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Rationale:
Percy Jackson and the Olympians: The Lightning Thief is a light-hearted fantasy about a modern
12-year-old boy who learns that his true father is Poseidon, the Greek god of the sea. Percy sets
out to become a hero by undertaking a quest across the United States to find the entrance to the
Underworld and stop a war between the gods. The novel provides a high-interest, humorous
introduction to the Greek myths.
The novel works well if taught in conjunction with mythology, which is a core component of
most English state curriculum frameworks. This novel acts as a great introduction to Greek
Mythology and teaches students about the characters, concepts, and conflicts that are all involved
in Greek Mythology. Greek Mythology and novels such as The Odyssey can often be
challenging for young adults, but Percy Jackson and The Olympians: The Lightening Thief acts
as an exciting and relatable way to introduce students to more difficult literature.
There are many themes within the novel including, search for identity, isolation, love,
responsibilities, family, and lies and deceit. Many of these themes are relevant in young adults
lives and allows for students to create a connection with the characters and the conflicts within
the novel. Heros journey myth exists in all human culture and continues to be updated because
we as human reflect on our world through symbolic stories of our own lives. Young adults find
themselves in situations where they must leave their comfort zone, have experiences that
transform them and force them to discover things about themselves. Although young adults of
the 21st century may not be slaying dragons or fight demons, they do face problems just as scary,
and even more serious throughout their young lives. Greek Mythology is extremely relevant to
our students and todays society because it provides stories of gods who struggle with the same
things as we do as humans, and often provide us with reasons, consequences, and morals
associated with those struggles.
Percy Jackson must discover who he is, take on new and scary responsibilities, and in the end
becomes his own hero as well as a hero for others. This story creates a great moral lesson for
students to understand that they will face hardships throughout their lives but they need to learn
that they are not alone, they must step up to the plate, embrace their responsibilities and become
the person that they were intended to be. Many young adults do not realize the potential they
have and often settle for what they believe they are capable. Percy Jackson thought he was an
ordinary kid with learning disabilities and never thought he could become anything great. Once
he discovered the truth about his identity he was immediately thrown into a world unlike his own
and forced to take on the responsibilities that came with his identity. This novel teaches young
adults that they too can be greater than they believe and take on the world without holding back,
and in the end they may become their own hero as well.
The novel shows diversity with its characters, having characters of different genders and
ethnicities, as well as diverse sets of abilities and disabilities. This major sense of diversity
throughout the novel creates another connection and relevance to our young adult readers.
The author of Percy Jackson and the Olympians, Rick Riordan, has years of experience as an
English/language arts teacher at the middle school level. He designed The Lightning Thief to be
appropriate reading for ages nine through fourteen. The novel offers an excellent chance for
students to explore the Classical heritage of Greece as it applies to modern civilization; to
analyze the elements of the heros quest rendered in a modern-day story with a first-person
narrator to whom students can easily relate; and to discuss such relevant issues as learning
disabilities, the nature of family, and themes of loyalty, friendship and faith.
The Big Question: "The Hero In All of Us: What Makes a True Hero?"
Unit goals:
1. Students will analyze the elements of the heros quest within the novel and determine the
qualities that make a literary hero.
2. Students will compare and contrast the Greek myths with the way those myths are referenced,
modernized, and reinterpreted in the novel
3. Students will discuss and determine if ones destiny preordained, or can one overcome
environment and heritage?
4. Students will research and analyze creatures and characters from Greek Mythology and make
connections to the novel
This unit aligns with PA Common Core standards for English Language Arts grades 6-12. The
core standards met by this unit include:
1.3 Reading Literature - Students read and respond to works of literaturewith an emphasis on
comprehension, vocabulary acquisition, and making connections among ideas and between texts
with a focus on textual evidence.
1.4 Writing - Students write for different purposes and audiences. Students write clear and
focused text to convey a well-defined perspective and appropriate content.
1.5 Speaking and Listening - Students present appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or in group discussions.
Commented [DMA3]: Diversity for students with learning
or physical impairments.
Modifications:
For students with disabilities such as visual impairments and hearing impairments I would
incorporate more hand outs and worksheets that allow the students to have the materials right in
front of them. I would use more PowerPoint slides and the doc cam to display work on the board
in order to allow them to see. I would have all of the students in the class bring their work up to
the doc-cam when responding to large group discussions, which allows the hearing impaired to
be able to read what their peers have said. For students who are visually impaired I would offer
them materials with larger fonts. For students who find large amounts of information to be too
overwhelming, I would turn the information into bullet points and shorten the wording and the
descriptions of the task being explained.
