Multitext Unit
Percy Jackson and the Olympians:
The Lightning Thief
(Activities modified from Dr. Frye, Appalachian State University)
By: Rick Riordan
“In a way, it’s nice to know there are Greek gods, out there, because you have somebody to blame
when things go wrong. For instance, when you’re walking away from a bus that’s just been
attacked by monster hags and blown up by lightning, and it’s raining on top of everything else,
most people might think that’s just really bad luck; when you’re a half-blood, you understand that
some divine force really is trying to mess up your day.”
Mythlopedia: Oh My Gods!
A Look it up Guide to the Gods of Mythology
By: Franklin Watts
Nicole Pencek
Emily Dibble
Taryn Gill
The Lightning Thief by Rick Riordan is a relatable and exciting adventure through the eyes
of young Percy Jackson, a troubled 6th grader who has gotten kicked out of countless schools. The
book easily captures the attention of a young fifth grade reader who may not be your typical
straight “A” student. The book appeals to the different readers in the classroom due to its
descriptive nature and action packed plotline.
This book uses a plethora of words to expand students’ vocabulary knowledge. Although
the book does use challenging words that may be unknown at first glance, the book aids students’
understanding through the use of the context clues. The book helps familiarizes readers with
forms of the same word by adding prefixes and suffixes, while also using the root word. In the
author’s craft activity, the students will become acquainted with similes and be able to create an
artistic impression. The similes allow students to make a more visual connection to the text, which
permits them to feel as if they are a part of the quest. This novel gives students the opportunity to
predict and infer what will happen next within the text.
The Lightning Thief is derived from myths surrounding the Greek Gods and Goddesses.
Using this book paired with Oh My Gods, by Franklin Watts, allows students to make connections
between the texts by reinforcing Greek mythology. The Lightning Thief mentions many gods, but
the paired text, Oh My Gods, serves as an informational guide. Oh My Gods is a hip book set up like
a social networking site. It explains what the gods were like, relationships among gods, and
genealogy. An Internet workshop is also used in this unit. The website used is:
www.greece.mrdonn.org/greekgods/index.html . Students gain access to information on the
goddesses highlighted in The Lightning Thief. Using Oh My Gods and this website allows students
to compare and contrast the Gods to the Goddesses, while gaining a more in depth understanding
of the characters mentioned in the novel.
Unit Activity
NC Language Arts Grade 5 Objectives
Students will complete a prefix activity in which
they will be learning the meaning of individual
prefixes. They will study how the prefixes change
the meaning of words.
1.01 Expand and refine vocabulary through
knowledge of prefixes, suffixes, roots, derivatives,
context clues, and etymologies (word origins) to
assist comprehension.
The Lightning Thief unit encompasses many
1.03 Increase reading and writing vocabulary
activities to meet Objective 1.03. Students will
through:
increase their vocabulary and knowledge by
 wide reading.
participating in wide reading through the pairing of
 word study.
a nonfictional text with a fictional text. The Greek
 word reference materials.
Gods and Goddesses will be introduced to the
 content area study.
students through this paired reading. Students will
 writing process elements.
study and become familiar with many words that
 writing as a tool.
 debate.
are new to them. They will also participate in
 discussions.
writings and discussions focused on the new
 seminars.
content and vocabulary. Author’s craft will also be
 examining the author's craft.
examined by the students.
In this unit, students will pair a fictional text, The
Lightning Thief, with a nonfictional text, Oh My
Gods. The Lightning Thief introduces the Greek
Gods and Goddesses and Oh My Gods serves as a
nonfictional source to support The Lightning Thief.
Students will make connections between the two.
2.03 Read a variety of texts, such as:
Students will complete an Author’s Craft activity in
which they will have to find two examples of a
simile. They will have to explain how each adds
meaning to the story.
5.04 Determine the impact of word choice on
written and spoken language.
Unit Activity
NC Social Studies Grade 5 Objective
Students have the opportunity to describe the
absolute and relative location of major landforms
and bodies of water that Percy visits on his quest.
This will be completed through the ABC booklet.
1.01 Describe the absolute and relative location of
major landforms, bodies of water, and natural
resources in the United States and other countries
of North America.


fiction (tall tales, myths).
nonfiction (books of true experience,
newspaper and magazine articles,
schedules).
3.02 Make connections within and between texts
by recognizing similarities and differences based
on a common lesson, theme, or message.
Percy Jackson and the Olympians: The Lightning Thief
Schedule of Readings and Activities
Day 1 – Before Reading and Pre-Reading Activities
KWL – Greek Mythology (individual/discussed whole group)
From the Cover (Individual)
Predict-O-Gram (Individual)
Day 2 and 3 – Read and Work on Section 1 (Chapters 1-4)
Oh My Gods (pages 104-109)
Word Wizard (Individual)
Section 1 Vocabulary Activities (Individual)
Character Sketcher (Individual)
Double Entry Diary (Individual)
Day 4 – Section 1 Discussion
Share Word Wizard (Small Group)
Share Character Sketcher (Small Group)
Double Entry Diary (Small Group)
Day 5 and 6 – Read and Work on Section 2 (Chapters 5-7)
Oh My Gods (pages 16-21; 70-75; 52-59)
Internet Workshop: Goddesses DRC (Individual)
Word Wizard (Individual)
Section 2 Vocabulary Activities (Individual/Whole Group)
Reciprocal Teaching (Individual)
Sketch to Stretch (Individual)
Day 7 – Section 2 Discussion
Share Word Wizard (Small Group)
Reciprocal Teaching (Small Group)
Sketch to Stretch (Small Group)
Day 8 and 9 – Read and Work on Section 3 (Chapters 8-10)
Oh My Gods (pages 42-47; 64-69; 80-89)
Word Wizard (Individual)
Section 3 Vocabulary Activities (Individual)
Wanted/Missing Poster (Individual)
Double Entry Diary (Individual)
Day 10 – Section 3 Discussion
Share Word Wizard (Small Group)
Share Wanted/Missing Poster (Small Group)
Double Entry Diary (Small Group)
Day 11 and 12 – Read and Work on Section 4 (11-14)
Word Wizard (Individual)
Section 4 Vocabulary Activities (Individual)
Discussion Director (Individual)
Interview a Character (Pairs)
Day 13 – Section 4 Discussion
Share Word Wizard (Small Group)
Discussion Director (Small Group)
Present Interview a Character (Small Group)
Day 14 and 15 – Read and Work on Section 5 (Chapters 15-17)
Oh My Gods (pages 22-25)
Word Wizard (Individual)
Section 5 Vocabulary Activities (Individual/Whole Group)
Character Trading Card (Individual)
Letter from a Character to a Character (Individual)
Day 16 – Section 5 Discussion
Share Word Wizard (Small Group)
Share Character Trading Card (Individual)
Exchange and Respond to Letter from a Character to a Character (Small Group)
Day 17 and 18 – Read and Work on Section 6 (Chapters 18-20)
Word Wizard (Individual)
Section 6 Vocabulary Activities (Individual)
Author’s Craft Activity (Individual)
Double Entry Diary (Individual)
Day 19 – Section 6 Discussion
Share Word Wizard (Small Group)
Discuss Author’s Craft/Share Artistic Representation (Small Group)
Double Entry Diary (Small Group)
Day 20 and 21 – Read and Work on Section 7 (21-22)
Word Wizard (Individual)
Section 7 Vocabulary Activities (Individual)
I Poem (Individual)
Reciprocal Teaching (Individual)
Day 22 – Section 7 Discussion
Share Word Wizard (Small Group)
Share I Poem (Small Group)
Reciprocal Teaching (Small Group)
Day 23 – Culmination of ABC book
Vocabulary Assessment (Individual)
Complete “L” Portion of KWL on Greek Mythology
K-W-L
You will be completing a K-W-L about Greek Mythology. First, put on your thinking cap! Think about
what you already know about the Greek Gods, Goddesses, monsters, titans, and mythology and write it
in the “K” column. Once you have done this, write about want you want to know in the “W” column!
Think outside the box! At the end of our unit, we will come back to this chart and add what you have
learned! We will also look back at the “K” column and clarify any misconceptions. Use the following
words to help you come up with questions you would like answered for the “W” column. WHO, WHAT,
WHERE, WHEN, WHY, & HOW
K
W
L
What I Think I KNOW
What I WANT To Know
What I LEARNED
From The Cover!
Before we open this action packed novel, we will make a few predictions
about what we think it will be about. Let us study the cover, front and
back and answer the following questions:
1. What can you infer about the novel from the title?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Every picture is worth a thousand words. What thoughts come to
your mind when you look at the cover illustration?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Now, read the synopsis of the book on the back cover. Who will be
important characters? What might happen in this story? How do
you know?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Predict-o-Gram!
Directions: Using what we have discovered from the
book jacket, we will now make more detailed
predictions about this enticing tale
Who will be important or
main characters?
Where do you think the
setting will be?
What are the supposed
characters goals in this
novel?
What questions do you have
about this novel?
What problems might the
characters have?
How do you think the
characters will solve their
problems?
The Lightning Thief
Section 1
Chapters 1-4
Pages 1-56
Word Wizard
In every section of our reading, you will be learning and using many new words.
Your job is to become a WORD WIZARD and to create an entry in your Word
Wizard Notebook for each new word.
Each entry will include the following:
a. The word and the page and paragraph where it is located in the book
b. a child-friendly definition for the word (remember to use your context clues)
c. synonyms (remember to use the THESAURUS)
d. any associations/connections you may have with that word
e. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4 or more
of the following: who, what, where, when, why or how.
pulverize
p. 11 par. 7
obnoxious
p. 17 par. 5
confound
p. 22 par. 4
mournfully
p. 28 par. 8
resented
p. 39 par. 4
lumbering
p. 48 par. 5
grief
p. 55 par. 8
Vocabulary Activities Section 1: The Lightning Thief
Word Networks

