “The Hero’s Journey.” ????

34. Vocabulary in “The Hero’s Journey” (15 minutes)
Today you are going to turn their attention to vocabulary in “The Hero’s Journey.”
Pay attention to vocabulary, and use strategies like context clues or prefixes to figure out word meanings, are “things close readers do”
Think-Pair-Share:
“What two strategies for finding word meaning have we learned so far this year?”
Vocabulary in “The Hero’s Journey”: Strategies for Finding Word Meaning recording form.
Begin by reading the sentence and thinking about the bolded word.
Think, “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 your Prefix List and “The Hero’s Journey” as necessary.

35. Exit Ticket: What is the most important connection between Percy’s experiences and “The Hero’s
Journey”? Why? (5 minutes)
“What is the most important connection between Percy’s experiences and ‘The Hero’s Journey’? Why?”

36. Homework
Do a “first draft” read of Chapter 5: “I Played Pinochle With a Horse.” Use the Homework: Purpose for Reading—Chapter 5 question to focus your reading and use your evidence flags to mark the specific areas in the book that support your answer.

37. WARM UP Friday

38. Find a novel to read to yourself.
SILENT READING:
Find a novel to read to yourself.
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39. Grade 6: Module 1: Unit 1: Lesson 10 Selecting Evidence and Partner Writing: Aligning “The Hero’s Journey” and The Lightning Thief (Chapter 5)

40. Unpacking Learning Targets (5 minutes)
“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.
today you are going to try to “line up” what is happening to Percy with the steps they read about in the article “The Hero’s Journey” from the previous lesson.

41. Connecting “The Hero’s Journey” and The Lightning Thief: A Carousel of Quotes (10 minutes)
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 these connections, talk about them, and write about them.
Think-Pair-Share:
“When you think about The Lightning Thief and ‘The Hero’s Journey,’ how do think these two texts are related?”
“Maybe they are related because Percy is a hero” or “They are related because Percy is going to go on a journey.”.
I have selected quotes from both The Lightning Thief and “The Hero’s Journey” to help you think more about the relationship between the two texts.
“I have dyslexia and attention deficit disorder and I had never made above a C- in my life”
“Heroes possess some ability or characteristic that makes them feel out-of-place.”
“What is the relationship between these two quotes?”
“These quotes are related because Percy’s has characteristics that make him feel out of place, and this is a challenge many heroes face.”
Carousel of Quotes: Connecting The Lightning Thief and ‘The Hero’s Journey’ recording form.
You will have a few minutes to silently read these quotes, think about them, and jot down your initial ideas about the relationships between them.

42. Look at the quote charts hanging around the room.
These charts have the same quotes as your recording forms.
Directions
At each chart, let a different member of your group read the two quotes aloud.
Give each person a chance to share their thinking from their recording forms.
Discuss the relationship between these quotes.
Using your triad marker, use the space below the quotes to write the relationship between them.
Move to the next chart with a new pair of quotes.
You will have just 6 to 7 minutes for this part of the activity.
Times UP!
“What is the most important connection between Percy’s experiences and ‘The Hero’s Journey?’ Why”

43. Independently Selecting Relevant Evidence in Informational Texts: Aligning Percy’s Experiences with the Hero’s Journey (15 minutes)
I have created a graphic organizer similar to the one from your Carousel of Quotes.
Selecting Evidence from “The Hero’s Journey” recording form.
I have already pulled excerpts and quotes from The Lightning Thief in order to you started. However, unlike in the Carousel of Quotes, you will be responsible for finding a quote from “The Hero’s Journey.”
Directions:
Read the excerpt from The Lightning Thief.
Think: Does this excerpt align with the archetype of “the hero’s journey?”
Go back to “The Hero’s Journey” to confirm your thinking and gather evidence.
Discuss your findings with your your.
If Percy’s experience does align, 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” that is your evidence.
You will have about 10 minutes to work in your groups .
“How do Percy’s experiences align with the hero’s journey?” Invite volunteers to share their connections with the class.

44. Partner Writing: Using Evidence from Two Texts (10 minutes)
now use the evidence you just 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?”
Think-Pair-Share:
We decided that 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.”
Directions:
With your partner, study the model paragraph and the criteria from Lesson 8.
Together, choose one stage of the hero’s journey from the Selecting Evidence from “The Hero’s Journey” recording form that you want to use in your writing.
On your own, draft a paragraph using evidence from both texts.
After finishing the paragraph, trade papers. Review the criteria again. Did your partner meet each part of the criteria?
Elaborate : “How are those two quotes related?” and “What does this tell us about Percy?”

45. Exit Slip
What was most difficult about this learning target?”

46. Homework
Do a “first draft” read of Chapter 6: “I Become Supreme Lord of the Bathroom.” Use the Homework: Purpose for Reading—Chapter 6 question to focus your reading. Use your evidence flags to mark the specific areas in the book that support your answer.