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50 min
Lesson 1: Introduction to Greek mythology and Introduction to Percy Jackson and the
Olympians: The Lightening Thief
Goals:
1. Understand the importance of learning Greek mythology and see the relevance in their
own lives.
2. Learn background information about characters from Greek mythology.
3. Get an introduction to the novel Percy Jackson and the Olympians: The Lightening Thief.
4. Learn how to effectively character sketch and note take.
Objectives:
1. Students will learn the importance of learning about Greek Mythology In order to
understand the relevance for reading Percy Jackson and The Olympians: The Lightening
Thief.
2. Students will recall information that they already know about characters from Greek
mythology in order to refresh their memory and be pre-assessed.
3. Students will collaborate with peers and teacher and discuss information about characters
from Greek mythology in order to understand the text and reading.
4. Students will be scaffold by teacher and learn how to character sketch and note taken in
order to effectively take notes and understand the text while reading.
Standards:
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Lesson Plan:
1. Journal/ Discussion (6 minutes)
a.
(4 min)Give students slip of paper with Journal Prompt:
Do you think it is important to study Greek mythology? Why do you think we
continue to study Greek mythology in literature courses? What is the importance? Do
you think it is relevant to your life? Why or why not?
b.
(3 min) Discuss student responses. Discuss the value in teaching Greek mythology to
students. (RELEVANCE)
Explain: There are many themes within the novel including, search for identity,
isolation, love, responsibilities, family, and lies and deceit. Many of these themes
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are relevant in young adults lives and allows for you to create a connection with the
characters and the conflicts within the novel. Heroes journey myth exists in all
human culture and continues to be updated because we as human reflect on our world
through symbolic stories of our own lives. Young adults find themselves in situations
where they must leave their comfort zone, have experiences that transform them and
force them to discover things about yourselves. Although you guys may not be
slaying dragons or fight demons, you do face problems just as scary, and even more
serious throughout your young lives. Greek Mythology is extremely relevant to your
lives and todays society because it provides stories of gods who struggle with the
same things as we do as humans, and often provide us with reasons, consequences,
and morals associated with those struggles.
2. Introduction to Greek mythology (23 minutes)
a. Independent work (8 minutes) (Pre-Assessment)
i. Give students hand out (Chart with important Gods of Olympus and Greek
mythological creatures, ei; Zeus, Poseidon, Athena, Hades, Hermes,
Aphrodite, Medusa, Minotaur, Satyr, etc.)
ii. Inform students You are to list as much information about each Greek
character as you know. It is okay if some of the information is wrong. I just
want you to try to think deep in the back of your minds and conjure up as
much information as you can remember about these characters and list them
below their name.
b.Collaborative work (15 min)
i. Students are to get into groups of 3 or 4 and collaborate/ share information
about mythological characters.
ii. After students have shared information with group and compiled one large list
of information, one member from each group is to come write information on
the board under designated characters.
iii. Teacher is to inform students who are writing on the board to make sure they
do not repeat information already written.
iv. After board is filled with information, teacher will discuss what students have
come up with. Inform students to copy down information as class and teacher
discuss it.
v. Instruct students that they are to keep these charts in their folders because they
will be using the information later in the unit.
3. Character Sketching: (19 minutes)
a. Transition: Hand out packet (Same chart with mythological creatures from previous
activity, new blank version, with another chart of the characters from the text, i.e.;
Percy Jackson, Grover, Mr. Brunner, Nancy Bobfit, Annabeth, etc.)
b.(2 minutes) Brief introduction to the novel: Percy Jackson and the Olympians: The
Lightening Thief by Rick Riordan
c. While you read Percy Jackson, pay close attention to the characters and fill out the
packet with information about the characters within the text, both mythological
creatures and Greek Gods and Goddesses, as well characters not mentioned in
Greek mythology, such as Percy, Annabeth, Grover, etc.
d.Introduction on how to Character Sketch while reading.
