6REPAP1LightningThief by lanyuehua


									                                                     Campus: Huddleston Intermediate

Author(s): Miriam Mercer                             Date Created / Revised: June 20, 2011

                      st   nd                                                   th
Six Weeks Period: 1 -2                               Grade Level & Course: 6 Grade Reading PreAP

Timeline: 34 days                                    Lesson Unit Title: The Lightning Thief

                                a.   Which subject-specific TEKS are going to be addressed in the lesson unit?

                           6.2B Use context (e.g. cause and effect or compare and contrast organizational text structures)
                           to determine or clarify the meaning of unfamiliar or multiple meaning words

                           6.5 Explain the similarities and differences in the setting, characters, and plot of a play and
                           those in a film based upon the same story line.

                           6.6A Summarize the elements of plot development (e.g. rising action, turning point, climax.,
                           falling action, denouncement) in various works of fiction

                           6.7 Identify the literary language and devices used in memoirs and personal narratives and
                           compare their characteristics with those of an autobiography.

Stated Objectives:         6.8 Explain how authors create meaning through stylistic elements and figurative language
                           emphasizing the use of personification, hyperbole, and refrains
TEKS Addressed in
the Lesson Unit            6.9 Compare and contrast the stated or implied purposes of different authors writing on the same

                           6.10C Explain how different organizational patterns (e.g. proposition-and-support, problem-and-
                           solution) develop the main idea and the author’s viewpoint
(Include TEK
number and (SE)
student expectation        6.12A Follow multi-tasked instructions to complete a task, solve a problem, or perform
                            6.13B Recognize how various technical devices influence viewer’s emotions

                           b. Which specific (TA) Technology Application TEKS are going to be addressed in the lesson

                           6.10A: Communication. Formats digital information for appropriate and effective communication.
                           Use productivity tools to create effective document files for defined audiences such as slides,
                           posters, multimedia presentations, newsletters, brochures, or reports.

                           6.10D Communication. Formats digital information for appropriate and effective communication.
                           Demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and
                           page design to effectively communicate.

                           6.11A: Communication. Delivers the product electronically in a variety of media, with appropriate
                           supervision. Publish information in a variety of ways including, but not limited to, printed copy,
                           monitor display, Internet documents, and video.
Clarifiers:           What specific concepts will be included that clarify the content and satisfy the goal of the
                      TEKS addressed in this lesson unit?
(Specific concepts
to be included to     A summary is made up of the main idea and supporting details of a paragraph. It
address the TEKS)     restates the major or important events of the paragraph.

                      What unfamiliar terms will be introduced to the students that will enhance their understanding of
                      the concept?

                      Chapters 1-5 Disgorge, paraphrase, stele, sulfur, vaporize, conjugate, delinquent, mythology,
                      solstice, sot, squalls, cloven, goad, cologne, lanoline, miffed, minions, fetlocks, feigned,
Vocabulary            metaphysical, pseudonym, sinew, Chapters 6-10 abalone, ambrosia, hewn, mausoleum,
Addressed             brazier, laurels, millennia, caduceus, manic, skewered, trident, husk, kaleidoscope, proverbial,
                      receptacle, tendrils, Rastafarian, hyperventilating, misnomer ,propaganda Chapters 11-16
                      convexity, curio, emporium, abyss, barter, berths, pillaging, filament, bellhop, albino, kelp,
                      modulated, brood, nostalgic, asterisk, defunct, steeples, herbivore, skeet, vagrants Chapters
                      17-22 ballistic, compendium, hawkers, qualms, shoals, portcullis, muzak, bobsled, charisma,
                      siren, emanation, falsetto, hippodrome, sired, invalid, neorealism, scabbard, dorsal, baleful, lithe,

                      What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a
                      mental set to pique the students' interest?

                      To introduce the unit, take students to computer lab where they will use the Encyclopedia
Anticipatory Set or   Britannica to identify some of the gods and locations used in Lightning Thief.
Introduction to
Lesson Unit           Technology Integration:
                      6.4A Use strategies to locate and acquire desired information on LANs and WANs, including the
                      Internet, Intranet, and collaborative software
                      6.4B Apply appropriate electronic search strategies in the acquisition of information including
                      keyword and Boolean search strategies.

