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ELA G6:M1:U2

Elements and Theme of Mythology in The Lightning Thief

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 1Reading Closely to Build Background Knowledge: “Myths and Legends”

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 make inferences about Percy based on details from the text.
  • I can use text details to determine the main ideas in “Myths and Legends.”
  • Using Text Details to Determine the Main Idea recording form
  • Exit Ticket
  • Admit and Exit Tickets

Lesson 2Building Background Knowledge: The Myth of Cronus

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for my analysis of a literary text. (RL.6.1)
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • I can use details from images to make predictions about the myth of Cronus.
  • I can get the gist of the myth of Cronus.
  • I can reflect on the things that close readers do.
  • Predictions
  • Selected-response
  • Understanding a Key Allusion to Cronus in Chapter 10 of The Lightning Thief
  • Admit and Exit Tickets

Lesson 3Using Details to Determine Theme: The Myth of Cronus

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for my analysis of a literary text. (RL.6.1)
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • I can answer questions about the myth of Cronus using evidence from the text.
  • I can use context clues to determine the meaning of unknown words in the myth of Cronus.
  • I can collaborate with my peers to determine themes in the myth of Cronus.
  • I can explain how a theme in Cronus is connected to a theme in The Lightning Thief.
  • Understanding the Allusion in Chapter 10 (from homework)
  • Chalk Talk charts
  • Admit and Exit Tickets
  • Chalk Talk

Lesson 4What Makes a Myth a Myth? Comparing “Cronus” and “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 determine a theme based on details in a literary text. (RL.6.2)
  • 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 make comparisons between ideas in the myth of “Cronus” and “Shrouded in Myth.”
  • I can get the gist of sections of “The Key Elements of Mythology.”
  • I can reflect on things that close readers do.
  • Chalk Talk charts
  • Exit Ticket: The Most Important Thing
  • Admit and Exit Tickets
  • Carousel Brainstorm

Lesson 5Building Vocabulary: Working with Words about the Key Elements of Mythology

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 use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can collaborate with my peers to create word models for key vocabulary in mythology.
  • I can explain the meaning of key vocabulary in mythology to my peers.
  • Word models
  • Observations of student thinking about vocabulary
  • Hosted Gallery Walk

Lesson 6Connecting Literary and Informational Texts: Cronus and “The Key Elements of Mythology”

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 determine a theme based on details in a literary text. (RL.6.2)
  • 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 answer questions about an excerpt of The Lightning Thief using evidence from the text.
  • I can make connections between the myth of Cronus and the informational text “The Key Elements of Mythology.”
  • I can explain how the elements of mythology help me to understand the theme of the myth of Cronus.
  • Carousel of Quotes charts
  • Notes: Connecting Elements of Mythology and Theme graphic organizer
  • Back-to-back and Face-to-Face
  • Carousel Brainstorm

Lesson 7Analyzing the Model Analytical Mini-Essay: “Elements of Mythology and Theme of Cronus”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can describe the structure of an analytical mini-essay.
  • I can describe the details the author used to make a claim about the elements of a myth.
  • I can describe the details the author used to make a claim about the theme of a myth.
  • I can explain why an author chose particular details to support a claim.
  • Elements of Myth graphic organizer (for the model mini-essay)
  • Theme graphic organizer (for the model mini-essay)
  • None

Lesson 8Exploring Allusions to Myths in The Lightning Thief: Close Reading Part 1 of “Prometheus”

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’s word choice affects tone and meaning in a literary text. (RL.6.4)
  • I can use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can explore how the allusion to the myth of Prometheus improves my understanding of The Lightning Thief.
  • I can explain how key vocabulary adds to meaning in an excerpt of The Lightning Thief.
  • I can get the gist of the myth of Prometheus.
  • Myth of Prometheus annotated for the gist
  • None

Lesson 9Analyzing Details in the Myth of Prometheus for Elements of Mythology and Theme

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • 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 reflect on the things close readers do.
  • I can use details to make a claim about the elements of mythology in the myth of Prometheus.
  • I can use details to make a claim about a theme of the myth of Prometheus.
  • Elements of Myth graphic organizer
  • Theme graphic organizer
  • None

Lesson 10Drafting an Analytical Mini-Essay: Using Partner Talk and Graphic Organizers to Guide Thinking

