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ELA G6:M1:U1

Percy Jackson and the Hero’s Journey

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Engaging the Reader: Close Reading Part 1 of “Shrouded in Myth”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues. (SL.6.1)
  • I can get the gist of the text “Shrouded in Myth.”
  • I can identify unfamiliar vocabulary in “Shrouded in Myth.”
  • I can collaborate effectively with my peers.
  • QuickWrite: Response to Quote and Picture
  • Students’ annotated texts “Shrouded in Myth”
  • Exit Ticket: Reflecting on the Learning Targets
  • Admit and Exit Ticket

Lesson 2Building Background Knowledge: Close Reading Part 2 of “Shrouded in Myth”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues. (SL.6.1)
  • I can express my own ideas clearly during discussions. (SL.6.1)
  • I can cite evidence from the text when answering questions and discussing “Shrouded in Myth.”
  • I can use context clues to determine the meaning of unfamiliar words in “Shrouded in Myth.”
  • I can collaborate effectively with my peers.
  • I can express myself clearly in a group discussion.
  • Students’ annotated texts “Shrouded in Myth” (from Lesson 1 homework)
  • Exit Ticket: Reflecting on the Learning Targets
  • Admit and Exit Tickets

Lesson 3Meeting the Main Character: Launching The Lightning Thief (Chapter 1)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues. (SL.6.1)

  • I can make inferences about Percy in order to understand him as the narrator of this story.
  • I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief.
  • I can follow our Triad Talk Expectations when I participate in a discussion.
  • Questions from the Text: Chapter 1
  • Admit and Exit Tickets
  • Carousel Brainstorm

Lesson 4Inferring about Character: Getting to Know Percy (Chapters 1 and 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can describe how the characters change throughout a literary text. (RL.6.3)
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can effectively engage in discussions with diverse partners about 6th grade topics, texts, and issues. (SL.6.1)
  • I can make inferences about Percy citing evidence from the text.
  • I can use context clues to determine the meaning of unfamiliar words in Chapters 1 and 2 of The Lightning Thief.
  • I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief
  • I can follow our Triad Talk Expectations when I participate in a discussion.
  • Entrance Ticket
  • Exit Ticket
  • Admit and Exit Tickets

Lesson 5Inferring about Character: Close Reading of The Lightning Thief (Chapter 3)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the characters change throughout a literary text. (RL.6.3)
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can get the gist of an excerpt from The Lightning Thief.
  • I can make inferences about Percy citing evidence from the text.
  • I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief.
  • Entrance Ticket
  • Exit Ticket: Actions vs. Inner Thoughts
  • Admit and Exit Tickets

Lesson 6Vocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightning Thief (Chapter 3, continued)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the characters change throughout a literary text. (RL.6.3)
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can determine the meaning of words using prefixes and context clues.
  • I can cite evidence from the text when answering questions and discussing Percy’s character in The Lightning Thief.
  • Entrance Ticket
  • Using Prefixes recording form
  • Back-to-back and Face-to-Face

Lesson 7Mid-Unit 1 Assessment: Making Inferences about Percy

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the characters change throughout a literary text. (RL6.3)
  • I can cite evidence from the text when answering questions and discussing a new section of The Lightning Thief.
  • I can make inferences about Percy citing evidence from the text.
  • I can produce clear writing about my reading of The Lightning Thief.
  • Mid-Unit 1 Assessment
  • Admit and Exit Tickets

Lesson 8The Hero’s Journey, Part 1: What Is a Hero?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can prepare myself to participate in discussions. (SL.6.1)
  • I can practice reading closely.
  • I can get the gist of an excerpt of the text “The Hero’s Journey.”
  • I can gather important details and determine the main idea of an excerpt of the text “The Hero’s Journey.”
  • I can identify the characteristics of a strong paragraph.
  • QuickWrite
  • Annotated text “The Hero’s Journey”
  • The Hero’s Journey recording form
  • Exit Ticket
  • Admit and Exit Tickets

Lesson 9Building Background Knowledge about the Hero’s Journey, Part 2: Acts 2 and 3 Plus Focusing on Key Vocabulary in “The Hero’s Journey”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can prepare myself to participate in discussions. (SL.6.1)
  • I can practice reading closely.
  • I can gather important details and determine the main idea of an excerpt of the text “The Hero’s Journey.”
  • I can use multiple strategies to determine the meaning of unfamiliar words in “The Hero’s Journey.”
  • I can make connections between Percy Jackson and “The Hero’s Journey.
  • “The Hero’s Journey” recording form (begun in Lesson 8)
  • Vocabulary in “The Hero’s Journey” recording form
  • Exit Ticket
  • Admit and Exit Tickets

Lesson 10Selecting Evidence and Partner Writing: Aligning “The Hero’s Journey” and The Lightning Thief (Chapter 5)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the plot evolves throughout a literary text. (RL.6.3)
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.6.4)
  • I can explain the relationship between a quote from The Lightning Thief and a quote from “The Hero’s Journey.”
  • I can select evidence from “The Hero’s Journey” that aligns with The Lightning Thief.
  • I can write a paragraph (with a partner) to describe how excerpts in The Lightning Thief align to “The Hero’s Journey,” citing evidence from both texts.
  • Entrance Ticket
  • Selecting Evidence recording form
  • Partner Writing paragraph
  • Carousel Brainstorm

Lesson 11Selecting Evidence: “The Hero’s Journey” and The Lightning Thief (Chapter 6)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can get the gist of an excerpt from The Lightning Thief.
  • I can answer questions using evidence about an excerpt from The Lightning Thief.
  • I can select evidence from both The Lightning Thief and “The Hero’s Journey” that shows how Percy is on a hero’s journey.
  • Text-Dependent Questions
  • Selecting Evidence graphic organizer
  • Exit Ticket: Reflecting on Learning Targets
  • Admit and Exit Tickets

Lesson 12Writing with Evidence: Percy and the Hero’s Journey (Chapter 7)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can select evidence from both The Lightning Thief and “The Hero’s Journey” that shows how Percy is on a hero’s journey.
  • I can write a paragraph describing how Percy’s experiences align with “The Hero’s Journey.”
  • Independent Writing paragraph
  • Peer Critique

Lesson 13End of Unit 1 Assessment: Drawing Evidence from Text: Written Analysis of How Percy’s Experiences Align with “The Hero’s Journey”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can select evidence from both The Lightning Thief and “The Hero’s Journey” that shows how Percy is on a hero’s journey.
  • I can write a summary of an excerpt from The Lightning Thief.
  • I can write a paragraph explaining how Percy’s experiences align with the hero’s journey.
  • End of Unit 1 Assessment
  • Back-to-back and Face-to-Face

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