Lesson 4 | The Lightning Thief & Greek Mythology (2020) | 6th Grade English

Objective

Make inferences about Percy as a character.

Analyze how the author develops the narrator’s point of view.

Readings and Materials

Book: The Lightning Thief by Rick Riordan — Ch. 1

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

What is the most important character trait you learned about Percy in Chapter 1? How does the author show this about Percy? Provide one specific example from the text.

References

EngageNY ELA Grade 6: Module 1: Unit 1: Lesson 3

Grade 6: Module 1: Unit 1: Lesson 3 created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. is made available by Engage NY under the CC BY-NC-SA 3.0 license. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. Accessed Aug. 18, 2017, 3:36 p.m..

Key Questions

Questions about the text that will help guide the students understanding

What do you notice and wonder so far about Percy? Keep track of your “notices” and “wonders” on a T-chart as you read the chapter. What inferences can you make based on the following quotes?
“If you’re a normal kid, reading this because you think it’s fiction, great. Read on.” (p. 1)
“Am I a troubled kid? Yeah. You could say that.” (p. 1)
“This trip, I was determined to be good.” (p. 3)
“Grover tried to calm me down. ‘It’s okay. I like peanut butter.’ He dodged another piece of Nancy’s lunch. ‘That’s it.’ I started to get up, but Grover pulled me back to my seat.” (p. 3)
What techniques does the author use to help us understand Percy? (action, dialogue, inner thoughts) Point out that when the narrator telling the story is also IN the story, then the reader gets to know what the main character is thinking.
p. 1: Why does the author italicize “they”? How do you read this word differently than the rest of the text?
When Grover has to pull Percy back in his seat when Nancy in throwing her lunch, what does this action tell us about Percy?
What kind of student is Percy?
Why is Grover bullied by other students?
What challenges does Percy face in this chapter? How does he respond?
“If you’re a normal kid, reading this because you think it’s fiction, great. Read on.” (p. 1)
“Am I a troubled kid? Yeah. You could say that.” (p. 1)
“This trip, I was determined to be good.” (p. 3)
“Grover tried to calm me down. ‘It’s okay. I like peanut butter.’ He dodged another piece of Nancy’s lunch. ‘That’s it.’ I started to get up, but Grover pulled me back to my seat.” (p. 3)

References

EngageNY ELA Grade 6: Module 1: Unit 1: Lesson 3

Modified by Fishtank Learning, Inc.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

scrawny (3)
triumphant (10)
pulverize (11, 89, 107)

Common Core Standards

RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Reading Standards for Literature

RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.

Reading Standards for Literature

RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.

Lesson 3

Lesson 5

Lesson Map

Greek Myths pp. 12 – 23 — "The Titans" and "Zeus and His Family"
Teacher's Guide — p. 4

Complete a family tree of the Greek gods based on the myths "The Titans" and "Zeus and His Family."

Explain the purpose of mythology in Ancient Greece.

RL.6.3

Project

Teacher's Guide

Connect to prior knowledge about the Greek Gods.

Research details about the Greek Gods.

RI.6.7 W.6.7 W.6.8

Project – 3 days

Use research to write a narrative from first-person point of view from the perspective of a god or goddess.

Present narratives aloud to class, focusing on tone and volume.

SL.6.4 W.6.3

The Lightning Thief — Ch. 1

Make inferences about Percy as a character.

Analyze how the author develops the narrator’s point of view.

RL.6.3 RL.6.6

“The Three Fates”
The Lightning Thief — Ch. 2

Make inferences about Percy as a character.

Determine the meaning of an unknown word using context clues.

L.6.4 RL.6.6

The Lightning Thief — Ch. 3

Make inferences about Percy based on his inner thoughts.

Analyze how the author uses first person point of view and dialogue to characterize Percy.

RL.6.6

Theseus and the Minotaur
The Lightning Thief — Ch. 4

Make inferences based on character’s response to challenge.

RL.6.3

“The Hero’s Journey”
“The Hero's Journey video”

Build background information on the archetypal hero.

Explain the relationship between Percy Jackson and The Hero’s Journey.

RI.6.2 RL.6.9

The Lightning Thief — Ch. 5

Make inferences on Percy’s character based on his interactions with other characters, response to challenges and inner thoughts.

RL.6.3

The Lightning Thief — Ch. 6

Explain that Percy is on the hero’s journey based on evidence from The Lightning Thief and "The Hero’s Journey."

RL.6.9

The Lightning Thief — Ch. 7

Determine the meaning of an unknown word using contextual clues.

L.6.4

The Lightning Thief — Ch. 8

Explain the clues Rick Riordan gives the readers to determine Percy’s father before he does.

RL.6.5

The Lightning Thief — Ch. 9
“The Oracle at Delphi”

Identify and explain the main external conflict in chapter 9.

RL.6.3

The Lightning Thief — Ch. 10
Heroes, Gods... pp. 647 – 651
Prometheus

Identify and explain character motivation.

RL.6.3

The Lightning Thief — Ch. 11
The Story of...
Teacher's Guide

Explain author’s purpose in describing the setting in such detail.

Explain how hubris can have consequences in Greek mythology.

RL.6.2 RL.6.5

The Lightning Thief — Ch. 12
Teacher's Guide

Explain the author’s use of italics when depicting the evil use.

L.6.2

The Lightning Thief — Ch. 13

Analyze how characters are motivated by their relationships with their fathers.

RL.6.3

The Lightning Thief — Ch. 14

Identify and analyze the mood when Percy is underwater in the river.

RL.6.4

The Lightning Thief — Ch. 15

Analyze how the mood in Waterland contributes to the plot.

RL.6.3 RL.6.4

The Lightning Thief — Ch. 16
Greek Myths — Athena, Arachne, and the Weaving Contest

Analyze the impact of words on mood.

RL.6.4

The Lightning Thief — Ch. 17
Greek Myths — Orpheus and Eurydice

Explain the meaning of an unknown word using contextual clues.

L.6.4

Greek Myths pp. 132 – 142 — Heracles

Analyze how the Greek gods use violence to maintain their power.

RL.6.3

The Lightning Thief — Ch. 18
Teacher's Guide

Explain how the setting helps to create the mood.

RL.6.4

The Lightning Thief — Ch. 19
Greek Myths pp. 58 – 62 — Persephone

Explain how particular sentences contribute to the plot.

Explain how the ancient Greeks understood the origin of winter.

RL.6.2 RL.6.5

The Lightning Thief — Ch. 20

Analyze how the author slows down time and stretches out the story’s conflict
using small, pressure-filled moments.

RL.6.5

The Lightning Thief — Ch. 21

Analyze how Percy’s relationship with his father has changed over time.

RL.6.3

The Lightning Thief — Ch. 22
Teacher's Guide

Explain Luke’s motivation for stealing the master bolt.

RL.6.3

Assessment

The Lightning Thief & Greek Mythology (2020)

Objective

Readings and Materials

Target Task

References

Key Questions

References

Vocabulary

Common Core Standards

Reading Standards for Literature

Reading Standards for Literature

Lesson Map

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