e. Teacher will begin reading chapter 1 of Percy Jackson with class, out loud, and
teach students how to look for and record important information about the
characters and events. (Have students following along in their copy of the novel
and have them copy down information into their notebooks and charts)
Examples from chapter 1:
i. Percy Jackson- Twelve years old, goes to private school, in 6th grade, on
academic probation
ii. Mr. Brunner- Latin teacher, fun, confined to a wheel chair
iii. Grover- Percys best friend, scrawny, bullied, wispy beard- held back,
crippled- muscular disease
iv. Nancy Bobofit bully
v. Sally Jackson- Percys mother, does not get to see her very often because he is
at boarding school
vi. Kronos- Zeuss father, ate Zeuss siblings
f. Students will work through as much of the first chapter of the text as time allows,
with Teacher. If time allows, students will begin reading, note taking, and
character sketching chapter 2.
4. Ticket out the door- Why is it important to learn about Greek Mythology? What is the
relevance to our lives as human beings? (2 minutes)
5. Assign Homework: Continue reading through Chapter 1-4. Continue character sketching and
note taking about key events, quotations, passages, and characters.
50 Min
IV. Teacher close lesson with brief discussion: Making connection and showing relevance: (5
Min)
As you continue to read the novel you will see the decision that Percy and the other characters
have to make. Some decisions are easier than others, but all decisions come with consequences.
As young adults, you are faced with difficult decisions day in and day out. All of your decisions
have consequences as well. Although they may not all be life or death decisions, they are all
equally as important.
V. Assign Homework: Read Chapter 5 & 6. Continue character sketching and note taking.
50 min
-(5 min) Discuss responses with class, making connections between characters within
novel and students lives. (RELEVANCE)
II. Teacher Facilitates Instruction: (10 minutes)
Have students take out notebooks and Greek Mythology character charts. Instruct them to
write down information about the mythological creatures during the instructional period:
i.
Minotaur
a. Based off of your character sketch and your reading about the Minotaur, from page
50, what do you think the Minotaur looks like?
b. Allow students to flip to page 50 and volunteer what they believe the Minotaur
looks like.
c. After receiving student responses, show a photo of a satyr from Greek mythology
on the smart board with brief description of the myth of the Minotaur.
d. The horrible son of Pasiphae, the queen of Crete, who mated with a white bull
because of a curse inflicted by Poseidon. The Minotaur is half-man, half-bull. He
was so dangerous that an architect build a maze called the Labyrinth to imprison
the beast
ii.
Satyr
a. Based off of our reading about Grover (Who is a satyr) what do you think he looks
like?
b. Have students volunteer their responses.
c. After receiving student responses, show a photo of a satyr from Greek mythology
on the smart board.
d.Creatures are human from the waist up, goat from the waist down. They inhabit
the wild places of the earth and are the companions of the wine god Dionysus.
iii.
Fates:
a. Recap: In chapter 2 pg. 26: Percy and Grover see three old woman cutting a string.
b.Parallel to the Fates, show image on smart board of the fates from movie Hercules
c. Fates: The three Fates were mysterious old hags who controlled the destiny of all
living beings from birth to death. They spun each life as a thread, and cut it at the
moment of death. Even the supposedly immortal gods were afraid of the Fates.
III. Explain to students that the purpose of showing them these photos is to allow them to have a
visual understanding of what these characters from Greek mythology look like so that they
understand the reading better. Learning about these mythological creatures is important to
understanding the novel and the myths behind these characters. (RELEVANCE)
IV. Explain to class that eventually they will be researching characters from Greek mythology
and comparing their findings from Ancient Greek mythology to the characters within Percy
Jackson and the Olympians. (RELEVANCE)
V. Research/ Web quest: Athena (28 minutes)
a.In last nights reading we discovered that the character, Annabeth is the daughter
of the Greek goddess, Athena. For the next 28 minutes, you are going to be taking
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part in a research web quest in which you will be reading and learning about the
Greek Goddess Athena. You will also be answering questions and writing a short
response to the web quest.
b. Instruct students to take laptops from laptop cart
c. Give handout to students about their Athena Web quest (see attachment below)
d.Allow students to begin their web quest
VI. Cleanup and homework
a. Instruct students to email me their responses and put away their laptops.
b.Hand students paper with their homework assignment on it as they walk out the
door:
c. Homework: read chapter 8, continue character sketching and noting important
events.
d.Homework Part 2. Writing assignment: Imagine you have just been brought to
camp Half-Blood, which cabin would you end up in? Is there already a cabin
created in which you believe that you belong to, or would they have to build a
new cabin just for you? What would be the guidelines of living in that cabin?
