caseymdavis.files.wordpress.com€¦ · Web viewMulti-Text Study. Percy Jackson. and the Olympians: The Lightning Thief. by Rick Riordan “Look, I didn’t want to …

Multi-Text Study

http://www.percyjacksonbooks.com/

Percy Jacksonand the Olympians:The Lightning Thief

by Rick Riordan

“Look, I didn’t want to be a half-blood. If you’re reading this because you think you might be one, my advice is: close this book right now. Believe whatever lie

your Mom or Dad told you about your birth, and try to live a normal life.”

Favorite Greek Mythsby Bob Blaisdell

Casey DavisMeredith Huffman

Leslie JohnsonAmanda Phifer


Outline of Unit

Day 1 – Before Reading and Pre-Reading ActivitiesKWL – Greek Mythology (Page 4: Small Group)From the Cover (Page 5: Individual)Vocab-O-Gram/Predict-O-Gram (Page 6: Individual)

Day 2 and 3 – Read and Work on Section 1 (Chapters 1 and 2)Section 1 Vocabulary Activities (Pages 7 and 8: Individual)Readers’ Theater (Pages 9 – 13: Individual/Small Group)

Day 4 – Section 1 DiscussionPresent Readers Theater (Small Group/Whole Group)

Day 5 and 6 – Read and Work on Section 2 (Chapters 3 and 4)Section 2 Vocabulary Activities (Pages 14 and 15: Individual)Character Sketcher and Artistic Representation – Percy (Pages 16 and 17: Individual)

Day 7 – Section 2 DiscussionDiscuss Character Sketchers (Small Group)

Day 8 and 9 – Read and Work on Section 3 (Chapters 5 and 6)Section 3 Vocabulary Activities (Pages 18 and 19: Individual)Character Sketcher and Artistic Representation – Chiron (Pages 20 and 21: Individual)


Day 11 and 12 – Read and Work on Section 4 (Chapters 7 and 8)Section 4 Vocabulary Activities (Pages 22 and 23: Individual)ABC Book Activity (Page 24: Individual/Whole Group)Internet Workshop and DRC (Pages 25 – 27: Individual)

Day 13 – Section 4 DiscussionContinue and Discuss Internet Workshop and DRC Completion (Individual)

Day 14 and 15 – Read and Work on Section 5 (Chapters 9 and 10)Section 5 Vocabulary Activities (Pages 28 and 29: Individual)Author’s Craft Activity for Section 5 - Simile (Pages 30 and 31: Individual)

Day 16 – Section 5 DiscussionDiscuss Author’s Craft – Simile (Small Group/Whole Group)

Day 17 and 18 – Read and Work on Section 6 (Chapters 11 and 12)

Section 6 Vocabulary Activities (Pages 32 and 33: Individual)Author’s Craft Activity for Section 6 - Onomatopoeia (Pages 30 and 31: Individual)Sketch-to-Stretch Activity (Page 34: Individual)

Day 19 – Section 6 DiscussionDiscuss Author’s Craft – Onomatopoeia (Small Group/Whole Group)Share Sketch-to-Stretch Product (Small Group)

Day 20 and 21 – Read and Work on Section 7 (Chapters 13 and 14)Section 7 Vocabulary Activities (Pages 35 and 36: Individual)Double Entry Diary (Pages 37 and 38: Individual)

Day 22 – Section 7 DiscussionDiscuss Double Entry Diary Entries (Small Group)

Day 23 and 24 – Read and Work on Section 8 (Chapters 15 and 16)Section 8 Vocabulary Activities (Pages 39 and 40: Individual)Discussion Director (Pages 41 and 42: Individual)

Day 25 – Section 8 DiscussionShare Discussion Director Topics (Small Group)

Day 26 and 27 – Read and Work on Section 9 (Chapters 17 and 18)Section 9 Vocabulary Activities (Pages 43 and 44: Individual)Character Sketcher and Artistic Representation – Annabeth (Pages 45 and 46: Individual)


Day 29 and 30 – Read and Work on Section 10 (Chapters 19 and 20)Section 10 Vocabulary Activities (Pages 47 and 48: Individual)Character Sketcher and Artistic Representation – Grover (Pages 49 and 50: Individual)


