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Lesson plan

Lesson 1 - Determine Theme and Summarize: The Lightning Thief, Chapter 13

teaches Common Core State Standards L.6.4.b http://corestandards.org/ELA-Literacy/L/6/4/b
teaches Common Core State Standards L.6.4.a http://corestandards.org/ELA-Literacy/L/6/4/a
teaches Common Core State Standards RL.6.4 http://corestandards.org/ELA-Literacy/RL/6/4
teaches Common Core State Standards RL.6.2 http://corestandards.org/ELA-Literacy/RL/6/2
teaches Common Core State Standards RL.6.1 http://corestandards.org/ELA-Literacy/RL/6/1

Lesson 1 - Determine Theme and Summarize: The Lightning Thief, Chapter 13

To learn more about this lesson and English Language Learner considerations, read the Lesson 1 Narrative and Teacher's Guide for ELLs found under the Additional Materials tab.

Focus Standards (There are the standards the instruction addresses.)

  • CCSS.RL.6.1NC.RL.6.1CCSS.RL.6.2NC.RL.6.2CCSS.RL.6.4NC.RL.6.4CCSS.L.6.4.aCCSS.L.6.4.bNC.L.6.4

Supporting Standards (These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.)

  • CCSS.RL.6.10NC.RL.6.10CCSS.SL.6.1NC.SL.6.1CCSS.L.6.6NC.L.6.6

Daily Learning Targets

  • I can demonstrate understanding of the excerpt from Chapter 13 of The Lightning Thief.
  • I can determine a theme and how it is conveyed through details in Chapter 13 of The Lightning Thief.
  • I can analyze a model to identify characteristics of an effective summary.

Purpose of Lesson

  • This lesson launches Unit 2. Students read an excerpt from Chapter 13 of their anchor text, The Lightning Thief, and work with partners to answer text-dependent questions that help them determine an emerging theme of the text. Students also analyze a model summary to determine the characteristics of an effective summary.

In Advance

  • Prepare the Criteria for an Effective Summary Anchor Chart (For Teacher Reference).
  • Preread Chapter 13 in The Lightning Thief to identify words or plot points that may challenge students.
  • Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
  • Prepare copies of handouts for students, including Entrance Tickets (see Materials list).
  • Post the learning targets and applicable anchor charts (see Materials list).

Vocabulary

  • Academic (Tier Two): in- (prefix), inconvenient, indignantly, insane, intense, invisible, rational, summary

 Digital Materials Preparation:

  • Prepare to display and assign the lesson and new digital materials to students before class.
  • For digital assignments, ensure that students have access to a digital device.

 New Digital Materials to Assign:

  • Unit 2 Digital Vocabulary Log (students will access this digital material throughout the rest of the Unit)
  • Unit 2 Digital Independent Reading Journal (students will access this digital material throughout the rest of the Unit)

Materials from Previous Lessons

Teacher

  • Close Readers Do These Things Anchor Chart (For Teacher Reference) (one to display; from Unit 1, Lesson 4, Opening A)
  • Academic word wall (begun in Unit 1, Lesson 1, Opening A)
  • Text Guide: The Lightning Thief (For Teacher Reference) (from Unit 1, Lesson 2, Work Time A)
  • Gist Record: The Lightning Thief Anchor Chart (Example for Teacher Reference) (one to display; from Unit 1, Lesson 2, Work Time A)
  • Work to Become Ethical People Anchor Chart (For Teacher Reference) (one to display; from Unit 1, Lesson 1, Work Time C)
  • Work to Become Ethical People Anchor Chart (Example for Teacher Reference) (from Unit 1, Lesson 1, Work Time C)

Student

  • Vocabulary logs (one per student; begun in Unit 1, Lesson 2, Work Time B)
  • Affix List (one per student; from Affix List section)
  • Percy Jackson and the Olympians: The Lightning Thief (one per student; text; from Unit 1, Lesson 1, Work Time C)

New Materials

Teacher

  • Entrance Ticket: Unit 2, Lesson 1 (For Teacher Reference)
  • Text-Dependent Questions: The Lightning Thief, Chapter 13 (Answers for Teacher Reference)
  • Analyze a Model Summary Note-Catcher (Example for Teacher Reference)
  • Criteria for an Effective Summary Anchor Chart (For Teacher Reference)
  • Criteria for an Effective Summary Anchor Chart (co-created during Work Time C)
  • Homework: Analyze Sample Summaries: The Lightning Thief, Chapter 13 (Example for Teacher Reference) (in Unit 2 Homework)

Student

  • Entrance Ticket: Unit 2, Lesson 1 (one per student)
  • Print or online dictionary (shared among several students)
  • Sticky notes (one per student)
  • Synopsis: The Lightning Thief, Chapter 13 (one per student; one for display)
  • Text-Dependent Questions: The Lightning Thief, Chapter 13 (one per student)
  • Text-Dependent Questions: The Lightning Thief, Chapter 13 (triangle) (optional; see Teacher's Guide for English Language Learners)
  • Analyze a Model Summary Note-Catcher (one per student)
  • Analyze a Model Summary Note-Catcher (triangle) (optional; see Teacher's Guide for English Language Learners)
  • Homework: Analyze Sample Summaries: The Lightning Thief, Chapter 13 (one per student; from Unit 2 Homework)
  •  Digital device for each student

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.