Why are you living in that specific cabin? Create a fictional narrative describing
your arrival to camp Half-Blood and the discovery of your true parentage. 1 page
typed journal activity. Please bring to next class.
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50 min
Lesson 4: Chapter 8
Goals:
-Share opinions and reactions about the discovery of Percys father being Poseidon.
-Teach students about the Greek God, Poseidon.
-Define identity/predetermined identity and how it is manifested in text, society, and other texts
we have read
Objectives:
1. Students will write and discuss reactions to chapter 8 of the novel in order to facilitate deeper
understanding for the text and check for understanding.
2. Students will be able to compare and contrast the difference between predetermined destinies
versus free will/choice in order to discuss with the class how each shapes individuals identity
3. Students will continue their development of information about characters from Greek
mythology in order to gain knowledge about historical elements and in later weeks be able to
compare and contrast the information found to the information given within the novel.
Standards:
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
CC.1.2.8.J
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
CC.1.2.8.K
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade-level reading and content, choosing flexibly from a range of strategies and tools.
Lesson Plan:
I. Journal (10 minutes)
a. Handout: At the end of chapter 8 we finally learn who Percys father is, Poseidon, the
God of the Sea. What were your reactions to this discovery? Were you surprised? Does you
think that Percy has say in what his life is going to become or do you think that he has been
predestined to be in the position he is in? How would you feel if you just discovered that
your father was a Greek God? Does this justify why his father has been gone? Is this a
good enough excuse or do you think Percy is still going to be mad at the fact that his father
has never been around?
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14
50 min
2.
Collaborate with peers and discover that themes of literary heroes reoccur all
through society and forms of media.
3.
Collaborate with peers and work through the text in order to determine if Percy
Jackson is becoming a hero or not.
Objectives:
1.
Students will learn the elements of a literary hero in order to determine how Percy
Jackson becomes a hero.
2.
Students will collaborate in small groups and connect the elements of a hero to
todays society, media, film, television, and literature in order to see the reoccurring
theme of a hero.
3.
Students will analyze the text in order to determine elements of the novel in which
Percy Jackson is developing into a modern day hero.
Standards:
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.2.8.A
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
Lesson Plan:
Journal/ Discussion (5 minutes)
1.
2.
a.
b.
Listen to students responses on what they believe defines/ makes a person a hero,
Elements of a Hero
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a.
(5 min) Teacher facilitates: We have now come to the part in Percy Jackson in
which Percy is call to an adventure and is about to embark on a quest. (the
lightening thiefmust travel to Hades)
b.
c.
In literature there are defining characteristics and elements that help develop a hero.
This same pattern is used in almost every piece of literature, film, media, etc.
d.
e.
Have discussion while students write and record information on defining elements
that make an epic hero: (10 minutes)
i.
3.
a.
b.
c.
After going through the elements of a hero, Students will get into small groups and
come up with an example of a hero from modern texts, other pieces of literature, the
movies, etc. who fits the pattern and elements of a literary hero. Work through the
elements and be able prepared to explain how this character fits the literary
elements of a hero.
Ex: Shrek, Harry Potter, Hercules, Superman, Batman, The Lion King, etc.
Allow one member from each group to come up to the board and write title of their
work and a list of the elements/ connection to the work.
Allow students from each group to explain their findings and tell the rest of the
class about their example and the elements they found.
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Ticket out the door: Name three elements of a hero. Give 2 examples from either society or
from the text. (3 minutes)
Explain homework (2 minutes):
Homework: Begin looking through the novel and make connections between Percys life/
journey and the elements that make an epic hero. Come up with at least 2 points in the novel
that can be considered defining moments or elements that make Percy a hero.
We will begin working with Chapter 11 in 3 class periods from today. So if you want to get a
head start, begin reading chapter 11. While reading, continue character sketching and writing
down key events of the novel. Continue recording elements and moments in the text that support
the claim that Percy Jackson is a becoming a hero.
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50 min
They each take a few important items with them that they feel they will need during their
journey, and some items that they want to bring just because they want to! For example:
Annabeth brought her magic Yankees cap, a book of famous classical architecture to read
when she got bored, and a long bronze knife. Grover brought his fake feet, scrap metal and
apples to snack on, and a set of reed pipes. Imagine you were about to venture out on a journey
to the underworld full of mythological creatures and demons, what would you bring? Write a
journal entry naming 7 items that you would bring on your quest and explain why you would
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bring them with you. Why are they valuable to you? How can they help you during your
quest?