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 cite text-based evidence to support an analysis of literary text. (RL.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)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can use a model text to guide my writing of an analytical mini-essay.
  • I can use the writing process, and the support of my teacher and peers, to plan and draft my analytical mini-essay about Prometheus.
  • I can identify and write clearly about the elements of mythology in the myth of Prometheus.
  • I can identify and write clearly about a theme in the myth of Prometheus.
  • I can support my thinking with details from the text.
  • Partner Writing: Analytical Mini-Essay recording form (two body paragraphs)
  • None

Lesson 11Mid-Unit 2 Assessment: Writing an Analytical Mini-Essay about Mythological Elements and Theme

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 analysis of an informational text. (RI.6.1)
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • 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 produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can use a model text to guide my writing of an introduction and conclusion for my analytical mini-essay.
  • I can use feedback to revise and publish an analytical mini-essay about Prometheus.
  • Partner Writing: Analytical mini-essay recording form (introduction and conclusion)
  • Final draft of the analytical mini-essay
  • None

Lesson 12Determining Theme: Reading Myths in “Expert Groups”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • 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 get the gist of my expert group myth.
  • I can collect details from my expert group myth to determine a theme.
  • I can identify the criteria for strong analytical writing based on Row 1 of the NYS Writing Rubric.
  • Expert group myth annotated for gist
  • Carousel Brainstorm
  • Mix and Mingle

Lesson 13Connecting the Theme of the Expert Group Myth to a Theme in The Lightning Thief and to Life Lessons

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 write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can choose evidence from The Lightning Thief to explain how the theme of the expert group myth is communicated in the novel.
  • I can describe a life lesson that can be learned from my expert group myth.
  • I can identify the criteria for strong analytical writing based on Row 2 of the NYS Writing Rubric.
  • Exit ticket: How Is Mythology Important Today?
  • Admit and Exit Tickets
  • Chalk Talk

Lesson 14Building Writing Skills: Receiving Feedback and Varying Sentence Structures

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 a variety of sentence structures to make my writing and speaking more interesting. (L.6.3)
  • I can use feedback from my mid-unit assessment and the NYS Writing Rubric to set goals for myself as a writer.
  • I can create sentences of varied length and structure in order to keep a reader engaged in my writing.
  • Mid-unit assessment
  • Strengths and Goals index card
  • Sentence Variety: Keeping Readers Engaged recording form
  • None

Lesson 15Planning for Writing: Revisiting “Key Elements of Mythology” and Determining a Theme in the Myth of Cronus

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • 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 explain how various elements of mythology connect to the myth of Cronus.
  • I can use details from the text to determine a theme of the myth of Cronus.
  • Theme graphic organizer: The Myth of Cronus
  • Carousel Brainstorm
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 16Planning for Writing: Studying Model Writing and Determining a Theme in The Lightning Thief

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 identify the argument and specific claims in a text. (RI.6.8)
  • I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can identify the structure, argument, and specific claims in a model literary analysis essay.
  • I can use details to determine a theme of The Lightning Thief that connects with the theme I determined in Cronus.
  • Theme graphic organizer: The Lightning Thief
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 17Planning for Writing: Introduction and Conclusion of a Literary Analysis

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 plan the introduction of my literary analysis.
  • I can plan the conclusion of my literary analysis.
  • Introduction Paragraph graphic organizer
  • Conclusion Paragraph graphic organizer
  • None

Lesson 18Launching the End of Unit Assessment: Drafting Literary Analysis

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 write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use my plans to draft a literary analysis describing how a theme is communicated in the myth and in The Lightning Thief, and how mythology is important today.
  • Draft Literary Analysis
  • None

Lesson 19Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis

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 write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use correct grammar and usage when writing or speaking. (L.6.1) 

    a. I can use the proper case of pronouns in my writing.

    b. I can use intensive pronouns (e.g., myself, ourselves).

    c. I can correct inappropriate shifts in pronoun number and person. 

    d. I can correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). 

    e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

  • I can use feedback from my mid-unit assessment and the NYS Writing Rubric to set goals for myself as a writer.
  • I can create sentences of varied length and structure in order to keep a reader engaged in my writing.
  • Pronoun Sentences
  • Draft Literary Analysis (from Lesson 18)
  • None

Lesson 20End of Unit Assessment, Part 2: Final Draft of Literary Analysis

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 write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use correct grammar and usage when writing or speaking. (L.6.1)
  • I can use my draft to write a final, best version of a literary analysis describing how the theme is communicated in the myth, how the theme is communicated in The Lightning Thief, and how the myth contributes to the theme in the novel.
  • I can self-assess my end of unit literary analysis against the NYS Writing Rubric.
  • Final literary analysis
  • None

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