Day 32 and 33 – Read and Work on Section 11 (Chapters 21 and 22)Section 11 Vocabulary Activities (Pages 51 and 52: Individual)Wanted Poster Activity (Page 53: Individual)

Day 34 – Section 11 DiscussionI-Poem for 2 Voices Activity (Pages 54 – 56: Individual/Whole Group)

Day 35 – Culmination of bookVocabulary Assessment (Pages 57 – 59:Individual)Complete “L” Portion of KWL on Greek Mythology

K-W-LYou will be completing a K-W-L on Greek Mythology. Think about what you know, what you want to know, and finally (at the end of the unit) what you have learned. Your group may use the information found in the book at your station as well as any prior knowledge you have on the subject. 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

KWhat I Think I KNOW

WWhat I WANT To Know

LWhat I LEARNED

From the Cover


Before opening your text to begin reading take a few minutes to study the front and back covers of the book and answer the following questions.

1. What do you think is the significance of the book’s title?

______________________________________________________________________________________

______________________________________________________________________________________

2. By looking at the picture what do you believe the book may be about?

______________________________________________________________________________________

______________________________________________________________________________________

3. Read the book’s description on the back cover. What are some challenges you believe Percy will face?

______________________________________________________________________________________

______________________________________________________________________________________

http://re4030.wordpress.com/multi-text-unit/


Vocab-o-gram / Predict-o-gramPercy Jackson and the Olympians: The Lightning Thief

Vocabulary Words – quest, immortal, alliance, torment, Parthenon, Ares, Aphrodite, chaotic, adolescents, triumphant, dyslexic

Use the vocabulary words above along with the title of the book to make predictions about the following elements of the story:

SettingWhat is the setting likely to be?

CharactersWho are possible characters in the novel?

ProblemWhat might some problems be for the characters?

Characters’ GoalsWhat are likely goals for some of the characters?

SolutionWhat are possible solutions to the problems?

Prediction/QuestionsAny other predictions?

Do you have any questions about how the story might evolve?

http://re4030.wordpress.com/multi-text-unit/

Section 1Pgs. 1 - 28 (Chapters 1 & 2)

Vocabulary

You will complete the following chart by writing definitions for these words.

Word Meaning

stelep. 5

titanp. 5

peltingp. 8

triumphantp. 10

murmuredp. 20

glumlyp. 24

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabularyactivities.htm


Word Networks What people things, situations, or words come to mind when you think about

the word stele?

______________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word titan?

______________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word pelting?

______________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word triumphant?

______________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word murmured?

______________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word glumly?

______________________________________________________________________________________________________________________________________

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabulary.htm


Readers Theater

An adaptation from Rick Riordan’s The Lightning ThiefBy Mary G. Milligan

Approximately 5 minutes.Staging: The narrators stand behind the characters, preferably on risers.Narrator 1 - Mr. BrunnerNarrator 2 - Percy JacksonNarrator 3 - Nancy BobofitNarrator 4 - Mrs. DoddsNarrator 5 - Grover

NARRATOR 1: This scene from Rick Riordan’s The Lightning Thief is taken from Chapter 1, “I Accidentally Vaporize My Pre-Algebra Teacher.” Percy Jackson is a twelve-year-old boarding student at Yancy Academy, a private school for troubled kids in upstate New York.

PERCY JACKSON: My name is Percy Jackson. Am I a troubled kid? Yeah. You could say that. I could start at any point in my short miserable life to prove it, but things really started going bad last May, when our sixth-grade class took a field trip to Manhattan.

NARRATOR 2: Percy’s class is heading to the Metropolitan Museum of Art to look at the ancient Greek and Roman collection. There are two teachers on the field trip. Mr. Brunner, the Latin teacher, is leading the trip. He is a middle-aged man in a motorized wheelchair with thinning hair, a scruffy beard and an awesome collection of Roman armor and weapons.

PERCY JACKSON: Mr. Brunner expects me to be as good as everybody else, despite the fact that I have dyslexia and attention deficit disorder and I have never made above a C- in my life. No – he doesn’t expect me to be as good; he expects me to be better.