3. Allow students to read their entries out loud and discuss. (5 minutes)
2. Elements of a hero: Percy Jackson and the Olympians
a.Recap of Elements of a hero: While teacher writes on board, have students call out the
(chapters 1-10) in search for defining moments and elements within the novel that
show how Percy is becoming a hero. Remind them that this is similar to last class
where they worked through a modern text or media (ex: Shrek). Students are to use
specific quotes and page numbers from the text to support their claim and findings.
(25 minutes)
Examples:
4. Dyslexia/ ADHD and trouble in school (Trials)
5. Fight with Mrs. Dodds in Museum (Crisis)
6. Forced to leave home and go to camp Half Blood (Departure)
7. Discovers he is Poseidons son (Noble Status)
8. Quest to underworld (Call to Adventure/ Departure)
9. Grover and Annabeth coming with him (Assistance)
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c. Tell class to save their work and findings. Next class we will be discussing their
findings and working through the text.
Handout and Explain homework (5 minutes):
Character Letter:
Imagine you are a character from the novel, write a one page, double spaced, letter to
another character within the text. You can choose to write the letter as ANY character in the
novel to ANY other character! for example: You can be Percy writing a letter to his father
Poseidon, Poseidon writing a letter to Percy or Sally, Annabeth to Percy, Annabeth to her
Mother Athena, Athena to Annabeth, Grover to Percy, Etc. It can be anyone!! As long as
they are two character who we have been introduced to or read about so far within the text.
Also, you can write about anything!! For example if your Percy writing to Poseidon,
Dear Dad, why did you abandon me? I really hate that you left Mom and I to live on our
own without you. I grew up without a father and I have spent my entire life thinking about
you and wondering about who my father was. Its really unfair and selfish of you to leave me
growing up without a father. I often wonder if Im ever going to get to meet you. Part of me
really wants to meet you and part of me hates you for leaving me and it makes me feel like at
this point in my life, why should I even bother meeting you. But then I wonder, what are you
like? Are we similar? Do you watch me from the Heavens or do you know nothing about
me? Do you ever regret leaving me? I have so many questions for you that I fear may never
be answered.
Come up with your own letter from one character to another. Like I said, you can write about
anything! Get creative!
We will begin working with Chapter 11 in 2 class periods from today. So if you want to get a
head start, begin reading chapter 11. While reading, continue character sketching and writing
down key events of the novel. Continue recording elements and moments in the text that
support the claim that Percy Jackson is a becoming a hero.
20
50 min
Lesson 7: chapter10
Goals:
1. To have students pair share their creative writing prompt.
2. To make connections between Percy Jackson and the elements of a literary hero.
3. To work collaboratively with a group finding key passages and quotes which are important to
the plot and create a timeline of events.
Objectives:
1. Students will read their creative writing homework assignments out loud to their peers in order
to practice reading and speech skills.
2. Students will revisit the elements of a literary hero in order to analyze the novel and make
connections between the main characters becoming a hero. Standards:
3. Students will work collaboratively in groups by working through the text in order to identify
key passages and quotes while creating a timeline of events.
