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Goals:
Students will be able to find connections between themselves and the characters.
Assessment:
Reading quizzes: 10 points each (there will be at least 10 of these quizzes pertaining to
Daily journals: 30 points (students will not journal daily, but after an especially
important/controversial scene has happened in the book, they will write in their journals
about how they reacted to it, how it made them feel, if they can relate to it. If a student
has something they want to talk about, but it is not a journal day, I would encourage them
to tell me so we could have a discussion about it before class which may count as some
o Dialogue journals: when assigned, they will write two questions about the chapter
to discuss with the group and two interesting events that happened in the chapter.
It will help them keep track of specific interesting chapters to use in their final
October 2016
3 4 5 6 7
Intro to unit: Read ch. 1 & 2 in Ch. 2 cause and Read Ch. 5 Read Ch. 6&7
Jamaica Kincaid’s class out loud. effect worksheet Check reading Read ch. 8 for
Girl Begin to fill out Continue reading guide homework
Intro to novel handouts quietly Check graphic
themes independently. organizer
(Lesson plan) Read through ch.
4.
(Lesson plan)
Molidor 3
10 11 12 13 14
Journal entry Finish Ch. 9 Quiz on Ch. 11 Predict what is Read ch. 14 and
about anything Read Ch. 10 (from homework) going to happen. journal.
from chapters 1-8 Fill out graphic Read ch. 12 Read ch. 13
Vocab quiz #1 organizers and In-class Vocab quiz #2 Read ch. 15 for
Begin reading reading guides discussion on homework
ch.9 important events
17 18 19 20 21
Vocab quiz #3 Ch. 16 reading Read ch. 17 Vocab quiz #4 Read Ch. 20
Discussion on if quiz. Brainstorm of Read ch. 18 in Two chapters left,
we like the book. possible people class reflection on book
Begin ch. 16; who would frame Ch. 19 as as a whole.
finish for Percy. homework Prediction on
homework ending activity.
Ch. 21 for
homework
(Lesson plan)
24 25 26 27 28
7 8 9 10 11
Review for test Percy Jackson Discuss the book Movie day Movie day
Summative Test as a whole, start Movie-book
Day Percy Jackson reflection due
Movie (Lesson plan)
Molidor 4
Learning Target
How do our parents expectations change the way we act?
Objectives
By the end of class today, students will…
Understand how expectations can influence their actions.
o Accurate answers written on exit slips.
Recognize expectations people have for them.
o 75% of students participate in the brainstorm.
Molidor 5
Why do you think the speaker wants to teach the young girl all
these things?
5 minutes: Think-Pair-Share
o Are these good or bad expectations?
Why or why not?
Do you think they will benefit people in the long run?
Do you think they are oppressive?
o Who is an example of someone who would have expectations like this?
Parents/guardians
Mentors
5 minutes: Introduce how expectations form personalities
o What your parents expect you to believe shapes your moral values
o How your friends expect you to act is how you behave
o What your teacher expects in how well you do in school
Ask them to write an example of an expectation someone has for them.
o
Show photo to class
Have students brainstorm where they learn their actions, who
teaches them to behave the way they do?
o Tell them how ultimately influences everything in our
lives.
Closure 10 minutes
Introduce Percy Jackson and the Lightning Thief
o Have them flip through the Percy Jackson book.
Study the cover.
What do you notice about the chapters?
Read the back cover description, what does it tell you about the book?
Molidor 7
Write down a prediction you have about the book in your journal.
o We will refer back to this prediction as we get farther along
on the novel.
Independent Practice
No assigned homework
Materials
Jamaica Kincaid’s short story Girl
o http://www.newyorker.com/magazine/1978/06/26/girl
Writing utensil
Paper
Zeus
Poseidon
Hades
Hermes
Ares
Molidor 9
Mr. D (Dionysus)
Athena
Aphrodite
Hera
Artemis
Hephaestus
Kronos
Molidor 10
Learning Target
How do events lead to different outcomes?
Objectives
By the end of class today, students will…
Understand cause and effect in real life situations
o 75% of students participating in brainstorm after learning about examples
o 100% will record examples
o Cause and effect worksheet
Be able to identify cause and effect as it relates to the novel
o Chapter 2 worksheet
Closure 10 minutes
If students finish the worksheet, they will spend the rest of the period reading chapter 3
and 4.
Independent Practice
Materials
Cause and effect worksheet
Writing utensil
Books
Notebooks
Cause/Effect Worksheet (Taken from Kathleen Joaquin’s of SAISD unit plan on The Lightning Thief)
The Lightning Thief
Ch. 2
Use your book to help you answer the following questions.