NARRATOR 3: The other teacher chaperone is Mrs. Dodds. She is a little math teacher from Georgia who always wears a black leather jacket, even though she is fifty years old. Mrs. Dodds came to Yancy halfway through the school year, when the last math teacher had a nervous breakdown.

PERCY JACKSON: From her first day, Mrs. Dodds would point her crooked finger at me and say -

MRS. DODDS: Now, honey

PERCY JACKSON: - real sweet, and I knew I was going to get after-school detention for a month.

NARRATOR 4: Among the twenty-eight students on the field trip are Nancy Bobofit, a freckly, redheaded bully and Percy Jackson’s best friend, Grover Underwood, a scrawny kid with acne and the start of a wispy beard on his chin.

NARRATOR 5: The class is gathered on the front steps of the museum eating lunch when Nancy Bobofit dumps her half-eaten lunch in Grover’s lap.

NANCY BOBOFIT: Oops

PERCY JACKSON: I don’t remember touching her, but the next thing I know, Nancy is sitting on her butt in the fountain, screaming

NANCY BOBOFIT: Percy pushed me!

NARRATOR 1: Mrs. Dodds materializes next to them.

NARRATOR 2: Some of the kids are whispering

NARRATOR 3: Did you see —

NARRATOR 4: —the water—

NARRATOR 5: —like it grabbed her—

PERCY JACKSON: I don’t know what you’re talking about.

NARRATOR 1: As soon as Mrs. Dodds is sure Nancy is okay, Mrs. Dodds turns on Percy.

MRS. DODDS: Now, honey—

PERCY JACKSON: I know. A month erasing workbooks.

MRS. DODDS: Come with me.

GROVER: Wait! It was me. I pushed her.

MRS. DODDS: I don’t think so, Mr. Underwood.

GROVER: But—

MRS. DODDS: You –will—stay—here.

PERCY JACKSON: It’s okay, man. Thanks for trying.MRS. DODDS: Honey, now!

NARRATOR 2: Percy follows her deeper into the museum. When he finally catches up to her, they are back in the Greek and Roman section.

NARRATOR 3: Except for them, the gallery is empty.

MRS. DODDS: You’ve been giving us problems, honey.

PERCY JACKSON: Yes, ma’am.

MRS. DODDS: Did you really think you would get away with it?

PERCY JACKSON: I’ll try harder, ma’am.

NARRATOR 2 & 3: Boom! Thunder shakes the building.

MRS. DODDS: We are not fools, Percy Jackson. It was only a matter of time before we found you out. Confess, and you will suffer less pain. Well?

PERCY JACKSON: Ma’am, I don’t …

MRS. DODDS: Your time is up!

NARRATOR 4: Then the weirdest thing happens. Her eyes begin to glow like barbecue coals. Her fingers stretch, turning into talons. Her jacket melts into large, leathery wings. She isn’t human. She is a shriveled hag with bat wings and claws and a mouth full of yellow fangs.

NARRATOR 5: Then things get even stranger. Mr. Brunner, who’d been out in front of the museum a minute before, wheels his chair into the doorway of the gallery, holding a pen in his hand. Tossing it to Percy he shouts -

MR. BRUNNER: What ho, Percy!

NARRATOR 1: Mrs. Dodds lunges at Percy.

NARRATOR 2: Percy snatches the ballpoint pen out of the air, but when it hits his hand, it isn’t a pen anymore. It is a sword—Mr. Brunner’s bronze sword, which he always uses on tournament day.

NARRATOR 3: Mrs. Dodds spins toward Percy snarling –

MRS. DODDS: Die, Honey!

NARRATOR 4: She flies straight at Percy. He swings the sword.NARRATOR 5: The metal blade hits her shoulder and passes clean through her body as if she is made of water. Hisss!

NARRATOR 1: Mrs. Dodds is a sand castle in a power fan She explodes into yellow powder, vaporizing on the spot, leaving nothing but the smell of sulfur and a dying screech and a chill of evil in the air.

PERCY JACKSON: I am alone. There is a ballpoint pen in my hand. Mr. Brunner isn’t there. Nobody is there but me. My hands are still trembling. Had I imagined the whole thing? I go back outside. Grover is sitting by the fountain with Nancy Bobofit, still soaked from her swim in the fountain.

