Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Date: Monday, September 22, 2014
Lesson and/or Unit Title:
Literary Analysis/ Adversity-Heroes/ The Lightening Thief
Stage 1 – Desired Results
Amount of Time (94):
94 minutes
Common Core Standards:
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-Literacy.W.6.1.a
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts and issues, building on others’
ideas and expressing their own clearly.
Language Proficiency Level:
Language Proficiency Level: Read fluently and comprehend grade appropriate text by using context clues and analyzing plot, setting, point
of view, and characters.
Student Learning Objective (s):
1) The students can explain varying points of view of the
characters in The Lightning Thief.
2) The students can make inferences about characters
based on their points of view.
3) The students can state a claim about a particular
character’s point of view.
4) The students can support their claim about a character’s
point of view with textual evidence.
Lesson Outcome (s):
1) Demonstrating an understanding of point of view.
2) Determining the characters’ points of view through
inferences.
3) Describing how a story unfolds through the characters’
points of view.
4) Analyzing how a particular point of view contributes to
the development of the theme, setting, or plot.
5) Stating a claim, and supporting it with textual evidence.
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Essential Questions: (Checking for Understanding)
1) What is point of view/perspective?
2) How do different points of view affect a story’s plot?
3) How do authors develop different points of view of their
characters?
Key Vocabulary:
Unit Vocabulary:
Academic Vocabulary:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
Connotative
Transition
Falling Action
Rising Action
Exposition
Resolution
Climax
Plot Diagram
Plot Development
Impact
Character
Setting
Sensory Details
Sequence
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
15)
16)
17)
18)
Mood
Point of View
Perspective
Loaded Language
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
The students will choose a character from a particular scene in the novel, and write a diary entry from that character’s point of view about
what he/she is experiencing
Summative Task: (quizzes, tests, prompts)
Stage 3 – Learning Plan
Anticipatory Set (10):
The students will think-pair-share their response to the following prompt:”How well do you get along with your relatives? If your family
held a big reunion party, who would you most look forward to seeing? Who would you not like to see?”
Input/Modeling/Crafting (25):
The teacher will unpack the learning targets.
The teacher will instruct students to add new academic vocabulary terms into their student dictionaries.
The teacher will use the projector to model for students how to navigate through Study Island.
The teacher will read a passage from The Lightning Thief (pg. 66 “’Please’, I said”…”’Are you bidding or not?’”)
The teacher will project the following claim on the board: “Chiron and Mr. D have very different points of view about mentoring the kids
at Camp Half-Blood. Chiron feels like it is his calling to train young heroes, while Mr. D. is annoyed that he has to be at the camp at all.”
The teacher will use the think-aloud strategy to model how to infer the different points of view and write a diary entry from each.
Guided Practice (25):
The teacher will guide the students through logging on and navigating Study Island website. (Visual)
The teacher will guide the students in reading aloud a different passage (pg. 128- first 3 paragraphs). (Auditory)
The teacher will lead the students in a discussion about inferring what each character’s point of view is in this scene. (Interpersonal)
The teacher will guide the students in making a claim about the different perspectives in this passage: “Annabeth, Luke and Clarisse feel
very differently when they discover that Percy is Poseidon’s son. Luke is excited, Annabeth is annoyed and Clarisse is threatened.”
The teacher will guide the students in selecting a character and writing a diary entry about this scene from their point of view. (Linguistic)
Independent Practice (20):
The students will work with a partner and reread a passage from the novel (pg. 325 “I turned back to Ares”…pg. 326 “Even strength has to
bow to wisdom sometimes”).(Visual)
The students will discuss how Annabeth felt during the fight and how Grover felt. (Interpersonal)
The students will write a diary entry from one of the character’s point of view. (Each pair of students will write from both characters’
points of view.) (Interpersonal, Linguistic)
Closure (14):
The students will share their diary entries with the class. (Auditory)
Alignment Extension (Homework):
Read Chapter 21 “I Settle My Tab”, and highlight 5 examples of figurative language in the text. Explain what each means. (Visual)
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Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Differentiation Notes:
Strategic Intervention: Literary Analysis
1) The teacher will supply the students with graphic organizers that
enable them to write from a character’s point of view.
2) Provide smaller chunks of the text and check students’ thinking as
they speak about the text.
Materials/Items Needed
1) Point of View/Diary graphic organizers
2) Chunked passages for rereading.
3) Projector, computers and Study Island usernames and passwords for
each student.
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Technology Integration:
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Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Interactive Whiteboard
Classroom Performance System
Other: Projector
Strategies:
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Student Choice
Modeling Reading Strategies
Modeling Writing Strategies/Process
Reading Aloud
Cooperative Learning
Independent Reading
Writing Before and After Reading
Pre and Post Test
Hands-on Learning Manipulatives
Small Group
Higher-Order Thinking Skills
Real-World Connections
Anchor Charts
Research Materials
Writing Workshop Time
Conferencing
Classroom/Content Area Literacy Library
Other (Explanation Needed)
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Date: Tuesday-Wednesday, September 23-24, 2014
Lesson and/or Unit Title:
Literary Analysis/ Adversity-Heroes/ The Lightening Thief
Stage 1 – Desired Results
Amount of Time (94):
94 minutes
Common Core Standards:
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution.
CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of a specific word choice on meaning and tone.
CCSS.ELA-Literacy.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of
the theme, setting, or plot.
CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-Literacy.W.6.1.a
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.W.6.3.a
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
CCSS.ELA-Literacy.W.6.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a
word or phrase.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts and issues, building on others’