____1. Because Percy was having bad dreams, which of the following did NOT happen?
A. His grades dropped lower.
B. He got into more fights.
C. He got kicked out of Yancy.
D. He was cranky and irritable.
____3. When Percy went to ask Mr. Brunner for help with his Latin test, what happened?
A. Mr. Brunner wasn’t there.
B. He overheard a conversation between Grover and Mr. Brunner.
C. Grover helped him instead.
D. He got lost and just went back to room.
____4. Why did Mr. Brunner stop talking and check the hallway?
A. Grover heard a noise.
B. Percy called his name.
C. Mr. Brunner heard a noise.
D. He was done talking to Grover.
Molidor 14
____5. Because Mr. Brunner said Yancy wasn’t the place for Percy, Percy _____.
A. yelled at him.
B. ran out of the room.
C. had a stinging in his eyes.
D. disagreed with him.
____6. Why does Percy not get to go anywhere special during the summer?
A. He’s in trouble for getting kicked out of Yancy.
B. Grover won’t let him.
C. He doesn’t want to go anywhere.
D. His family isn’t rich.
Pg. 2
____7. When Percy asks Grover about the Kindly Ones, Grover ______
A. gets fidgety and nervous.
B. pretends he doesn’t hear Percy.
C. gets angry at Percy.
D. tells Percy about them.
____8. Because Grover is worried about Percy over the summer, he________.
A. says he is going to live with Percy.
B. gives him a good luck charm.
C. asks Percy to come live with him.
D. gives him his business card.
Answer Key: 6. D
Cause/Effect Ch. 2 7. A
1. C 8. D
2. D. 9. D.
3. B 10. B
4. C 11. D
5. C 12. B
Molidor 16
Learning Target
Work on predictions
Discuss elements of the book that make it good or bad.
Objectives
By the end of class today, students will…
Be able to make accurate predictions using the text as evidence
o DRTA prompts.
Be able to determine which character they identify with and why
o Exit slip
Be able to identify elements of the book that they believe make it good or bad for them
o 90% of students participating in class discussion
o If they do not participate, everyone will do a journal entry with the same prompt.
Closure (5 minutes)
Write on a piece of notebook paper which character you identify with in the book and
why.
o Turn it in to me as you leave the room.
Independent Practice
Materials
Writing utensil
Books
Notebooks
Modified from Madeline Hunters Lesson Plan Design
Molidor 18
Learning Target
Pick a parent to write their creative essay about
Begin research process
Objectives
By the end of class today, students will…
Have picked the god/goddess/creature to write their essay about
o They will turn in an exit slip on who they chose with one sentence on why
Begin research on their god/goddess/creature
o On exit slip they will write down at least one URL website that they found about
the deity they have chosen.
Closure (5 minutes)
Fill out exit slip
o Which Greek god they identify with
o URL of website they found about their god.
Independent Practice
No assigned homework. They may get ahead on the project if they are able to.
Materials
Laptops
Books
Notebooks
Writing utensils
Your final project is a creative writing and research project! You will pick and then research one
Greek god, goddess, or creature that you identify with (it does not have to be a character from the
book, but it definitely can be!) You will research characteristics and symbols of a deity or
creature of choice to use in a creative biography. You will have time to work on your research
and final essay in-class. After our presentations are done, we will go as a class to the fifth grade
classroom and you will read your creative piece to the younger students. You will be responsible Commented [REM4]: Activism
You will create a creative biography of yourself with one of the Greek gods, goddesses, or a
Why they would be your parent (What characteristics do you share with them?),
Different traits you would have as a demi-god that you share with your parent (are you
brave? Are you passive? Do you like to get involved with things in the camp? Are you
aggressive?)
You will include at least FIVE vocab words from the book in your final essay.
o If you pick a character from the novel, you may cite the novel as one of your
sources (but make sure you take some characteristic of the god/goddess/creature
For your presentation (at least five slides, no more than 10):
You will also create a short presentation of your “parent” that you will present to the class! You
must include visuals in your presentation. Be prepared to practice your presentation with family
and friends before you present to the class. The research for the presentation will be done in-
class.
Include some detail on why you chose this parent, what qualities you share.
Essay Rubric
Presentation Rubric
Learning Target
Analyze differences between literature and film.
Objectives
By the end of class today, students will…
Be able to recognize the differences in movie adaptation of Percy Jackson and the
Lightning Thief
Have a discussion with each other about the differences they found
in the movie and the book and if they liked the changes or not.
o Add partner’s opinions to written evidence of contrasts
between film and book.
Independent Practice
No assigned homework.
Materials
Books
Notebooks
Writing utensils
Graphic organizer and reading guide will be graded on completion, they will be low
Their chapter quizzes and vocab quizzes will be graded by me. Each question/definition
The summative assessment project counts for a large portion of the grade. They will
have class time to work and nearly complete both the essay and the presentation. They
will do peer feedback of a rough draft of one day in order to gauge how well they are
The summative test will be similar to the quizzes. If they are doing well on the quizzes,
they should do well on the test. It will predominately be multiple choice with a few
vocab questions. Like the quizzes, the majority of the questions will hold the weight of 1