What people things, situations, or words come to mind when you think about the word
scrawny?
___________________________________________________________________
___________________________________________________________________




What people things, situations, or words come to mind
when you think about the word pulverize?
___________________________________________________________________
___________________________________________________________________
What people things, situations, or words come to mind
when you think about the word obnoxious?
___________________________________________________________________
___________________________________________________________________
What people things, situations, or words come to mind
when you think about the word mournfully?
___________________________________________________________________
___________________________________________________________________
What people things, situations, or words come to mind
when you think about the word confound?
___________________________________________________________________
___________________________________________________________________



What people things, situations, or words come to mind
when you think about the word resented?
___________________________________________________________________
___________________________________________________________________
What people things, situations, or words come to mind
when you think about the word lumber?
___________________________________________________________________
___________________________________________________________________
What people things, situations, or words come to mind
when you think about the word grief?
___________________________________________________________________
___________________________________________________________________
Cloze Passages
Complete the following sentence with the correct vocabulary word. You will only use
each word once.
 The people of Japan must feel terrible ______________ for the loss of
its people.
 The monkey was ________________ when he thought he left his
banana in the tree but could not find it there.
 I ____________________ that I did not do my homework last night so I
wouldn’t have to do it during recess today.
 The boss was rude and ____________________ when I asked for his
help.

The elephant was ____________________ up to the top of the hill.
 I comforted my friend when she was ____________________ crying
yesterday.

I knew that the boxer would __________________ his opponent.
Comprehension Activities Section 1: The Lightning Thief
Character Sketcher – Mrs. Dodds
Your job as Character Sketcher is to think carefully about Mrs. Dodds as you read. You will
be given a passage with a page and paragraph where you can find information about your
character. Reread the passage carefully. As you are reading, think about descriptive words
(traits) that capture how your character acts or looks. You need to be aware that the
character traits you will choose will be implied character traits. In other words, they are
not directly stated in the passage. You will want to use descriptive words for your character
traits. You do NOT want to use words like good, bad, nice, and mean. In addition, you will
create an artistic impression of your character. When you begin artistically representing
your character, try to use any physical descriptions from the text to help you. Your “artistic
impression” of the character will probably be on a separate piece of paper.
You are invited to learn more about Mrs. Dodds. Please take notes
on how Mrs. Dodds acts and looks.
 To begin, reread the following passages and determine “descriptive
words” that capture Mrs. Dodds’ personality and explain why the words
describe him.
 Reread page 4: paragraphs five and six. Which character trait words
describe Mrs. Dodds?_______________________________
 What words in the passage were your context clues?
_______________________________________________________
 Reread pages 10-11.
 Mrs. Dodds acts _____________________________________________
because_________________________________________________________________________
_________________________________________.
 Reread page 12-13. Which words describe Mrs. Dodds?
________________________________________________________
 She acts _____________________because__________________________________________
______________________________________________________.
On another paper, use the passages that describe Mrs. Dodds’ actions
and appearance to help you complete an artistic impression of her.
Enjoy!
Double Entry Diary
You will write a double entry diary, also known as a DED. You
will be reading, writing in your diary, and discussing
throughout this exciting book of adventure.
As you are assigned your reading, you will write a total of four
entries from section 1 of the lightening Thief or Oh My Gods.
You will find important words, quotations, or passages from
the book. Then you will explain why those words, quotations,
or passages are important. In other words, when you read
them, what do those words mean to you?
Your entry should be in a chart format. See the example from
section 1 below.
Quote: Pg. 1 Paragraph 5
Reaction:
“But if you recognize yourself When I read this paragraph,
in these pages-if you feel
it didn’t make me want to
something stirring insideclose the book like it directed
stop reading immediately.
me to, it excited me more to
You might be one of us. And
read on and figure out what
once you know that, it’s only a
Percy was referring to and
matter of time before they
who “they” are. I thought this
sense it too, and they’ll come
for you.”
was a pretty powerful way to
introduce the book to the
reader.
Use this chart to guide what type of passages you pick and to
organize your thoughts.
Significant passage copied from the text;
include page and paragraph #.
Connections or reactions to recorded
statement
1. Quote
Reaction (How you feel about the quote)
2. Quote
Connection (Self, Text, World)
3. Quote/Picture
Inference (What you think it means)
4. Quote
Question
5. Prediction
What Really Happened (You will complete this
after you know)
6. Question you have or something you don’t
understand
Answer or possible answer
7. Fact
Your Opinion
8. Effect (What happened?)
Cause (Why did it happen?)
9. Author’s Craft (Simile, metaphor,
personification)
Explanation of what it means and how it adds
importance to the passage
The Lightning Thief
Section 2
Chapters 5-7
Pages 57-106
Goddess Internet Workshop!
You are about to embark on a quest through the Internet. You must
begin at the website listed and answer the questions as you complete
your quest. Your quest is as follows:
Begin at
http://greece.mrdonn.org/greekgods/index.html
Make sure to read the introduction to the website. This site reveals
important information for understanding the Ancient Goddesses of
Greece. Many of the goddess’s stories are intertwined.
We will focus on the following goddesses:
o Hera
o Demeter
o Aphrodite
o Athena
o Artemis
Check out their link, fill in your data retrieval chart, and please write
three facts you find important about each Goddess on this sheet.
Hera
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
Demeter
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
Aphrodite
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
Athena
1. ________________________________________________
2. _______________________________________________
3. _______________________________________________
Artemis
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
Demeter
Aphrodite
Athena
Artemis
Directions: Explore the website provided and place the information in this chart!
Word Wizard
In every section of our reading, you will be learning and using many new words.
Your job is to become a WORD WIZARD and to create an entry in your Word
Wizard Notebook for each new word.
Each entry will include the following:
a. The word and the page and paragraph where it is located in the book
b. a child-friendly definition for the word (remember to use your context clues)
c. synonyms (remember to use the THESAURUS)
d. any associations/connections you may have with that word
e. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4 or more
of the following: who, what, where, when, why or how.
gingerly
p. 61 par. 11
mischievous
p. 63 par. 2
timidly
p. 67 par. 4
feigned
p. 69 par. 8
barbaric
p. 82 par. 2
suspicious
skeptically
p. 85 par. 4
p.93 par. 8
Vocabulary Activities Section 2: The Lightning Thief
Making Choices
Directions: Tell whether each item or scenario is a description of the vocabulary word
given. If so, say the word. If not, don’t say anything.
1) If any of the situations I describe might cause timid behavior, say “timidly.” If not, don’t
say anything.