Teaching              What specific teaching strategies are going to be used to teach this lesson unit? What approach
Strategies            will be used to provide information (explain) the lesson unit to the students?

                      The teaching strategies used are sustained silent reading, direct instruction, inquiry
                      approach, oral sharing, reading assessments, and oral summarizing

                      What modeling will take place to demonstrate what the students will do?

Modeling              Oral modeling will be used to model reading of the story and also summarizing a selection. The
                      process will also be visually demonstrated. We will complete the first chapter as a class then
                      students will be expected to complete the rest of the book individually with teacher assistance as

                      What initial practice of lesson skill will be used under direct supervision of the teacher? What
Activities            practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take
                      place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).

                      *Two-three daily grades will be taken each week.
(Guided Practice
and Independent       Day 1 - In computer lab, fill out chart of gods and locations found in Lightning Thief, anticipatory
Practice)             set, then discuss answers in class and correct charts as needed
                    Day 2- Warm-up: Appetizers pg. 11 focusing on implied main idea and summarizing. Begin by
                   discussing students previous knowledge of Greek mythology and the purpose of all of the gods
(Include: Day 1,   in their culture. Present list of vocabulary words for chapters 1-5. Teacher will read chapter 1
Day 2, etc…)       aloud with class following along. When vocabulary word is found, students may identify and
                   define for extra credit.

                   Day 3- Warm-up: Appetizers pg. 12 focusing on author’s purpose and sequential order.
                   Continue reading chapter 1 aloud. When chapter 1 is finished, Use worksheet page 4 and as a
                   class list names of the characters introduced and characteristics. Then, again as a group, fill out
                   the bottom half of the worksheet writing a summary. After class has completed worksheet
                   together, assign reading independently chapters 2-5. Remind students they may list page
                   numbers on which they find vocabulary words and they must write a summary, 3-5 sentences, at
                   the end of each chapter. Also, let students know that they are expected to ask questions about
                   any words they do not know. They are also to use their charts to review the different gods as
                   they are introduced in the story.

                   Day 4 - Warm-up: Appetizers pg. 13 focusing on story elements and literary devices.
                   Continue independent reading and work on chapters 1-5. When students finish with chapters 1-
                   5 and they have written a summary for chapters 2,3,4, and 5 , students are to turn the
                   summaries in to the teacher and get test on first five chapters. Students must always use
                   complete sentences as they answer all test questions.

                   Day 5 - Warm-up: Appetizers pg. 14 focusing on facts/details, and story elements. Students will
                   continue independent reading, summarizing, and testing. As students finish summaries and
                   tests, they are to take the vocabulary words for chapters 6-10 and define them. They may begin
                   reading chapters 6-10 and writing a summary for each chapter when they are finished with all
                   chapters 1-5 work. Chapters 1-5 tests will be due on Day 7.

                   Day 6- Warm-up: Appetizers pg. 15 focusing on facts/details and compare/contrast.
                   Students will finish chapters 1-5 and complete the tests. Then they will define vocabulary words
                   for chapters 6-10, begin reading those chapters, and writing summaries on each chapter.

                   Day 7- Warm-up: Appetizers pg. 16 focusing on literary devices and author’s purpose.
                    After all papers are turned in, begin discussing point of view using worksheet 12. Each student
                   will write at least 3 sentences to describe the point of view of Percy’s Mother, Percy, Grover,
                   and Smelly Gabe identifying where each character thinks Percy is going next. Collect all papers
                   and discuss as a class. Continue reading chapters 6-10, writing summaries.

                   Day 8- Warm-up: Appetizers pg. 17 focusing on sequential order and summarization. Continue
                   reading chapters 6-10 and writing summaries.

                   Day 9- Warm-up: Appetizers pg. 18 focusing on facts/details and summarization.
                   Continue reading chapters 6-10 independently and writing summaries. As students finish they
                   will receive a short answer test on chapters 6-10. All summaries and tests will be due on day 11.