NANCY BOBOFIT: I hope Mrs. Kerr whipped your butt.

PERCY JACKSON: Who?

NANCY BOBOFIT: Our teacher. Duh!

PERCY JACKSON: We have no teacher named Mrs. Kerr. What are you talking about?Grover, where is Mrs. Dodds?

GROVER: Who?

PERCY JACKSON: Not funny, man. This is serious.

NARRATOR 2 & 3: Boom! Thunder booms overhead.

MR. BRUNNER: Mr. Jackson, that would be my pen. Please bring your own writing utensil in the future.

PERCY JACKSON: Sir, where’s Mrs. Dodds?

MR. BRUNNER: Who?

PERCY JACKSON: The other chaperone. Mrs. Dodds. The pre-algebra teacher.

MR. BRUNNER: Percy, there is no Mrs. Dodds on this trip. As far as I know, there has never been a Mrs. Dodds at Yancy Academy. Are you feeling all right?”

Used by Permission of Hyperion.http://www.rickriordan.com/index.php/books-for-children/a-teachers-guide-to-percy/readers-theater/


Vocabulary


Word Meaning

dyslexicp. 38

hallucinationp. 40

vividp. 41

talonsp. 41

satyrp. 45

bellowedp. 51



Questions, Reasons, Examples

If you were dyslexic, what might you have trouble with?

__________________________________________________________________________

__________________________________________________________________________

If you are having a hallucination, what might be happening?

__________________________________________________________________________

__________________________________________________________________________

If you had a vivid dream, what types of descriptive words might

you use?

__________________________________________________________________________

__________________________________________________________________________

If you were an animal, what might you use your talons for?

__________________________________________________________________________

__________________________________________________________________________

If you were a satyr, what type of physical characteristics would you

have?

__________________________________________________________________________

__________________________________________________________________________

If someone bellowed, what might it sound like?

__________________________________________________________________________

__________________________________________________________________________



Character Sketcher – Percy

Section 2


You are invited to learn more about Percy. Please take notes on how Percy acts

and looks.

To begin, reread the following passages, determine “descriptive words” that

capture Percy’s personality and explain why the words describe Percy.

Reread page 32.

Which words describe Percy?

______________________________________________________________________________________

He acts _____________________________________because______________________________

_____________________________________________________________________________________.

Focus on page 33, paragraph five.

Reread page 47, paragraphs one through nine.


______________________________________________________________________________________

He acts _____________________________________because______________________________

_____________________________________________________________________________________.

Focus on page 49.

Reread pages 51 and 52.


_____________________________________________________________________________________

He acts _____________________________________because______________________________

_____________________________________________________________________________________.

Focus on the first eight paragraphs on page 53.

Then, use the passages that describe Percy’s actions and appearance to help you

complete an artistic impression of Percy. Use the following passages to help you:

Page 2 last paragraph; page 33 paragraph three.

Other passages you noticed.


Vocabulary


Word Meaning

reverentlyp. 58

gingerlyp. 61

pseudonymp. 69

civilizedp. 65

primitivep. 68

consciousnessp. 72



Synonyms and Antonyms

Synonym Word Antonym

reverently

gingerly

pseudonym

civilized

primitive

consciousness



Character Sketcher - Chiron Section 3


Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

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. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

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. The next

page gives you an example of how your paper may look with the character information.You will be learning about Chiron. Think about the following traits as you read Chapter 5-I Play Pinochle with a Horse:

compassionate dependable affectionateknowledgeable sensitive clever

Implied Character Traits (3)

1. (Trait) ________________________________________ page__________ paragraph_________(Explanation or proof of trait)

____________________________________________________________________________________________

____________________________________________________________________________________________

2. (Trait) ________________________________________ page__________ paragraph_________ (Explanation or proof of trait) ____________________________________________________________________________________________

____________________________________________________________________________________________

3. (Trait) ________________________________________ page__________ paragraph_________ (Explanation or proof of trait) ____________________________________________________________________________________________

____________________________________________________________________________________________

Character’s Goal: Chiron’s goal is to________________________________________________

____________________________________________________________________________________________

Problem: Chiron’s problem is________________________________________________________

____________________________________________________________________________________________

Solution or Possible Solution:

____________________________________________________________________________________________


Vocabulary


Word Meaning

sullenp. 96

questp. 98

immortalp. 104

singedp. 111

warilyp. 115

alliancep. 117



Word Networks What people things, situations, or words come to mind when you think about

the word sullen?