Standards:
CC.1.2.8.A
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.B
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly,
as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
Lesson Plan:
I. Opening Activity:
A.Have students take out homework (Character Letters) and read their letters to a
partner (someone sitting next to them) (5 minutes)
B. Collect homework
II. Percy Jackson: Hero (20 minutes)
a. Have students get back into literature circles from last class
b. Elements of a hero found in Percy Jackson and the Olympians chapters (1-10) large
group discussion: Class will collaborate and teacher will facilitate a large group
discussion on findings about Percys climb to becoming a hero. While going through the
novel and the elements that make Percy a hero, the class and teacher will work through
the timeline of events. Students will give responses using plot lines, page numbers, and
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quotes from the text, and event summaries, while connecting Percys story and journey to
the elements that make a hero. Students will volunteer to discuss their findings while
recording other students responses if they do not already have them:
Examples:
i.Dyslexia/ ADHD and trouble in school (Trials)
2. Fight with Mrs. Dodds in Museum (Crisis)
3. Forced to leave home and go to camp Half Blood (Departure)
4. Discovers he is Poseidons son (Noble Status)
5. Quest to underworld (Call to Adventure/ Departure)
6. Grover and Annabeth coming with him (Assistance)
7.Fight with Mrs. Dodds on Bus (Crisis, Approach, Trials)
III.Timeline (25min)
A.Teacher puts students in different groups from their literature circle (3 students per group) and
hand out large piece of poster paper
B. Students are to work through chapter 10 and make a timeline of important events and
introduction to any new characters mentioned in the chapter. Students are required to include
important quotations and page numbers. Teacher will be looking for responses from the
following:
-Percy Annabeth and Grover pack their bags (discuss the items they packed)
- Relax Chiron told me Keep a clear head. And remember, you may be about to
prevent the biggest war in human history pg. 156
- explanation of mortals death vs immortals death pg. 154
- Chiron gives Percy the Pen-Sword (Gift from Poseidon) - impossible to lose the pen! pg
154
- Explanation of Poseidon vs Athena myth (Why Annabeth and Percy cant be friends)
- Look...were just not supposed to get along, okay? Our parents are rivals.....She
sighed, How many reason do you want? One time my mom caught Poseidon
with his girlfriend in Athenas temple... Pg. 157
-Explanation of Smelly Gabe You should be grateful Percy, Your stepfather smells so
repulsively human he could mask the presence of any demi-god... pg 159
- Percys personal reason for quest: The truth was, I didnt care about retrieving Zeuss
lightning bolt......All I cared about was my mom. Hades had taken her unfairly and
Hades was going to give her back pg. 159
- Oracle: You will be betrayed by the one who calls you a friend ... You will fail to save
what matters most in the end pg. 159
- Leave for Quest/ Send off! (Departure)
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- On Bus- Furies (Mrs. Dodds and two others) pg. 161 The Furies. The Three worst
monsters from the underworld...
- Fight with the Furies, Annabeth's, Grover, and Percys actions
- Percy acts bravely- self-sacrificing pg. 165
- Bus blows up- Is Mrs. Dodds dead?
c. Large Class Discussion, work through timelines as a large group. Teacher informs
class that this is how they should be time lining on their own while reading!
d. Teacher collects timelines at end of class as assessment.
IV. Handout homework sheet and explain:
Read chapter 11:
You are going to meet a lot of new characters from Greek mythology in the next
few chapters. Pay close attention and make sure to continue character sketching. Also, keep
recording important and specific events. Continue recording elements and moments in the
text that support the claim that Percy Jackson is a becoming a hero. Continue to record
information about the mythological creatures that Percy encounters.
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50 min
Lesson 8: Chapter 11
Goals:
1. To use the textual evidence and character description to make an inference about what Medusa
looks like.
2. To work collaboratively and use technology to learn more about the characters of Greek
Mythology.
3. To make comparisons between the information found about the Greek mythological figures
and compare and contrast the information to the descriptions found within the novel.
Objectives:
1. Students will use textual evidence and character description within the novel in order to make
an inference and draw what they believe Medusa looks like.
2.Students will work collaboratively and use technology in order to research figures from Greek
mythology.
3.Students will use the information found during their research web quest in order to compare
and contrast the information and descriptions given within the novel.
Standards:
CC.1.2.8.G
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.E
Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
Lesson Plan:
I. Opening Activity: (10 minutes)
A. During chapter 11 Percy, Grover, and Annabeth come face to face with the mythological
creature, Medusa. Based on what you read for homework last night, draw a picture of what you
imagine Medusa to look like. You may use your books as a reference.
B. Allow students to share their pictures with the class
Collect and hang around the classroom
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B. Teacher puts students in pairs (groups of 2) and assign one laptop to each pair of
students
C. Give Handout (attacked) Allow Students 40 min to work on web quest with their
partner.
III. Closure
a. At the end of class, collect web quest hand outs and inform students that they will have
note important events, new characters, timeline details, and elements that make Percy a
hero.