                   Day 10- Warm-up: Appetizers pg. 19 focusing on author’s purpose and literary devices.
                   Continue reading chapters 6-10 and working on summaries and tests.

                   Day 11- Warm-up: Appetizers pg. 20 focusing on persuasive device and denotative and
                   connotative meanings. All chapters 6-10 activities, including the short answer tests are due
                   today. Pass out chronological order quiz and have students complete.
                   Day 12 – Warm-up: Appetizers pg. 21 focusing on graphic organizers and making inferences
                   Review chronological order quiz. then have students identify new vocabulary words for chapters
                   11- 16. After words have been defined, students will begin or continue reading chapters 11-16
                   and writing a summary for each chapter. Remind students of beginning, middle and end and 3-4
                   sentences for each of their summaries.

                   Day 13- Warm-up: Appetizers pg. 21 focusing on graphic organizers and making inferences.
                   Students will continue reading chapter 11-16 working on summaries.
Day 14- Warm-up: Appetizers pg. 22 focusing on story elements and summarization.
Students will continue reading chapters 11-16 and writing summaries. Announce that short
answer test and summaries will be due on day 15.

 Day 15- Warm-up: Appetizers pg. 23 focusing on implied main idea and making inferences. All
chapters11-16 activities, including the short answer tests are due today. List vocabulary words
for Chapters 17-22 and have students identify their meanings. Share the meanings in class so
all students have the same definitions. Discuss the literary devices of rising action, turning point,
and climax and how they relate to Lightning Thief. Use graphic organizer to show order of action
and fill in as much as possible through chapter 16.

Day 16- Warm-up: Appetizers pg. 24 focusing on cause and effect and sequential order.
Begin or continue reading chapters 17-22, writing summaries for each chapter and checking for
the climax of the story.

Day 17- Warm-up: Appetizers pg. 25 focusing on facts/opinion and stated main idea.
Students will continue reading chapters 17-22 and writing summaries.

Day 18- Warm-up: Appetizers pg. 26 focusing on cause & effect and author’s purpose.
Students will continue reading chapters 17-22 and writing summaries knowing that their final
short answer test and summaries will be due on day 19..

Day 19- Warm-up: Appetizers pg. 27 focusing on compare and contrast and literary devices. All
chapters 17-22 activities, including the short answer tests are due today. Have students review
the tests and vocabulary words for the book to prepare for final book test.

Day 20 – Warm-up: Appetizers pg. 28 focusing on summarization and making predictions.
Final test on Lightning Thief. Pass out tic-tac-toe worksheet and explain how students will
choose three activities to complete. Each activity will be explained in detail, then students will
choose their three activities following the game of tic-tac-toe rules (3 across, down, or diagonally)

Day 21 – Warm-up: Appetizers pg. 29 focusing on fact/opinion and compare and contrast. We
will move the class to the computer lab and begin learning how to use power point, publisher,
and the research web sites that are listed. Students may begin working on their three projects.
These will all be due for presentation to the class on Day twenty-seven.

Day 22 – Warm-up Appetizers pg. 30 focusing on denotative/connotative meanings and multiple
meaning words/analogies. Work on tic-tac-toe projects in computer lab.

Day 23 – Warm-up Appetizers pg. 31 focusing on stated main idea and meaning of derivatives.
Work on tic-tac-toe projects in computer lab.

Day 24 – Warm-up Appetizers pg. 32 focusing on author’s purpose and story elements. .Work
on tic-tac-toe projects in computer lab.

Day 25 – Warm-up Appetizers pg. 33 focusing on fact and opinion and cause and effect. Work
on tic-tac-toe projects in computer lab.

Day 26 – Warm-Up Appetizers pg. 34 focusing on story elements and compare and contrast.
Work on tic-tac-toe projects in computer lab.

Day 27 – Warm-Up Appetizers pg. 35 focusing on story elements. Students will complete their
three projects and be ready to present one of their projects in class beginning day 28.

Day 28 – Warm-Up Appetizers pg. 36 focusing on story elements and summarization. Present
tic-tac-toe projects.