ideas and expressing their own clearly.
Language Proficiency Level:
Language Proficiency Level: Read fluently and comprehend grade appropriate text by using context clues and analyzing plot, setting, point
of view, and characters.
Student Learning Objective (s):
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Essential Questions: (Checking for Understanding)
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
1)
The learner can complete assignments on Study Island
with 80% mastery or above in the following categories: theme,
central idea, citing evidence, point of view and figurative
language.
2)
The learner can describe how a particular character’s
point of view unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a
resolution.
5)
The learner can produce clear and coherent writing in
which the development, organization, and style are appropriate
to task, purpose, and audience.
6)
The learner can collaborate effectively with others in a
discussion.
Lesson Outcome (s):
1) How do the characters’ points of view differ?
2) How do the characters’ points of view affect the plot?
3) How does the author establish differing points of view?
Key Vocabulary:
1) Demonstrating an understanding of figurative
language.
2) Determining theme and central idea.
3) Distinguishing between opposing points of view.
4) Writing a clear and concise piece using narrative
techniques.
5) Collaborating effectively with peers.
Academic Vocabulary:
1)
2)
3)
4)
5)
6)
7)
Point of View
Perspective
Loaded Language
Conclude
Indicate
Contribute
Literary Device
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
The students will use their graphic organizers to develop the first draft of a narrative writing. Include transitions, dialogue, figurative
language, and 5-7 sentences for each paragraph.
Summative Task: (quizzes, tests, prompts)
The students will complete a PARCC-type assessment covering: theme, central idea, point of view, figurative language and citing
evidence.
Stage 3 – Learning Plan
Anticipatory Set (10):
The students will think-pair-share their response to the following prompt:”Which would you rather have—a parent who is distant and
doesn’t show much emotion, or a parent who is very affectionate and shows a lot of emotion? Why? Could there be disadvantages to both?
Input/Modeling/Crafting (25):
The teacher will unpack the learning targets.
The teacher will review assignments and expectations for each literacy center. Give each student a checklist and anchor charts to follow.
Guided Practice (25):
The teacher will use an example from each center to model for the students what is expected of them.
Centers: (Interpersonal)
Guided Reading- The teacher will reread and discuss a passage from Chapter 21 of The Lightning Thief using task cards: (Linguistic,
Interpersonal, Visual)
Based on the introductory paragraph, what can the reader conclude about________?
Read this quotation from __________. In the quotation above, _____ is indicating that_____?
How do _____’s comments contribute to the development of the story?
What is the main conflict of this passage? When was it introduced?
How does ______character change from the beginning of the novel until now?
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Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
How do _______comments contribute to the development of the passage?
What is _____’s opinion of____?
Which statement best describes ________’s approach to life?
Which sentence from the passage mostly expresses its theme?
Why is the setting of this passage important?
Look at this quote________ on page 339. On this same page can you find another quote that is an example of the same type of
literary device?
Writing- The students will use their graphic organizers to develop the middle of the first draft of a narrative writing. Include transitions,
dialogue, figurative language, and 5-7 sentences for each paragraph.(Linguistic)
Study Island: The students will complete lessons on Study Island with 80% accuracy or higher on the following topics:
Citing evidence, theme, central idea, point of view, and figurative language. (Visual, Intrapersonal, Linguistic)
Independent Practice (20):
Centers:
Guided Reading- The teacher will reread and discuss a passage from Chapter 21 of The Lightning Thief using task cards: (Linguistic,
Interpersonal, Visual)
Based on the introductory paragraph, what can the reader conclude about________?
Read this quotation from __________. In the quotation above, _____ is indicating that_____?
How do _____’s comments contribute to the development of the story?
What is the main conflict of this passage? When was it introduced?
How does ______character change from the beginning of the novel until now?
How do _______comments contribute to the development of the passage?
What is _____’s opinion of____?
Which statement best describes ________’s approach to life?
Which sentence from the passage mostly expresses its theme?
Why is the setting of this passage important?
Look at this quote________ on page 339. On this same page can you find another quote that is an example of the same type of
literary device?
Writing- The students will use their graphic organizers to develop the middle of the first draft of a narrative writing. Include transitions,
dialogue, figurative language, and 5-7 sentences for each paragraph.(Linguistic)
Study Island: The students will complete lessons on Study Island with 80% accuracy or higher on the following topics:
Citing evidence, theme, central idea, point of view, and figurative language. (Visual, Intrapersonal, Linguistic)
Closure (14):
The students will record the day’s work on their Literacy Centers Checklist.Then, the students will answer the following questions on
index cards to end the session- What did you learn? What did you like about the lesson? What would you change? (Visual & Auditory)
Alignment Extension (Homework):
(Tuesday) Reread Chapter 22 “The Prophecy Comes True”. Focus on the character and plot development. Use the graphic organizer and
complete the questions for the chapter. (Visual)
(Wednesday) Complete any center activities that have not been completed. Study for your test!
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Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Differentiation Notes:
Strategic Intervention: Literary Analysis
1) The teacher will supply the students with graphic organizers that
enable them to analyze the text with a clearer understanding.
2) The teacher will provide note cards of questions for struggling
readers to ask during group discussions.
3) Provide smaller chunks of the text and check students’ thinking
as they speak about the text.
.
Materials/Items Needed
1)
2)
3)
4)
5)
6)
Task Cards
Copy of chapter
Chapter Questions for homework
Graphic Organizers for narrative writing
Study Island usernames and passwords
Literacy Centers Checklist
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Technology Integration:
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




Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Interactive Whiteboard
Classroom Performance System
Other
Strategies:



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












Student Choice
Modeling Reading Strategies
Modeling Writing Strategies/Process
Reading Aloud
Cooperative Learning
Independent Reading
Writing Before and After Reading
Pre and Post Test
Hands-on Learning Manipulatives
Small Group
Higher-Order Thinking Skills
Real-World Connections
Anchor Charts
Research Materials
Writing Workshop Time
Conferencing
Classroom/Content Area Literacy Library
Other (Explanation Needed)
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Date: Thursday, September 25, 2014
Lesson and/or Unit Title:
Literary Analysis/ Adversity-Heroes/ The Lightening Thief
Stage 1 – Desired Results
Amount of Time (94):
94 minutes
Common Core Standards:
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution.
CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of a specific word choice on meaning and tone.
CCSS.ELA-Literacy.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of
the theme, setting, or plot.
CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a
word or phrase.
Language Proficiency Level:
Language Proficiency Level: Read fluently and comprehend grade appropriate text by using context clues and analyzing plot, setting, point
of view, and characters.
Student Learning Objective (s):
1) The learner can demonstrate understanding of
figurative language.
2) The learner can describe how a particular story's or
drama's plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves
toward a resolution.
3) The learner can analyze how a particular sentence,
chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the
theme, setting, or plot.
4) The learner can use context clues to determine the
meaning of unfamiliar words.
5) discussion.
Lesson Outcome (s):
8|Page
Essential Questions: (Checking for Understanding)
1)
2)
3)
How do the characters’ points of view differ?
How do the characters’ points of view affect the plot?
How does the author establish differing points of view?
Key Vocabulary:
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
1) Demonstrating an understanding of figurative
language.
2) Determining the meanings of unknown words and
phrases uses different strategies.
3) Describing how a story unfolds and how the character
respond or changes as the plot moves toward a
resolution.
4) Analyzing how a particular scene contributes to the
development of the theme, setting, or plot.
5) Collaborating effectively with peers.
Unit Vocabulary:
Academic Vocabulary:
1) Connotative
2) Transition
3) Falling Action
4) Rising Action
5) Exposition
6) Resolution
7) Climax
8) Plot Diagram
9) Plot Development
10) Impact
11) Character
12) Setting
13) Sensory Details
14) Sequence
15) Mood
16) Point of View
17) Perspective
18) Loaded Language
19) Conclude
20) Indicate
21) Contribute
22) Literary Device
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
The students will create a narrative based on the hero’s journey.
Summative Task: (quizzes, tests, prompts)
The students will complete a PARCC-type assessment covering: theme, central idea, point of view, figurative language and citing
evidence.
Stage 3 – Learning Plan
Anticipatory Set (10):
The teacher will review students before the assessment.
Input/Modeling/Crafting (25):
The teacher will unpack the learning targets.
Guided Practice (25):
The teacher will lead the students in a review of the study guide before testing. Use graphics to review the skills.
Independent Practice (20):
The students will complete a -type assessment covering: theme, central idea, point of view, figurative language and citing evidence.
(Linguistic)
Closure (14):
Complete the AR test for The Lightning Thief.
9|Page
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Alignment Extension (Homework):
Complete Final Draft of Narrative.
Differentiation Notes:
Strategic Intervention: Literary Analysis
1) The teacher will supply the students with graphic organizers that
enable them to analyze the text with a clearer understanding.
2) The teacher will provide note cards of questions for struggling
readers to ask during group discussions.
3) Provide smaller chunks of the text and check students’ thinking
as they speak about the text.
Materials/Items Needed
1) Study Guide
2) Score 21 assessment
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Technology Integration:
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



Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Interactive Whiteboard
Classroom Performance System
Other
Strategies:
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












Student Choice
Modeling Reading Strategies
Modeling Writing Strategies/Process
Reading Aloud
Cooperative Learning
Independent Reading
Writing Before and After Reading
Pre and Post Test
Hands-on Learning Manipulatives
Small Group
Higher-Order Thinking Skills
Real-World Connections
Anchor Charts
Research Materials
Writing Workshop Time
Conferencing
Classroom/Content Area Literacy Library
Weekly Assessment
Other (Explanation Needed)
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
Date: Friday, September 26, 2014
Lesson and/or Unit Title:
Literary Analysis/ Adversity-Heroes/ The Lightening Thief
Stage 1 – Desired Results
Amount of Time (94):
94 minutes
Common Core Standards:
CCSS.ELA-Literacy.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the
text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
CCSS.ELA-Literacy.RI.6.9
Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same
person).
Language Proficiency Level:
Language Proficiency Level: Read fluently and comprehend grade appropriate text by using context clues and analyzing plot, setting, point
of view, and characters.
Essential Questions: (Checking for Understanding)
Student Learning Objective (s):
6) The learner can compare a film adaptation to a novel.
7) The learner can identify how key elements of an
informational text are evident in the film adaptation,
and can compare that to how they are evident in the
novel.
Lesson Outcome (s):
1) How does the film adaptation of The Lightning Thief compare
to the novel?
2) How is “The Hero’s Journey” evident in the film adaptation?
Key Vocabulary:
6) Demonstrating an understanding of figurative
language.
7) Determining the meanings of unknown words and
phrases uses different strategies.
8) Describing how a story unfolds and how the character
respond or changes as the plot moves toward a
resolution.
9) Analyzing how a particular scene contributes to the
development of the theme, setting, or plot.
10) Collaborating effectively with peers.
Unit Vocabulary:
Academic Vocabulary:
1) Evident
2) Adaptation
3) Portray
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
The students will complete the graphic organizer comparing how the novel and the film adaptation of The Lightning Thief portrays “The
Hero’s Journey”.
Summative Task: (quizzes, tests, prompts)=
Stage 3 – Learning Plan
Anticipatory Set (10):
The students will select their favorite scene from the novel, and discuss with their partner how they think it will be portrayed in the movie.
Input/Modeling/Crafting (25):
The teacher will unpack the learning targets.
11 | P a g e
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
The teacher will pause the movie after the first similarity/difference is apparent and model for the students how to complete their graphic
organizers.
Guided Practice (25):
The teacher will lead the students in a review of “The Hero’s Journey” and examples of how it applies to The Lightning Thief.
The teacher will pause the movie after the second similarity/difference is apparent and guide students in completing the information on
their graphic organizers.
Independent Practice (20):
The students will complete a graphic organizer that compares how “The Hero’s Journey” is portrayed in the film adaptation of The
Lightning Thief as opposed to the novel. (Visual/Auditory)
**Students who do not pass the AR test for this novel with an 80% or above will be in one ELA classroom completing a similar task, but
will not be allowed to watch the movie. They will compare and contrast the graphic novel version of The Lightning Thief with the novel
version. (Visual/Linguistic)
Closure (14):
The students will discuss the similarities and differences of the portrayal of “The Hero’s Journey”.
Alignment Extension (Homework):
Read your AR book. Be prepared to test on your book.
Differentiation Notes:
Strategic Intervention: Literary Analysis
4) The teacher will supply the students with graphic organizers that
enable them to analyze the criteria for the assignment with a
clearer understanding.
Materials/Items Needed
3) The Lightning Thief movie
4) Graphic Organizers
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Technology Integration:








Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Interactive Whiteboard
Classroom Performance System
Other: Projector
Strategies:


















Student Choice
Modeling Reading Strategies
Modeling Writing Strategies/Process
Reading Aloud
Cooperative Learning
Independent Reading
Writing Before and After Reading
Pre and Post Test
Hands-on Learning Manipulatives
Small Group
Higher-Order Thinking Skills
Real-World Connections
Anchor Charts
Research Materials
Writing Workshop Time
Conferencing
Classroom/Content Area Literacy Library
Weekly Assessment
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. Horton & Miss Morris
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13 | P a g e
Other (Explanation Needed): Film/Novel
comparison, independent work.