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Names: __________________________________
Date: __________
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3.) Medusa: In chapter 11 Percy, Grover, and Annabeth encounter the mythological creature,
Medusa.
a.) Re-read Medusas story from the novel on page 176 & pg 185. Give a brief summary of her
side of the story.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b.) Read through the link:
http://www.greekmythology.com/Myths/Creatures/Medusa/medusa.html
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How do the two versions compare? How is Percy/ Poseidon connected to Medusa? How is
Annabeth connected to Medusa?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c.) Now that you understand more about Medusa and how she became the creature she is, does
Annabeths quote, Medusa is a menace. Shes evil. Id kill her myself but.... Annabeth
Swallowed, as if she were about to make a difficult admission. But youve got the better
weapon. Besides, Id never get close to her. Shed slice me to bites because of my mother. Youyouve got a chance (page 181) make more sense? What does she mean by this, why does
Medusa hate her and her mother Athena so much? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
d.) Google Medusa and take a minute to look at the images of Medusa. Is this what you
imagined her to look like? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
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50 min
Lesson 9
Goals:
-To make comparisons between the information found about the Greek mythological figures and
compare and contrast the information to the descriptions found within the novel.
-To have students analyze one specific chapter and act out the scene for the class by using
creativity and practicing writing skills.
-To have everyone in the class learning about all of the important events in all four chapters.
Objectives:
-Students will use the information found during their research web quest in order to compare and
contrast the information and descriptions given within the novel.
-Students will analyze one chapter collaboratively with their group in order to determine the
most significant and important part of the chapter.
-Students will work collaboratively to write a script and act out a skit in order to teach the rest of
the class about their chapter.
Standards:
CC.1.2.8.G
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
CC1.2.8.I
Analyze two or more texts that provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
Lesson Plan:
I. Mythological Creatures Web quest
a. Hand back students work from last class (web quest handout) and allow them 10
minutes to finish the web quest and revisit any questions they hadnt gotten a chance to
finish during the previous class.
b. When students are done, collect the handout and tell them to begin reading chapter 14
of Percy Jackson and the Olympians: The Lightening Thief.
c. After 10 minutes collect all packets. If some students have still not completed the web
quest, inform them that they can take it home to complete for homework on their own.
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chapter and turn it into a brief skit which will be acted out in front of the class. First
your group will look through your assigned chapter and decide which scene or small
section you think is the most important. Then you will assign each member of the
group a character within the scene (someone can be the narrator if you want). After
deciding who is going to be which character and which portion of the chapter you want
to act out, your group is then going to write a script to go along with the scene and your
group will practice acting the scene out. If you want to make props you are more than
welcome to do so, but note that it is most important for the script to be written and for
the skit to be practiced before making props. The entire class will have 30 minutes to
prepare their skit. Each skit should be between 1-2 minutes long, no longer, no shorter.
Plan accordingly. After you perform your skit for the class, you will be asked to
explain the significance of this scene and why you chose it.
(This allows for the entire class to get a recap of the most important parts of the chapter,
while allowing each group to analyze one section deeper. This also allows for student
engagement, creativity, and kinesthetic learning)
d.Students present skits for the last 10 minutes of class. Teacher will collect scripts at the
end of class.
III. Inform students that they will be having a quiz next class on chapters 1-12. Make sure to
study our notes, timeline, and character sketches of the novel Percy Jackson and the
Olympians. There will not be any questions about the Greek mythological creature on this quiz
but you will be quizzed on them at a later time. The quiz for next class is strictly on content
knowledge of the first twelve chapters of the novel.
IV. Homework: Study for quiz.
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50 min
Lesson 10
Goals:
1. To assess students learning and understanding of the first 10 chapters of the novel
2. To learn background information about characters from Greek mythology including Hades,
Echidna, and Chimera.
3. To make connections between these figures from Greek mythology to their roles within the
novel.
Objectives:
1. Students will be assessed on the first 10 chapters of the novel in order to determine their level
of learning and understanding of the novel.
2. Students will learn about characters from Greek Mythology in order to gain background
information and understand the content within the novel.
3. Students will learn about these characters from Greek Mythology in order to make
connections and be able to compare and contrast their true origins to the details and descriptions
given within the novel.
Standards:
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.E
Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
Lesson Plan:
I. Quiz (30 minutes)
a. Allow students 5 minutes before quiz to look over their notes and ask any questions they
want before handing out the quiz.
b. Move students around so that the students are spread out to prevent cheating.
c. Hand out quiz (SEE ATTACHED DOCUMENT BELOW)
d. Allow 25 minutes for the students to take the quiz. Collect after 25 minutes.