_________________________________________________________________________

_________________________________________________________________________. What people things, situations, or words come to mind when you think about

the word quest?

_________________________________________________________________________


the word immortal?

_________________________________________________________________________


the word singed?

_________________________________________________________________________


the word warily?

_________________________________________________________________________


the word alliance?

_________________________________________________________________________

_________________________________________________________________________.http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabulary.htm

Making an ABC BookChoose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:

AAnnabethAresApolloAthena

B CCentaurCerberusChironClarisse

DDionysus

EEchidnaElysium

FFatesFuries

GGroverGreek

HHadesHephaestusHeraHermes

IImmortal

J

KKronos

LLightning BoltLuke

MMedusaMinotaurMount Olympus

NNereidNew York City

OOlympusOracle

PPercyPersephone Poseidon

QQuest

RRiptide River Styx

SSatyrSolstice

TThaliaTitans

UUnderworld

V

W

X

YYancy Academy

ZZeus

Greek Mythology Internet Workshop

This Internet workshop will introduce you to Greek Mythology. You are invited to explore information on the Internet. Take notes in your Mythology Journal. Come prepared to share your information at our workshop session.

1. Go to the bookmark set for the following website:

http://2010s.wordpress.com/ela/multi/lightning/workshop/

2. Explore the information on Greek Mythology and answer the following questions:

In your words, what is a myth?

__________________________________________________________________________________________

__________________________________________________________________________________________

What were the myths about (hint- the stories had a purpose)? Give at least 3 specific examples.

1. ___________________________________________________________________________________

___________________________________________________________________________________

2. ___________________________________________________________________________________

___________________________________________________________________________________

3. ___________________________________________________________________________________

___________________________________________________________________________________


3. Continue exploring the sites to find and fill in the information on your Data Retrieval Chart (DRC).

4. Using the DRC and your books as a reference, answer the following questions:

Where did the gods/goddesses we read about (Zeus, Poseidon, Hades, etc.) come from? Were they the first? Give details to support your answer.

___________________________________________________________________________________

___________________________________________________________________________________

Do the gods/goddesses have more than one name? If so, why? Where do the name(s) come from? Give 3 specific examples.

1. ___________________________________________________________________________________

2. ___________________________________________________________________________________

3. ___________________________________________________________________________________

Compare the information you’ve found in these sites, as well as the information you’ve learned in The Lightning Thief and Favorite Greek Myths. What consistencies or inconsistencies have you found? Why do you think this is? Give at least 3 specific examples.

1. ___________________________________________________________________________________

___________________________________________________________________________________

2. ___________________________________________________________________________________

___________________________________________________________________________________

3. ___________________________________________________________________________________

___________________________________________________________________________________

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/DRCFig2(2).doc

Data Retrieval Chart - Greek MythologyMythological

BeingsOther names

Associated with

Where he/she/it

lives

Parents, if any

Siblings, if any

Special gift/skill

Zeus

Poseidon

Athena

Ares

Aphrodite

Medusa

Minotaur

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/PiraticalInternetWksp..html

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/PiraticalInternetWksp..html


Vocabulary


Word Meaning

grappledp. 130

paranoidp. 136

intervenesp. 138

misnomerp. 155

propagandap. 155

tormentp. 165



Forms of a Word

Fill in the blanks if possible:

Noun Verb Adjective

grapplegrappler

grappledgrapple

grapplinggrappling

paranoiaparanoiacparanoid

paranoidparanoiacparanoidal

intervention

intervenesintervene

intervenedintervening

interventional

misnomernomen

misnomered

propagandapropagandist

propagandizer

propagandizepropagandizedpropagandizing

propagandistpropagandistic

tormenttorment

tormentingtormented

Blue words in italics are examples of words students could use to fill in the blanks.


