1. Percy Jackson
Unit 1
Lesson 12

2. 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 paragraph describing how Percy’s experiences align with ‘The Hero’s Journey.’
A. 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

3. Think-Pair-Share
What does the word ‘paragraph’ mean to you? What does a paragraph include?”
Activate student thinking with a Think-Pair-Share:
“What does the word ‘paragraph’ mean to you? What does a paragraph include?”

4. Chapter 6-“I Become Supreme Lord of the Bathroom.”
Find your favorite line or short excerpt from chapter 7
Share it with your triad.
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.

5. Who wants to know exactly what is on their test?

6. Independent Writing- Test Cheater Lesson!
Directions:
Reread the four parts of “The Hero’s Journey” listed before closely reading pages 93–95 in The Lightning Thief. This will help focus your reading as you find evidence.
Choose one experience in The Lightning Thief and match it with a stage of the hero’s journey.
Gather evidence from The Lightning Thief (Specific Quote!).
Gather evidence from “The Hero’s Journey” (Specific Quote!).
Use your graphic organizer to help you write the paragraph.
A. Independent Writing: How Does Percy’s Experience Align with “The Hero’s Journey”? (25 minutes)
Tell students that today is the first time they are going to go through the writing process completely independently. In previous lessons, they chose evidence with help from you, they collected evidence with their triad, and they wrote in partnerships. Congratulate students on their learning and how much they have accomplished already. Tell them you cannot wait to see what they can do on their own!
Distribute the Selecting Evidence: Percy Jackson and “The Hero’s Journey” (Chapter 7) to each student. Tell them that this looks almost exactly like the assessment they will be doing in Lesson 13 coming up. Tell students that they will be focusing their work on pages 93–95 in Chapter 7. In this excerpt there are several examples of Percy having experiences that align to the hero’s journey. Tell students that in Chapter 7, from pages 93–95, Percy’s experience can be aligned to four different parts of “The Hero’s Journey”:
“Entering the Unknown”
“Supernatural Aid”
“Allies and Helpers”
“The Road of Trials”
Give students the following directions:
Reread the four parts of “The Hero’s Journey” listed before closely reading pages 93–95 in The Lightning Thief. This will help focus your reading as you find evidence.
Choose one experience in The Lightning Thief and match it with a stage of the hero’s journey.
Gather evidence from The Lightning Thief.
Gather evidence from “The Hero’s Journey.”
Use your graphic organizer to help you write the paragraph.
Circulate as students work and notice where students are encountering difficulty. This assignment closely aligns with the assessment students will be completing in Lesson 13, so this is a great opportunity to do some “research” on where students need additional support or instruction.

7. Peer Feedback Individual: Peer: Open your ELA-Vate workbook to page 37
Give your paragraph to someone else to read
Peer:
Evaluate your partner’s paragraph using the guidelines on page 38
Make sure you take time to give good feedback because this is your practice for the test tomorrow.
B. Writing with Evidence: Peer Feedback (10 minutes)
After students have completed their independent gathering of evidence and writing a paragraph, ask them to trade their work with their writing partner from Lesson 11. Remind students of the process they completed in that lesson, in which they checked their partner’s writing against the criteria.
Distribute the Peer Feedback: Checking for Criteria recording form to each to student. Ask students to take the next 10 minutes to read their partners’ writing, and complete the checklist.

8. Closing
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?
Closing and Assessment
A. 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.

9. Chapter 8 Turn to page 107: Chapter 8 “We Capture a Flag”
Take notes on page 39
Do a “first draft” read of Chapter 8, “We Capture a Flag.” Use the Chapter 8 Purpose for Reading question to focus your reading and use your evidence flags to mark the specific areas in the book that support your answer.

10. Percy Jackson
Unit 1
Lesson 13

11. Back-to-Back Front-to-Front
Find a partner
Stand back to back
When prompted, turn front-to-front to answer the question
When you are finished jump back to back with your partner
. Engaging the Reader: Back-to-Back/Face-to-Face (5 minutes)
Tell students that they will participate in a quick discussion activity that is both fun and will help them quickly review some big ideas for their assessment today. The game is called Back-to-Back/Face-to-Face. Give directions:
When you say, “Go,” students are to silently walk around the room at a slow place.
When you say, “Stop,” students should stop, find the nearest person to them and stand “back-to-back” with them.
You will ask them a question. Students should remain back-to-back, and they have about 15 seconds of think time.
When you say, “Face-to-face,” students should turn around and take 1 minute to share their thoughts.
When you say, “Go,” the process starts again.
Use the Questions for Back-to-Back/Face-to-Face (in Supporting Materials).

12. What is a hero?

13. Is Percy Jackson a hero?

14. How has Percy Jackson changed from the beginning of the book until now?

15. 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.
B. Unpacking Learning Targets (5 minutes)
Invite students to return to their seats. Ask a volunteer to read today’s learning targets while the rest of the class reads along.
“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.”
Tell students that these learning targets should look very familiar because these are the targets they have been doing for the past few lessons.

16. End of Unit 1 Assessment Write your name on your test.
Read the first page of your test
Complete the table on page 2 of your test
Then write your paragraph on page 3 of your test
When you are done, put your test in the box.
Do a silent activity in your seat.
A. End of Unit 1 Assessment (30 minutes)
Congratulate students on all the hard work they have done over past weeks getting to know Percy Jackson and studying “The Hero’s Journey.” Tell students that today they will meet their learning targets and show all the learning they have accomplished in an End of Unit Assessment.
Tell students that in this assessment they will be rereading an excerpt from Chapter 8. They 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. Remind them that this task is very similar to what they have been practicing for the past few lessons.
Give each student the End of Unit 1 Assessment: How Percy’s Experiences Align with “The Hero’s Journey.”
Circulate as students work, noting who is having difficulty and may need redirecting.

17. I used to ______________________ but now I ___________________
-Exit Ticket-
Complete the following statement:
I used to ______________________ but now I ___________________
A. Share: “I used to … but now I …” (5 minutes)
Gather students back in the whole group, preferably in a circle. Say: “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.”
Tell students you are going to do a quick “go around” where everyone will share how they learned something new, or changed their thinking about something. They will do this by saying “I used to … but now I …”
Give an example: “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” or “I used to think Percy was … but now I think …”
Give students a moment to think, and then go around to hear students’ comments.

18. Read Chapter 9 Turn to page 127 in your Percy Jackson book
Read Chapter 9 of The Lightning Thief.