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Name: ______________________
Date: _______________
Period: ______________
____6. Which sentence best hints at the fact that there are big changes in store for Percy?
A. That was my first day at Camp Half-Blood.
B. I didnt realize how exhausted I was until I collapsed on my borrowed
sleeping bag.
C. We all headed down to the amphitheater where Apollos cabin led a singalong.
D. Id wish Id known how briefly I would get to enjoy my new home.
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____7. What is strange about the man who is guarding Percy when he first arrives at
camp?
A. He is a Minotaur.
B. He has blue eyes.
C. He has eyes all over him.
D. He is wearing a Hawaiian shirt.
____8. What does Chiron say about the Greek gods?
A. They used to exist.
B. They are really only myths.
C. They still exist today in Greece.
D. They still exist today in America.
____9. According to Chiron, what is the big question everyone wants answered?
A. Who is Percy?
B. What is a solstice?
C. Whats for dinner?
D. How did Percy kill the Minotaur?
____10. What caused Percy to be placed in Cabin Eleven?
A. He was determined.
B. It was the closest.
C. He was undetermined.
D. Mr. D ordered it.
____11. What word best describes Annabeths desire for a quest?
A. frightened
B. nervous
C. furious
D. determined
____12. What word best describes how Luke feels about his father?
A. bitter C. frightened
B. jealous D. anxious
____13. According to Grover, why did the Big Three gods swear not to have any more
children?
A. The world had too many children in it.
B. Their wives were very upset with them.
C. There was no more room on Mt. Olympus.
D. Their children caused World War II.
____14. Why does Percy feel miserable once he gets his own cabin?
A. Its dirty.
B. It isnt nicely furnished.
C. Hes lonely.
D. Its too close to Clarisses cabin.
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Final Assessment:
Along with your 4-5 page written narrative/ essay, you will also create a poster, PowerPoint,
mobile, or any other visual presentation (must be approved by me) of your essay. The visual
representation will be labeled I Am My Own Hero. The goal of this visual aid is to highlight
the main points of your written narrative, you do not have to go into explicit detail about what
you wrote. You will then be required to present your visual aid to the class in which you can
elaborate some of the points of your visual aid/ essay. (2-4 minutes per students).
Criteria for Visual Aid:
a.
Actual picture of yourself
b.At least 4 characteristics of a Hero
c.At least 3 pictures/ clip art to go along with these characteristics
c.
At least 4 qualities about yourself (from your essay) that make you a hero.
d.
At least 2 pictures/ clip art to go along with your qualities.
(For example: May paste a picture of your favorite Aunt who you consider to be
your mentor)
******Disclaimer!!!** You DO NOT have to share with the class (put on your poster) any
personal struggles you are having or have faced, you can choose to only discuss these matters
within the essay. For example: If your trials as a hero include you being bullied and teased you
DO NOT have to share that with the class. I would prefer you write about it within your narrative
and pick 4 different qualities to add to your poster if you feel uncomfortable sharing that
information.
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Although some of you may feel shy about this assignment at first, it will act as a confidence
booster and establishes the overall goal of the unit, teaching students the abilities and the
greatness that you have within yourselves, building your confidence, and making you realize that
we all have the power to become a hero to ourselves or someone else.
The cave you fear to enter holds the treasure you seek. -Joseph Campbell
Grading Procedures:
Poster/Presentation Checklist:
Each check point worth 4 points each (40% of final project grade)
____ Student comes to class prepare (on time, with all pieces of final project, ready to present)
____ Completed visual aid (poster, PowerPoint, mobile, etc.)
____ Clear and Visible Title
____ Photo of Student
____ 4 valid and clearly stated characteristics of a hero
____ 3 pictures/ clip art pertaining to the 4 characteristics of a hero
____ 4 different and individual qualities about student
____ 2 pictures/ clip art pertaining to individuals qualities
____ Presentation time between 2-4 minutes
____ Student speaks clearly and shows evidence of practicing their presentation ahead of time
______/40 :Total points
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A Work
B Work
Clarity
Appropriate
Audience is unclear. No
organization of essay, no
transitions and almost no support
in body paragraphs. Introduction
and conclusion are unclear or
completely lacking. No thesis
statement.
Relevance
C Work
D/F Work
Mechanics
No Grammar,
punctuation, spelling
errors.
Minimal grammatical,
punctuation, and spelling
errors.
Some grammatical,
punctuation, and spelling
errors.
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