Day 29 – Warm-Up Appetizers pg. 37 focusing on cause and effect and making inferences.
                   Students will finish presentation of projects and finish literary devices charts.

                   Day 30 – Warm-Up Appetizers pg. 38 focusing on sequential order and persuasive devices.
                   Students will practice using PLORE on Kamico passages 4 and 5.

                   Day 31 – Warm-Up Appetizers pg. 39 focusing on facts/details and author’s purpose. Students
                   will complete Kamico passages using PLORE

                   Day 32 – Warm-Up Appetizers pg. 40 focusing on story elements and making predictions.
                   Review passages and discuss possible TEKS needing extra work.

                   Day 33 – Students will watch movie of “The Lightning Thief” making notes of differences
                   between the movie and the novel they have just read

                   Day 34 – In class, discuss similarities and differences between the “Lightning Thief” movie and
                   novel. Each student will make a Venn diagram to show the similarities and differences.

                   Technology Integration: N/A

                   What check(s) will be used to determine if learners have understood the material and activities of
                   the lesson?
Checking for
Understanding      To check understanding, the inquiry approach and monitoring the students will be used.
                   Comprehension questions and written and/or oral summaries will also be given to check their
                   understanding of the story's events.

                   If necessary, what alternative teaching methods will be used to teach the same information or
                   skill? Consider teaching methods that address different learning styles, e.g., auditory, visual,
                   tactile, and kinesthetic.

                   If necessary, some of the material will be reread. Further discussion of the events will be used.

                   Also, if the student has difficulty understanding the summarization concept, model this for them
                   with a think-aloud. Guide them through a summary picking out the important events from the
Opportunities to   selection and writing their own summary. A graphic organizer can be used to graph the major
Relearn            story or selection events.
                   Have the student orally re-tell the selection to the teacher or a partner to help them pick out the
                   major events.

                   Technology Integration: N/A

                   What alternative instructional modifications and adaptations that address all learners' needs are
                   necessary, if any?
for Special
                   Accommodations for instruction will be provided as stated on each student’s (IEP)
                   Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.

                   What additional teaching strategies will be used to accommodate the needs of English Language
Strategies for
                   Learners during this lesson unit?
English Language
Learners (ELLs)
                   For the ELLs, the teacher and/or a partner will read with them at times. Also, the material will be
                   presented orally, graphic organizers will be used to visually graph the major events in the
                   selection, and the ELL’s can orally re-tell the story to the teacher or partner.
Assessment or       What formal assessment that provides learning criteria and indicators through traditional or
Evaluation          alternative assessment means will be used? State what the learner will do to demonstrate
                    understanding and mastery of objectives (this should be directly tied to the lesson unit
(Formative and      objectives).
Summative to
Assess Mastery)     A teacher-made end of the novel assessment will be given. Also, there will be a product
                    assessment using a teacher-made rubric.

                    What challenging instructional activities can be provided for students who demonstrate academic
                    proficiency of curriculum objectives? Focus on Application and Transference to the "Real World".
                    Make a connection between past and present.

Enrichment /        As extension, have the student write an alternate ending to the novel or rewrite a selection from
Extension           the novel, changing major events that happened.

                    Students may complete an extra project from the tic-tac-toe sheet.

                    Technology Integration: N/A

                    What very brief activity will take place that has students state or demonstrate the main
                    objective(s) of the lesson.
Closure or Ending
the Lesson Unit
                    Show Lightning Thief video and draw Venn diagram comparing and contrasting the movie and
                    the book just completed

                    What preparation must occur before the lesson is ready?

                    Prepare the comprehension questions and the vocabulary list for the students, create a rubric to
                    grade the projects, create a book test, prepare a handout that explains the tic-tac-toe projects
                    and expectations.

                    Copy vocabulary words lists and section tests. Copy final book test

Materials:          Prepare tic-tac-toe graph
Preparation and
                    What resources should be available to the instructor and learner to appropriately and
                    successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?

                    Multiple copies of The Lightning Thief

                    Access to computer lab for 10 days.

                    Appetizers from Gourmet Curriculum for sixth grade

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