U3-W2: Who is the REAL Hero of The
Lightning Thief. Evaluating & Analyzing TBE.
Quick Assessment…
Read the following excerpt; and use context clues to determine the
meaning of the bolded word.
Which statement from the excerpt BEST contributes to the meaning of
the bolded term?
Buying and selling alcohol was prohibited in the U.S. from 1920 to 1933. Alcohol was sold illegally
during those years. Violent crime increased as sellers fought with each other. Now, however, selling alcohol to
adults is not a violation of the law, and selling alcohol is no longer a source of violent crime.
a. Buying and selling alcohol was prohibited in the U.S. from 1920 to 1933. –
provides an antonym
b. Alcohol was sold illegally during those years. – provides an example
c. Violent crime increased as sellers fought with each other. – provides –
provides a definition
d. Selling alcohol is no longer a source of violent crime – provides a
substitution
Assessment…
Which drawn conclusion best aligns the text evidence to
the theme of friendship?
TBE: Just when I'd started to feel accepted, to feel I'd had
a home in cabin eleven and I might be a normal kid—or
as normal as you can be when you're a half-blood—I'd
been separated out as if I had some rare disease. (9.4)
A. Being a demi-god is tough; Percy seems doomed to
live a lonely life without the joy of “real” friendships.
B. Percy is not a normal kid.
C. Being a half-blood is like having a rare disease.
Do Now…
Analyze CBS
correspondent, Steve
Hartman’s view on the
meaning of a “hero”.
Do you agree or
disagree with his view?
Use details from The
Lightning Thief to
defend your position.
STARBUCKS.
 Google – Steve Hartman
and What is a Hero
U3-W2: Who is the REAL Hero of The Lightning Thief &
Evaluate & Analyze TBE
Lesson
Vocabulary
 Body Section
 Focus Statement
(claim)
 Analysis
 TBE & TBD
 Paragraph
Connectors
 Argumentative
Transitions
Connection
In our last session, we brainstormed about our own definition of a
“hero”. By analyzing the true meaning of a “hero” and who
best fits those characteristics, we developed a claim (thesis
statement with minimum 2 reasons). Using the the hero
definition as the HOOK, summarizing the novel in 2-4
sentences (beginning with a T.A.G.), and claiming that ONE
character is the real hero for 2-3 specific reasons, we
complete a well-constructed INTRODUCTION.
Today, we think about at least 6-8 heroic moments (scenes) in the
text that BEST support the REASONS for being designated
the HERO. Then, we analyze how each piece of TBE
logically and reasonably contributes to being a hero. Finally,
we develop a “paragraph connector” to link one reason to the
next reason in the claim.
MINI-LESSON…
 Close Readers evaluate scenes to develop
the logical argument about who best
portrays the hero.
 W.6.1; W.6.1b; W.6.1c; W.6.9; RL.6.3;
RL.6.1
 DOK3; DOK3
MODEL…
 Focus Statement: (Based on Claim & Reason#1)
 TBE: “I felt so relieved, I wanted to cry, though I didn't think that would
be very heroic. Grover was the only friend I'd ever had for longer than a
few months. I wasn't sure what good a satyr could do against the forces
of the dead, but I felt better knowing he'd be with me.” (9.192)
 Analysis: Percy loves Grover for the kind of “person” he is. He doesn't
care that Grover isn't the most ferocious protector on the planet; Percy
just wants a great friend along for the ride. Rather than worry about
status and about belonging to the right group of friends, Percy cares
more about being with people he truly likes.
 Paragraph Connector:
Active Work…prepare possible
transitions for the Paragraph
Connectors
1.
Although __________ may considered the most important trait
for a hero, _______ is equally important.
2.
Whereas ___________ is a necessary trait for heroes, ________ is
more important.
3.
_________________ is an essential quality for heroes, but so is
_________________.
CHOICE INDEPENDENT WORK…
Develop the FOCUS STATEMENT, TBE, ANALYSIS, and
PARAGRAPH CONNECTOR for the argumentative
essay regarding the "true hero" of The Lightning Thief.
1. Define the ”reason”
2. Paraphrase or Directly Quote TBE that supports the
reason (at least twice)
2. Analyze HOW this TBE supports the reason (for each
piece of TBE)
3. Add a Paragraph Connector

PARTNER REVIEW…switch with seat partner