First day at a new school
Having a sleepover with your best friend
Wearing your little brother/sisters old Halloween costume at the mall
Going to a theme park
2) If any of the situations I say could cause you to act suspicious, say “suspicious.” If not,
don’t say anything.



Your mom gives you a million dollars
Going to school on a Wednesday
Sleeping in on a Saturday morning
3) If any of the things I say could be barbaric, say “barbaric.” If not, don’t say anything.




Riding in a hybrid car
Eating your pizza with your feet
Living in a cave
Watching TV
4) If any of the things I say are gingerly behavior, say “Do gingerly.” If not, don’t say
anything.



Playing football
Packing your mom’s best dishes in a box
Picking up your baby brother/sister from their crib
5) If any of the situations I describe may be mischievous, say “mischievous.” If not, don’t
say anything.

You and your friend playing “ding-dong-ditch” around your
neighborhood

Getting all your homework done and helping with the house chores
 Sitting quietly in class while the teacher gives directions
Sentence Stems/Idea Completions
 People act skeptically when
_________________________________________________________________________
_________________________________________________________________________.
 Barbaric reminds me of
_________________________________________________________________________
_________________________________________________________________________.
 I feigned when
_________________________________________________________________________
_________________________________________________________________________.
 When I acted mischievous I felt
_________________________________________________________________________
_________________________________________________________________________.
 I was suspicious of
_________________________________________________________________________
_________________________________________________________________________.
 I approach timidly when
_________________________________________________________________________
_________________________________________________________________________.
 A time where had to work gingerly was
_________________________________________________________________________
_________________________________________________________________________.
Comprehension Activities Section 2: The Lightning Thief
Reciprocal Teaching
As you engage in reciprocal teaching, each group member will complete a job: summarizer,
questioner, clarifier, and predictor. While you read section 2 of The Lightning Thief and Oh
My Gods, you will have sticky notes to mark places that you would like to use for discussion.
Below is a description of each job as well as a handout that will help you with questions
about your job.
Description of Jobs
1) Summarizer- Highlight the key ideas up to this point in the reading.
2) Questioner- Pose questions about the selection:



Unclear parts
Puzzling information
Connections to other concepts already learned
3) Clarifier- Address confusing parts and attempt to answer the questions that were
just posed.
4) Predictor- Offer predictions about what the author will tell the group next or, if it's a
literary selection, the predictor might suggest what the next events in the story will
be.
Chapter or Book title: Chapters 1-4 Percy Jackson & The Olympians: The Lightning Thief
Section 1 Example
Prediction: Before you begin to read the selection, look at the title or cover, scan the pages to read the major
headings, and look at any illustrations. Write down your prediction(s).
Prediction: Someone who is fighting against New York City with a sword. Getting the lightning back
from whoever stole it.
Support: Looking at the picture and the name of the book.
Question 1: What happens to Mrs. Dodds?
Question 2: Why do you think Grover wants Percy to stay with him?
Question 3: Why is the monster chasing after Percy?
Question 4: Do you think you would be Percy’s friend? Why or why not?
Summarize: Write a brief summary of what you read.
We are introduced to Percy and his friend Grover. Understand that Percy does not do well in school,
but does very well in Latin. Percys grades and behavior is so bad he does not get invited to come back
to Yancy Academy. Percy overhears Grover talking to Mr. Brunner about him. Percy leaves the school
after he takes his exam and the bus that he and Grover are on breaks down in the country. Percy seeing
3 ladies who are knitting socks and they cut a string. Grover is scared for Percy when Percy tells him
about the lady cutting the string. Introduced to “Smelly” Gabe, his step-father and Sally, his mother.
Gabe is extremely rude to Percy. Sally is sweet and caring towards Percy. Percy and his mom go away
from the weekend to the beach and hurricane comes on shore. Grover comes to the house and tells
Percy they have to leave. There is a monster chasing them and Percy thinks it killed his mom. Percy
fights the monster and then goes the camp where he faints.
Clarify: Copy down words, phrases, or sentences in the passage that are unclear. Then explain how you
clarified your understanding.
Words or Phrases: Camp Half-Blood card from Grover
Clarify: We later find out that Camp Half-Blood is a camp for kids who are half human and half god.
Sketch to Stretch
Select a scene or part of the story from Section 2 of The Lightning Thief or Oh My Gods that
really stuck out in your mind and create an artistic impression that represents your
interpretation of it. Do not compose an illustration, or a picture of what is described in the
text; rather, compose something that symbolizes or represents the feeling, emotion, or
meaning related to a scene.
You may compose graphs, symbols, etc. Be ready to share your artistic impression and
explain it to us.
As you form your groups to share your sketches, think about the following:
 Invite the students in your group to interpret your sketch.
 You may wish to ask:
o "What is this a picture of?"
o "What do you think I found important or interesting in the story?"
 After members of your group provide their interpretations, feel free to comment on
your sketch.
Section 3
Chapters 8-10
“We capture a flag”
“I am offered a quest”
“I ruin a perfectly good bus”
Pages 107-167
Vocabulary Words
Glumly (p. 112, paragraph 11)
Enormous (p. 124, paragraph 12)
Paranoid (p. 136, paragraph 7)
Scowled (p. 128, paragraph 2)
Enchanted (p. 154, paragraph 8)
Endure (p. 156, paragraph 3)
Melancholy (p. 156, paragraph 3)
Word Wizard: Section 3
In every section of our reading, you will be learning and using many new
words. Your job is to become a WORD WIZARD and to create an entry in
your Word Wizard Notebook for each new word.
Each entry will include the following:
a. The word and the page and paragraph where it is located in the
book
b. a child-friendly definition for the word (remember to use your
context clues)
c. synonyms (remember to use the THESAURUS)
d. any associations/connections you may have with that word
e. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4
or more of the following: who, what, where, when, why or how.
Vocabulary Activities Section 3
Synonyms & Antonyms
Directions: Look at the vocabulary word under the
“word” column. Think of other words that are similar to
the vocabulary word and write them in the “synonym”
column. Then, think of the opposite of the vocabulary
word and write it in the “antonym” column.
Synonym
Word
Stand, support, suffer
Antonym
Fail, die, discontinue
Endure
Enormous
Melancholy
Glumly
Paranoid
Scowled
Enchanted
Forms of a Word
Directions: look at the vocabulary word in bold print. Recall it’s definition and think of the different
forms of that word. Write each form in the appropriate column. Not all forms of the word will be
completed each time.
Noun
Verb
Adjective
Adverb
Glumness
Glumly
Glummer;
Glumly
Glummest
Scowl
Melancholy
Endure
Have you Ever?
Directions: Read the following sentences and answer them appropriately.
1. Describe a time when you felt
glum.
2. Name a time you felt paranoid about a situation. Explain.
3. Have you ever felt
melancholy? Why were you melancholy?
4. Tell of a scenario when someone
scowled at you.
enormous celebration, whom would it be for? What
would you need to do to get ready for this enormous event?
5. If you could have an
6. Imagine you have stumbled upon an
enchanted forest. Describe what
you see.
7. What have you recently
endured? Explain.
Comprehension Activities Section 3: The Lightning Thief
Wanted!! Missing!!
Directions: You will be creating a wanted or missing poster for one of the
characters listed below:
Percy Jackson
Zeus
Sally Jackson
Poseidon
Thalia
Hades
The Lightning Bolt
Clarisse
The Furies
Gabe Ugliano
Remember…a wanted/missing poster can be completed for a hero, heroine or villain. Don’t forget
to refer to Oh My Gods! You need to include the following categories in your poster:
-Physical description of the character
-How the character acts
-Likes and dislikes
-Talents, hobbies, and interests
-Known hangouts
-Place last seen
-Wanted for or missing since
Remember to complete your Wanted or Missing poster with illustrations of the character as well as
any other fun facts (such as rewards, alias, or nickname).
Wanted!!!
Minotaur
For disappearance of Sally Jackson and murderous pursuit of Percy Jackson
Physical Description: The Minotaur is creature with the head of a bull and the body of a
man. He has abnormally large biceps and is seven feet tall. His horns are large and
dangerous and his nostrils are snotty. His top half is covered in fur. Known to lumber
around looking for his victim! The Minotaur’s neck is pure muscle as is the rest of his
body. He is exceptionally strong and reeks of rotten meat.
BEWARE!! And do not use his name. Remember,
Names have power!
Reward: 400 drachmas
Acts: The Minotaur acts like an enraged monster.
Likes: He enjoys a good chase. He has a one-track mind to complete his mission.
Dislikes: The Minotaur does not like Victims who make sharp cuts, sidestepping out of
his way. He does not like being called names such as “Ground Beef”.
Hobbies/Interests: Making people dissolve into a shimmering golden form.
Known Hangouts: A Labyrinth
Last Place Seen: This despicable monster was last spotted at the property line of halfblood hill. He was stark-raving mad and has apparently lost one of his horns.
Double Entry Diary:
You will write a double entry diary, also known as a DED. You will be reading, writing in your diary,
and discussing throughout this exciting book of adventure.
As you are assigned your reading, you will write a total of four entries from section 3 of The Lightening
Thief or Oh My Gods. You will find important words, quotations, or passages from the book. Then you
will explain why those words, quotations, or passages are important. In other words, when you read
them, what do those words mean to you?
You will write each entry so that it looks something like this table (this example is from section 2 of The
Lightening Thief)
From the Book (words, quotes, passages). Please
include the page and the paragraph
What it means to me
Quote: pg. 91, 1st paragraph
Reaction/question:
“I looked down, realizing I was sitting in the
only dry spot in the whole room. There was a
circle of dry floor around me. I didn’t have one
drop of water on my clothes. Nothing.”
This is an important clue to who Percy Jackson
really is. There is speculation about who his dad
is. Percy was able to defeat Clarisse by
summoning waters from the pipes. However he did
not get wet. I wonder what this means for Percy
and his identity.
Below are options that you may choose to write about and how you might organize your thoughts:
Significant passage copied from the text; include
page and paragraph #.
Connections or reactions to recorded statement
10. Quote
Reaction (How you feel about the quote)
11. Quote
Connection (Self, Text, World)
12. Quote/Picture
Inference (What you think it means)
13. Quote
Question
14. Prediction
What Really Happened (You will complete this
after you know)
15. Question you have or something you don’t
understand
Answer or possible answer
16. Fact
Your Opinion
17. Effect (What happened?)
Cause (Why did it happen?)
18. Author’s Craft (Simile, metaphor,
personification)
Explanation of what it means and how it adds
importance to the passage
You may want to think about the following events and ideas:
-The sword-fighting scene with Luke
-The big three’s promise on the river Styx
-What the result of capture the flag means for Percy
-The quest
-The oracle’s prophesy
-The furies question
Section 4
Chapters 11-14
Pages 168-218
“We visit the garden emporium”
“We get advice from a poodle”
“I plunge to my death”
“I become a known fugitive”
Vocabulary Words:
Elegant (p. 172, paragraph 13)
Nostalgic (p. 189, paragraph 5)
Impulsive (p. 173, Paragraph 12) Deceitful (p. 199, paragraph 9)
Impertinent (p. 186, Paragraph 6)
Inconvenient (p. 200, paragraph 7)
Indignantly (p. 189, paragraph 4) Ashamed (p. 213, paragraph 10)
Word Wizard: Section 4
In every section of our reading, you will be learning and using many new
words. Your job is to become a WORD WIZARD and to create an entry in
your Word Wizard Notebook for each new word.
Each entry will include the following:
a. The word and the page and paragraph where it is located in the
book
b. a child-friendly definition for the word (remember to use your
context clues)
c. synonyms (remember to use the THESAURUS)
d. any associations/connections you may have with that word
e. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4
or more of the following: who, what, where, when, why or how.
Vocabulary Activities: Section 4
Making Choices
Directions: tell whether each item or scenario is a description of the
vocabulary word. If so, say the word. If not, do not say anything.
1. If any of the situations below sound deceitful, say deceitful. If not, do not say
anything.
 Lying about your grades so you can play outside
 Selling your brother a 25 cent candy bar for $5
 Buying a toy with your allowance
 Pretending to be sick so you do not have to go to school
2. If any of the situations said below could be nostalgic, say nostalgic. If not, do
not say anything.
 Playing in the warm, green grass in the summer time at dusk
 One time when you ate chicken nuggets for lunch
 Being wrapped up at home with your favorite story and hot coco
3. If any of the situations below are impulsive, say impulsive. If not, do not say
anything.
 Saving up your allowance to buy a bike you’ve wanted for a long time.
 Skipping school with a friend to play video games
 Planning a vacation to the beach with your family
 Shouting out the answer in class without thinking about it
4. If any of the actions described below are impertinent, say impertinent. If not,
do not say anything.
 Saying please
 Pushing a friend out of line so you can get your lunch faster
 Telling you mom she is mean because she did not buy your favorite
snack
 Thanking your sister for giving you her favorite pencil.
Word Networks
1.
What people, words, or situations come to mind when you see the word inconvenient?
______________________________________________________________________________
______________________________________________________________________________
___________________________
2.
What people, words, or situations come to mind when you see the word indignantly?
______________________________________________________________________________
______________________________________________________________________________
___________________________
3.
What people, words, or situations come to mind when you see the word ashamed?
______________________________________________________________________________
______________________________________________________________________________
___________________________
4.
What people, words, or situations come to mind when you see the word elegant?
______________________________________________________________________________
______________________________________________________________________________
___________________________
5.
What people, words, or situations come to mind when you see the word deceitful?
______________________________________________________________________________
______________________________________________________________________________
___________________________
6.
What people, words, or situations come to mind when you see the word impulsive?
______________________________________________________________________________
______________________________________________________________________________
___________________________
7.
What people, words, or situations come to mind when you see the word impertinent?
______________________________________________________________________________
______________________________________________________________________________
___________________________
8.
What people, words, or situations come to mind when you see the word nostalgic?
______________________________________________________________________________
______________________________________________________________________________
___________________________
Comprehension Activities: Section 4
Discussion Director!
Directions: Your job is to involve your peers in your group by thinking and talking about the
section of the books you have just read. You are going to ask questions that really help the
students in your group think about the reading. Your questions should require students to
discuss their interpretations of the text and connect background experience and
knowledge with the text. You want all students involved in the discussion and talking about
issues that come up during the reading.
Your job as the Discussion Director is to come up with five (5) thinking questions. You
really want to make your group THINK about the reading. You are trying to make sure
everyone in your group understands or comprehends the reading. It is very important that
you ask your group critical thinking questions and NOT easy, right- there, in-the-book
questions. You want the members of you group to stop, think, look back at the text, and
synthesize and interpret what they have read. Remember you may wish to begin your
questions with the following words/phrases:
WHO? WHAT? WHERE? WHEN? WHY? HOW?
IF_____, THEN_______?
You need to write down the following:
1. The questions
2. Your answers to your questions
3. The page numbers where the students can reference the text to justify their
responses to your questions
You may need to help the peers in your group:


Focus on supporting ideas and opinions
Disagree politely




Listen with their eyes and ears on the speaker
Reference the text for justifying or supporting ideas
Predict what will happen next
Relate to other books or characters as well as their own lives.
You should think of yourself as playing many different roles:
Acceptor- one who accepts a response as reasonable and appropriate because the response
has been justified or explained:
“That makes sense… I can understand why you would say that… I never thought
about that before, but now I understand.”
Catalyst- one who moves the discussion in a new direction or initiates a new idea:
“What if we thought about ____________from _________’s point of view?
Challenger- one who challenges a comment or answer by asking the student to justify
his/her response:
“How do you know…? Why did you say…? What made you say…? Why do you think
that?”
Defender- one who justifies or defends an interpretation:
“I think…. because…” “I agree…. because…
Clarifier- one who gets the student to elaborate if you are unsure of his/her response:
“Are you saying … Would you tell us more about why you think that is so? In your
own words, explain the issue. What evidence can you find to support…Tell me more about…
What do you mean…?”
Connector- one who gets the students to connect the book to their own lives, others’ lives,
or other books or characters:
“This story makes me think of … This reminds me of … If I were _______, I
would…”
Inquisitor- one who questions ideas or wonders:
“I wonder why…What if …What about …”
Events you might want to think about during this
section are:






The garden emporium
Auntie Em’s message
The St. Louis arch
The messenger
Connections between Olympian myths
Riptide
Examples of a few good thinking questions from section 4:
1. What was aunty Em’s message to Percy? What could this mean
for him and his quest? What can you infer from her
statement?
2. Why do you think the water heals Percy?
Your turn!! Your paper should look like this:
Question:____________________________________________________
___________________________________________________________
___________________________________________________
Answer:_____________________________________________________
___________________________________________________________
___________________________________________________
Page and Par.#:_________________________________
Interview a Character!
Directions: For this activity, you will be working in pairs. One person in the pair will play the part of
the book character; the other person will play the part of the interviewer. Working with your partner,
try to come up with 5 interview questions to ask your character. Next, each of you will write down your
answers to the questions; refer to the book, Internet sources, Word Wizard words, and think about the
character traits of your chosen character. The characters you can choose from are: Grover, Annabeth,
or Percy.
During our class discussion, each pair will be presenting their character interview to their assigned
group. Be sure to practice! The character being interviewed can use their written notes to help them
answer the questions during the interview.
EXAMPLE: If I were interviewing Chiron, it might look like this:
1. Q -What has it been like training heroes for centuries?
ANSWER – Well it hasn’t been easy, that is for sure. I have spent many nights up pondering
where I went wrong with fallen heroes. Some of them were simply pulverized before my eyes. I
mourned many days over some of the greatest heroes I have ever known. I grew to resent the
gods for their unwillingness to cease to create such demi-gods. However, this is an honorable
job to train such heroes and when they do succeed, ahhhhh! It is magical. I am feeling nostalgic
simply thinking about those good days when a hero returns home from their quest.
2. Q – Yes, I can imagine the trials you must have went through, many melancholy nights
wondering if your hero would return. On a different note, tell me a little about being a centaur,
what exactly does this mean? Where do centaurs live?
ANSWER – Centaurs are quite mischievous creatures that dwell in the woods. We are half man,
half horse. Most of my kind is wild and barbaric. Sometimes we can be downright impertinent!
However, I am more civilized than they. I have lived many, many years. I am here and have
survived the years because I am needed by humanity. When humanity ceases to need me, I will
cease to exist.
Get it? Got it? Good! Now it’s your turn!
Your paper should look like this:
Question One ________________________________________________________________________________________________________________________
___________________________________.
Answer –
________________________________________________________________________________________________________________________
___________________________________.
The Lightning Thief: Section 5
Ch. 15-17
Pages 219-282
The Lightning Thief: Section 5 Vocabulary
resentment
p. 225 par. 6
satisfied
p. 249 par. 9
indignation
p. 254 par. 9
mystified
p. 268 par. 7
chaotic
p. 275 par. 6
wincing
p. 282 par. 5
Word Wizard
Section 5
In every section of our reading, you will be learning and using many new words.
Your job is to become a WORD WIZARD and to create an entry in your Word
Wizard Notebook for each new word.
Each entry will include the following:
f. The word and the page and paragraph where it is located in the book
g. a child-friendly definition for the word (remember to use your context clues)
h. synonyms (remember to use the THESAURUS)
i. any associations/connections you may have with that word
j. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4 or more
of the following: who, what, where, when, why or how.
Vocabulary Activities Section 5: The Lightning Thief
Word Associations
Directions: Consider each of the words listed below. Underneath each word write
any words that you believe are connected or “associated” with the given word.
Explain your choices. I have provided you with an example below.
Example:
Endearment:
nickname, kind words, a mother and father, couples, a family
An Endearment is an expression of love or affection. A nice nickname and kind
words are both ways in which love can be expressed through words. A mother and
father, a family, and couples are some of the people who might speak endearments
to one another.
1. What words might go with resentment? Why?
2. What words might go with satisfied? Why?
3. What words might go with indignation? Why?
4. What words might go with chaotic? Why?
5.
6.
What words might go with wincing? Why?
What words might go with mystified? Why?
Applause, Applause
Directions: Clap to show how much (not at all, a little bit,
a lot) you agree
with each of the statements below.
Ex. Clap to show how much (not at all, a little bit, a lot) you would like
to experience anxiousness.(I would not clap, because I do not like
feeling anxious.)
1. Clap to show how much (not at all, a little bit, a lot) you would like to
feel
resentment towards your best friend.
2. Clap to show how much (not at all, a little bit, a lot) you would like to be around
someone yelling at you in indignation.
3. Clap to show how much (not at all, a little bit, a lot) you would like to be in a
chaotic free situation.
4. Clap to show how much (not at all, a little bit, a lot) you would like to feel
mystified by a homework assignment.
5. Clap to show how much (not at all, a little bit, a lot) you would like to be around
someone who is feeling satisfied.
6. Clap to show how much (not at all, a little bit, a lot) you would like to be around
a friend wincing towards you.
Characterization Activities Section 5:
The Lightning Thief
Character Trading Cards
Directions: Choose ANY character you have learned about while reading The
Lightning Thief and Oh My Gods. Complete the planning sheet shown below on the
chosen character. You will use the information to create a character trading card.
After you have completed the planning sheet, use a computer to visit
http://www.readwritethink.org/files/resources/interactives/trading_cards. Follow the
directions on the screen to create your trading card. Make sure to print your trading
card and we will fold them in class. Have lots of fun! 
Copyright 2006 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.
http://www.readwritethink.org/files/resources/lesson_images/lesson932/planning-sheet.pdf
CHARACTER TRADING CARD PLANNING SHEET
Directions: Use this planning sheet to prepare for the online Character Trading
Cards activity. Fill in information for each side of the trading card. Since space on
the trading card is limited, you will need to summarize your information!
Character’s name:
1. Description
Setting: Where does the story take place?
___________________________________________________________________________________________
_________________________________________________________________
Appearance: What does the character look like?
___________________________________________________________________________________________
_________________________________________________________________
Personality: How would you describe the character’s personality (endearing,
loathsome, boastful, humble)?
___________________________________________________________________________________________
_________________________________________________________________
2. Insights
Thoughts: What are the character’s most important thoughts?
___________________________________________________________________________________________
_________________________________________________________________
Feelings: What are the character’s most important feelings?
___________________________________________________________________________________________
_________________________________________________________________
3. Development
Problem: What problems have the character run into?
___________________________________________________________________________________________
_________________________________________________________________
Goal: What the character want to happen?
___________________________________________________________________________________________
_________________________________________________________________
Outcome: What will the character do to solve the problems?
___________________________________________________________________________________________
_________________________________________________________________
4. Statements and Actions
Statements: What is the most important or memorable thing the character says?
___________________________________________________________________________________________
_________________________________________________________________
Actions: What is the character’s most important action?
___________________________________________________________________________________________
_________________________________________________________________
Interactions: How does the character get along with other characters?
___________________________________________________________________________________________
_________________________________________________________________
5. My Impressions
Like: What do you like most about this character?
___________________________________________________________________________________________
_________________________________________________________________
Dislike: What do you dislike most about this character?
___________________________________________________________________________________________
_________________________________________________________________
Personal connection: Whom does this character remind you of and why?
___________________________________________________________________________________________
_________________________________________________________________
Inference: What would it be like to be this character for a day?
___________________________________________________________________________________________
_______________________________________________________________
Letter from a Character to a Character
Directions: After reading this section, write a letter from the perspective of Percy,
Grover, or Annabeth. The letter should be addressed to one of the chosen
character’s friends or family members mentioned in the book. For example, Percy
may write a letter to his mother, Sally Jackson or his father, Poseidon. Think about
what you know about the character and all the places that they have traveled to so
far. Also, consider how the character may be feeling at this point in the story. Be
sure to include real facts from the book. You will exchange letters with a classmate
and you will respond to each other’s letters. The following format should be used to
write your letter. This is a friendly letter. A brief example is below. Please know
your letter will be much more specific and descriptive.
Friendly Letter Format
Return Address Line 1
Return Address Line 2
Date (Month, Day, Year)
Dear Name of Recipient,
Body Paragraph 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.................................................................................
Body Paragraph 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................................................... ..
Body Paragraph 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.................................................................................
Closing (Sincerely),
Signature
Example:
To:
From:
Poseidon
Temple of Poseidon
Attica, Greece
Percy Jackson
The Greasy Spoon Diner
Denver, CO
April 13, 2011
Dear Poseidon (AKA Dad)
I have wondered who my father was all my life. Why did
you wait all those years to finally tell me who you are? Do
you even care that I am your son?
You can’t imagine what I have been going through the
past couple weeks. I got kicked out of school, to later find out
it was all because I am a “demigod.” Next, I killed a
Minotaur? I didn’t even know those existed in real life. My
mother was taken from me and then I ended up at Camp Half
Blood. To top things off I was then claimed as the son of one of
the Big Three.
I am now on this quest to find Zeus’s dumb Master Bolt.
Since I am apparently the son of the God of the sea, I am being
blamed for its misplacement. I am being followed by your
enemies around the country. We are currently in Denver and
your brother, Ares, has found us. I really wish he would just
leave us alone.
We are on our way to the underworld to visit your other
brother, Hades. He is believed to have the Thunderbolt. We
are running out of time, so we really need to find a way to
make it L.A. and fast!
I hope to find the Thunderbolt, so all of this can be over. I
want to go back home with my mom. If you get this before it
is too late, PLEASE HELP!
Your newly found son,
Percy Jackson
The Lightning Thief: Section 6
Ch. 18-20
Pages 283-333
The Lightning Thief: Section 6 Vocabulary
bewilderment
p. 284 par. 8
agitated
p. 286 par. 12
transparent
p. 289 par. 4
arrogant
p. 310 par. 3
disoriented
p. 325 par. 2
impeding
p. 322 par. 3
Word Wizard
Section 6
In every section of our reading, you will be learning and using many new words.
Your job is to become a WORD WIZARD and to create an entry in your Word
Wizard Notebook for each new word.
Each entry will include the following:
a. The word and the page and paragraph where it is located in the book
b. a child-friendly definition for the word (remember to use your context clues)
c. synonyms (remember to use the THESAURUS)
d. any associations/connections you may have with that word
e. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4 or more
of the following: who, what, where, when, why or how.
Vocabulary Activities Section 6: The Lightning Thief
Sentence Stems/Completion Ideas
Directions: Complete each sentence. Think about the meaning of each vocabulary
word to help you create a completion that makes sense for the sentence.
1. Joe was in complete bewilderment after he saw
___________________________________.
2. The water was transparent, so I was able to see ______________
____________________.
3. ________________________________________made the girl feel agitated.
4. He was so arrogant that he
______________________________________________________.
5. _______________________________________________ caused Sara to feel
disoriented.
6. The television was impeding Josh from ____________________________ his
homework.
Examples and Non Examples
Directions: Circle the answer that is the best fit for the given vocabulary word.
Which would be the best example of someone who is agitated?
1. A person who is yelling at a younger sibling OR a person who is sitting quietly reading a
book
2. A person who is talking calmly to a friend OR a person who is troubled over a bad test
grade
Which object could best be described as transparent?
1. A piece of wood OR a glass cup
2. A window OR a paper bag
Which would be the best example of someone disoriented?
1. A lost child OR a baby sleeping
2. A student confused by homework OR a student who made an A+ on a test
Which would best be described as something that is impeding?
1. A traffic free road OR a closed off road
2. A broken down car OR a bus ride to school
Which of the following would best represent an arrogant person?
1. Someone who kindly says, “hello” OR someone who is stuck up
2. Someone who accepts an award boastfully OR someone who accepts an award
modestly
Which would be the best describe a situation of bewilderment?
1. A crowd of people panicking OR a quiet picnic
2. A single file line of students walking down the hall OR a mob of students running down
the hall
Figurative Language Activity Section 6: The Lightning Thief
Author’s Craft
Rick Riordan wrote The Lightning Thief in a way that makes it very easy for us to
visualize. His words were chosen very carefully, making use of several interesting
literary devices. He appeals to the reader’s senses using figurative language. While
reading this section, find two examples of a simile. Then explain how each adds
meaning to the story.
Simile: a comparison that includes the words like or as.
Example
Pencil cactuses grew in the
corners like skeleton hands.
Page
Number
p. 284
What does this passage
add to the story?
This sentence describes the DOA
Recording Studio lobby as Percy,
Grover, and Annabeth arrive. This
description gives the reader a sense of
just how eerie and deathly this place
feels as they enter.
Artistic Representation
Now that you have chosen several examples of simile, please artistically represent one
of these comparisons. You may use any artistic medium. The following are options:
colored pencils, markers, pastels, collage, etc. Be creative and do your best!
Questioning Activity Section 6: The Lightning Thief
DOUBLE ENTRY DIARY
You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your
diary, rereading, and discussing throughout this entire book of fantasy.
As you are assigned your reading, you will write a total of FOUR entries from Section 6 of The
Lightning Thief and Oh My Gods. You will find important words, quotations, or passages from the book.
Then you will explain why those words, quotations, and passages are important—in other words, when
you read them, what do those words mean to you?
You will write each entry so that it looks something like this table (This example is from section 5 of The
Lightning Thief):
From the book (words, quotes, passages).
Please include the page and paragraph.
What it means to me
Prediction: p. 242 “Take you straight to
L.A. with one stop in Vegas”
What Really Happened:
Ares is not a nice guy, so this ride he has
found for Percy, Grover, and Annabeth
cannot be to help them. I think that
something is going to happen when they stop
in Vegas.
When the kids arrive in Vegas, they end
up stumbling upon the Lotus Hotel and
Casino. They have a great time here, but
there is some kind of time warp. Without
knowing it they spend five entire days at
this hotel. They are running out of time
to get the master bolt. I knew Ares was
up to no good.
Below are options that you may choose to write about and how you might organize your thoughts:
Significant passage copied from the
text; include page and paragraph #.
Connections or reactions to recorded
statement
1. Quote
Reaction (How you feel about the quote)
2. Quote
Connection (Self, Text, World)
3. Quote/Picture
Inference (What you think it means)
4. Quote
Question
5. Prediction
What Really Happened (You will
complete this after you know)
6. Question you have or something
you don’t understand
Answer or possible answer
7. Fact
Your Opinion
8. Effect (What happened?)
Cause (Why did it happen?)
9. Author’s Craft (Simile, metaphor,
personification)
Explanation of what it means and how it
adds importance to the passage
You may want to think about the following events and ideas:
1. The arrival at DOA Recording Studios.
2. What was the underworld like?
3. What happened to the winged shoes Grover was wearing? Who
had they come from?
4. Where is the master bolt?
5. Has Ares played another trick on Percy?
The Lightning Thief: Section 7
Ch. 21-22
Pages 334-375
Word Wizard
Section 7
In every section of our reading, you will be learning and using many new words.
Your job is to become a WORD WIZARD and to create an entry in your Word
Wizard Notebook for each new word.
Each entry will include the following:
f. The word and the page and paragraph where it is located in the book
g. a child-friendly definition for the word (remember to use your context clues)
h. synonyms (remember to use the THESAURUS)
i. any associations/connections you may have with that word
j. an illustration or sketch of the word
After you discuss the word, you may be asked to write a sentence using 4 or more
of the following: who, what, where, when, why or how.
Section 7 Vocabulary
delinquent
precariously
banished
pg.335 par. 2
pg. 338 par. 1
pg.339
par. 1
impudence
hideous
contemplating
incinerated
pg. 341 par. 5
pg. 344 par. 9
pg. 353 last par.
pg.360
letter
Vocabulary Activities Section 7: The Lightning Thief
Learning Common Prefixes
Write short definitions for these words. Use your context clues and what you
know about word parts to help you write the definition:
Word
unclench
Page and Paragraph
Number
p.335 par.4
unzipped
p. 336 par. 11
unreadable
p.341 par. 9
unforgivable
p.346 par.7
unregistered
p.360 par. 3
Definition
What does the prefix “un-“ mean?
You are searching for the treasured prefix un-. As you read, ANY MATERIALS,
write down all words you find that begin with the prefix un-.
Have you Ever?
Directions: Read the following sentences and answer them accordingly.
1) Describe a time when something was hideous. What made it hideous?
2) Give an example of when a person would be banished from somewhere.
3) Name a time when you were impudent. Why were you impudent?
4) Describe how a delinquent would act.
5) What is something you have been contemplating recently?
6) Name something that can be incinerated. Why did you pick this object?
7) When would something be acting precariously?
Comprehension Activities Section 7: The Lightning Thief
Reciprocal Teaching
As you engage in reciprocal teaching, each group member will
complete a job: summarizer, questioner, clarifier, and predictor.
While you read, you will have sticky notes to mark places that you
would like to use for discussion. Below is a description of each job
as well as a handout that will help you with questions about your
job.
Description of Jobs:
1) Summarizer- Highlight the key ideas up to this point in the
reading.
2) Questioner- Pose questions about the selection:



Unclear parts
Puzzling information
Connections to other concepts already learned
3) Clarifier- Address confusing parts and attempt to answer the
questions that were just posed.
4) Predictor- Offer predictions about what the author will tell the
group next or, if it's a literary selection, the predictor might
suggest what the next events in the story will be.
Example from Section 1
Chapters 1-4 Percy Jackson & The Olympians: The Lightning Thief
Prediction: Before you begin to read the selection, look at the title or cover, scan the pages to read the major
headings, and look at any illustrations. Write down your prediction(s).
Prediction: Someone who is fighting against New York City with a sword. Getting the lightning back from
whoever stole it.
Support: Looking at the picture and the name of the book.
Question 1: What happens to Mrs. Dodds?
Question 2: Why do you think Grover wants Percy to stay with him?
Question 3: Why is the monster chasing after Percy?
Question 4: Do you think you would be Percy’s friend? Why or why not?
Summarize: Write a brief summary of what you read.
We are introduced to Percy and his friend Grover. Understand that Percy does not do well in school, but
does very well in Latin. Percys grades and behavior is so bad he does not get invited to come back to Yancy
Academy. Percy overhears Grover talking to Mr. Brunner about him. Percy leaves the school after he takes
his exam and the bus that he and Grover are on breaks down in the country. Percy seeing 3 ladies who are
knitting socks and they cut a string. Grover is scared for Percy when Percy tells him about the lady cutting
the string. Introduced to “Smelly” Gabe, his step-father and Sally, his mother. Gabe is extremely rude to
Percy. Sally is sweet and caring towards Percy. Percy and his mom go away from the weekend to the beach
and hurricane comes on shore. Grover comes to the house and tells Percy they have to leave. There is a
monster chasing them and Percy thinks it killed his mom. Percy fights the monster and then goes the camp
where he faints.
Clarify: Copy down words, phrases, or sentences in the passage that are unclear. Then explain how you
clarified your understanding.
Words or Phrases: Camp Half-Blood card from Grover
Clarify: We later find out that Camp Half-Blood is a camp for kids who are half human and half god.
Creating an I-Poem
Directions: You will use what you have learned about Percy, Grover, Anna-Beth,
and Sally (Percy’s mom) to create an I- Poem from their point of view about what
the future holds for them. For example: Grover going on his quest or Anna Beth
going to live with her dad.
One Voice I-Poem
Stanza One
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
Stanza Two
I pretend (something you pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
Stanza Three
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
This an example of an I-Poem from your previous pirate unit in
Fourth grade on Black Beard:
I am Black Beard
I am Black Beard
I wonder who I will scare with my smoking beard today
I hear cannons in the distance
I see a large ship daring to come near as I stand aloft
I want more gold and silver in my possession
I am Black Beard
I pretend to be from a peaceful nation as I fly a not so true flag before I attack
I feel three sheets to wind after too much grog
I touch more sugar and cocoa than I actually do gold and silver
I worry … HA! I do not worry for I am Black Beard and I frighten all at sea
I cry tears of joy when the long waited treasure is finally mine
I am Black Beard
I understand that I will be shot six times before I die
I say hang my head in the courtyard if you please
I dream of food other than hardtack biscuits
I try to intimidate me encounters with my long braided hair and large stature
I hope for a surprise attack in the night with mercy for those who want to come aboard
I am Black Beard
Making an ABC Book
As a class, we will be making an alphabet book to summarize the journey we took with
Percy. The book will serve as a reminder of the places we went and the people we met!
Choose one or two items from the chart below and create a page for the alphabet book.
Each page should include a large capital letter, an illustration, and a paragraph (at least
5 sentences) explaining the letter you chose. Be creative and have fun with it! Your page
should be vertical. The following words are examples you may use, but are not limited to:
A
Annabeth
Ares
Apollo
Athena
Artemis
Argus
Aphrodite
F
Fates
Furies
K
Kronos
P
Percy
Persephone
Poseidon
Procrustes
U
Underworld
B
G
Grover
Greek
Gladiola
Gateway Arch
L
Lightning Bolt
Luke
Las Vegas
Q
Quest
V
C
Centaur
Cerberus
Chiron
Clarisse
Chimera
Cupid
D
Dionysus
Demeter
Denver
H
Hades
Hephaestus
Hera
Hermes
M
Medusa
Minotaur
Mount Olympus
Master Bolt
R
Riptide
River Styx
I
Immortal
Iris
J
N
Nereid
New York City
Nancy Bobofits
O
Olympus
Oracle
S
Satyr
Solstice
Smelly Gabe
Sally Jackson
X
T
Thalia
Titans
Trident
W
E
Echidna
Elysium
Echo
DOA Recording Studios
Y
Yancy Academy
Z
Zeus
Vocabulary Assessment
Percy Jackson and the Olympians: The Lightning Thief
Pick the best answer to describe the vocabulary word in bold!
1. What does it mean to be agitated?
a. Calm
b. Joyful
c. Annoyed
2. What does it mean to be obnoxious?
a. Offensive
b. Enjoyable
c. Melancholy
3. Which of the following demonstrates the correct use of “to lumber”?
a. A cheetah lumbering after its prey
b. An elephant lumbering up a large hill
c. A zebra lumbering away from a lion
4. Which of the following demonstrates the correct use of “to wince”?
a. Charlie winced when the large dog ran towards him
b. Jennifer winced when her mom gave her money for the movies
c. Suzie winced when she was unwrapped her new bicycle.
5. Which of the following choices correctly demonstrates a chaotic situation?
a. Boys and girls quietly lining up to use the bathroom
b. Boys and girls taking a test
c. Boys and girls running down the hallway with no teacher
Write your best child-friendly activity for the following words:
6. Indignant
7. Gingerly
8. Transparent
9. Grief
10. Impertinent
Prefixes
11. In section 7 of The Lightning Thief we learned about the prefix “un-“. We
discussed words such as:
Unclenched
Unreadable
Unforgiveable
Given what you know about this prefix, write the definition for “un-“
Now, think of a word that uses the prefix “un-“ and write the definition for the
root word. Then write how the definition changes once the prefix is added.
Synonyms and Antonyms
12. Write two synonyms for the word enormous.
13. Write two antonyms for the word paranoid.
14. Write a synonym and an antonym for the word glumly.
15. Write a synonym and antonym for the word endure.
Multi-Text Unit
Percy Jackson and the Olympians: The Lightning Thief
Activity/Criteria
Your points/total possible points
Internet Workshop DRC & Questions
/10
 Data chart filled in with correct information from website
 Three interesting facts filled in with considerable effort
Double-Entry Diary



Entries connect to topics/themes covered in the section.
Entries also reflect evidence of attention to class discussions/lectures.
4 complete entries are well written, well explained and thoughtfully crafted; includes wellchosen examples of passages from the book; should reflect knowledge gained from class
discussion.
 Provides more than one thoughtful idea/supporting reason
Reciprocal Teaching
/15
 Summarizer highlighted key ideas
 Questioner posed relevant questions about unclear portions of text or puzzling information
 Clarifier addressed confusing parts of questions posed
 Predictor adequately makes educated guesses about what will happen next.
Discussion Director
/10
/5

5 Questions displays insight into novel’s main events and themes; questions are “higherlevel”
 Answers are provided and when appropriate, page #s
Character Sketcher

Sketch includes thoughtfully selected information about the character, including 3 implied
character traits explanations of traits
 Artistic Impression is creative and demonstrates knowledge of information given in text
regarding character’s physical description. (If you completed this artistic impression,
you will receive 3 points extra credit).
Sketch to Stretch
/5
 Artistic impression correctly represents the scene chosen
 The chosen symbol accurately represents the selected text
 Explanation correlates with the symbol and selection of text.]
Wanted Poster
/5
 Poster includes all components listed
 Illustration matches descriptions read about in text
Character Interview
/5
/5
 Questions are relatable to the character and show considerable effort
 Presentation shows thought and practice
Trading Cards


Planning sheet is complete with information about the character
Trading cards are filled in
/5

Demonstrates considerable effort
Letter to a Character
 Format is correct
 Letters include factual information from the book
 Mechanics and grammar are correct
Author’s Craft/Representation



Ipoem
Similes chosen meet the criteria for a simile
Explanation of how the simile adds meaning to story is correct and shows considerable
effort
Artistic representation correctly represents the simile chosen
/5
/5
/10
 Is written in the form of an I Poem
 Includes thoughtfully chosen words and images to reveal character and poetic techniques
 Includes example of figurative language
 Incorporates at least 5 examples of factual information from research
 Demonstrates considerable effort
Vocabulary Exercises and Activities


Definitions are “child-friendly” and correct.
Activities are correct and complete.

Considerable effort has been demonstrated.
/20
Vocabulary Assessment

Students will correctly answer multiple choice and open ended questions related to the
vocabulary learned in the text
Total: _____ /135
/30
Resources
Percy Jackson and the Olympians: The Lightning Thief
Written by: Rick Riordan
Copyright 2005/Published by First Disney-Hyperion Books
Mythlopedia: Oh My Gods! A Look-It-Up Guide to the Gods of Mythology
Written by: Franklin Watts
Illustrated by: Kevin Brimmer, et. Al
Copyright 2010/Published by Scholastic Inc.
Website Used:
www.greece.mrdonn.org/greekgods/index.html
Additional Resources
1. The Mighty 12: Superheroes of Greek Myth
Written by: Charles R. Smith Jr.
Illustrated by: P. Craig Russell
Copyright 2008/Published by Little, Brown and Company
This is a book of poems centered on the 12 most prominent Gods and Goddesses of Mt. Olympus
(and a few monsters too!)
2. She’s All That!: A Look-it-Up Guide to the Goddesses of Mythology
Written and illustrated by: Megan E. Bryant
Copyright 2010/Published by Scholastic Inc.
She’s All That is a full guide to the goddesses of Greek mythology and their intertwined stories.
3. Greek Gods and Goddesses
Retold by: Geraldine McCaughrean
Illustrated by: Emma Chichester
Copyright: 1998/Published by Margaret K. McElderry Books
This is a compilation of 15 of the most powerful Greek god myths.
4. What A Beast!: A Look-it-up Guide to the Monsters and Mutants of Mythology
Written and illustrated by: Sophia Kelly
Copyright 2010/Published by Scholastic Inc.
What A Beast! is a look it up guide to the monsters and mutants commonly found in Greek
mythology.
5. All in the Family: A Look-it-up Guide to the In-laws, Outlaws, and Offspring of
Mythology
Written and illustrated by: Steven Otfinoski
Copyright 2010/Published by Scholastic Inc.
This is a full guide to the mythological in-laws, outlaws, and offspring commonly found in
Grecian myths.
6. Greek Myths for Young Children
Written by: Heather Amery
Illustrated by: Linda Edwards
Copyright 2011/Usborne Publishing
This is a colorful, easy to read book that tells the stories of many Greek myths involving gods
and goddesses.
7. The Macmillan Book of Greek Gods and Heroes
Written by: Alice Low
Copyright 1985/Published by Collier Macmillan
This book is a compilation of 30 riveting Greek myths including the Trojan War story and the
tragedy of Oedipus.
8. Percy Jackson and the Olympians: The Ultimate Guide
Written by: Mary Jane Knight
Copyright 2010/Published by Hyperion Press
This is an in-depth guide to all things Percy Jackson!