Author’s Craft Rick Riordan chose his words very carefully, making use of several interesting literary devices. They appeal to the reader’s senses and sense of humor by using figurative language. Find two examples of each listed below. Then explain how each passage adds meaning to the story.

Similes – Look in Section 5 (Pages 127 – 167)

Simile: a comparison that includes the words like or as.

Given Example Your Examples from the Book

Page 131“Over Long Island Sound, the sky looked like ink soup coming to a boil.”This comparison of the sky to a pot of “ink soup coming to a boil” lets the reader visualize a dark sky rolling with thick, heavy clouds. It really allows the reader to picture this in his/her mind.

Page Number:Example:

What does this passage add to the story?



Onomatopoeia – Look in Section 6 (Pages 168 – 196)

Onomatopoeia: a word(s) that imitates the sound it represents.

Given Example Your Examples from the Book

Page 181“Thwack!”This is the sound of Grover hitting Medusa with the bat. It is the only way Percy knows that Grover has hit something which is very important. It is much easier for us to imagine the bat hitting Medusa when the author uses this “sound word” rather than just describing it for us.






Vocabulary


Word Meaning

gnarledp. 179

insufferablep. 185

impertinentp. 186

pillagingp. 189

compelledp. 193



Examples and Non-examples

Which would be gnarled:- An old tree

Or- A young tree

Which would be insufferable:- Someone who is brave

Or- Someone who is rude

Which would be impertinent:- A child who talks back to grown-ups- Or- Something you couldn’t live without

Which would be pillaging:- Pirates robbing a ship- Or- Stomping through the woods

Which would be compelled:- A person agreed to go somewhere- Or- A person was forced to go somewhere


Sketch to StretchSection 6

Chapters 11 and 12 – pgs. 168 - 196

Select a scene or part of the story from Section 6 (Chapters 11 and 12) 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.

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/sketch_to_stretch.htm

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/sketch_to_stretch.htm

Section 7Pgs. 197-218 (Chapters 13 & 14)

Vocabulary


Word Meaning

barterp. 199

mortalp. 200

Summer Solsticep. 201

Parthenonp. 202

Chimerap. 207

Anaklusmosp. 209


S entence Stems/Idea Completions

People barter because _________________________________________________________________________

_________________________________________________________________________.

A mortal is someone who _________________________________________________________________________

_________________________________________________________________________.

During the Summer Solstice many cultures of people would _________________________________________________________________________

_________________________________________________________________________.

When I looked at the Parthenon, I felt overwhelmed because _________________________________________________________________________

_________________________________________________________________________.

The Chimera reminded me of _________________________________________________________________________

_________________________________________________________________________.

Anaklusmos was unbelievable because _________________________________________________________________________

_________________________________________________________________________.


Double Entry DiarySection 7

http://phoenixandsalamander.files.wordpress.com/2007/10/chimera01.jpg

You are invited to complete a Double-Entry Diary (DED) based upon section 7 (chapters 13-14) of Percy Jackson and the Olympians: The Lightning Thief. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.

You must include 6 passages in your DED. Here is a sample DED to get you started:

http://phoenixandsalamander.files.wordpress.com/2007/10/chimera01.jpg

Quote: “The rhinestone dog collar still hung around it’s neck and the plate-sized dog tag was now easy to read: CHIMERA- RABID, FIRE-BREATHING, POISIONOUS- IF FOUND, PLEASE CALL TARTARUS, EXT. 954.” (pg. 207, bottom paragraph)

Connection: We have read that Tartarus is the underworld where Hades lives and reigns, so if the Chimera is supposed to be returned there, he must be from the underworld, and so must Echidna. In what other stories do the Chimera and Echidna appear in Greek Mythology?

Double Entry Diary

Quote Response

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/

Section 8Pgs. 219- 265 (Chapters 15 & 16)

Vocabulary


Word Meaning

Iris-messagingp. 220

Drachmap. 220

Oracle at Delphip. 222

Aresp. 226

Aphroditep. 230

Hephaestusp. 230


Word Associations

Which vocabulary term would you associate with the word war? Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary term would you associate with the word love? Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary word would you associate with the word prophecy?

Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary term would you associate with the word telephone?

Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary word would you associate with the words metal

working? Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary term would you associate with the word money? Why?

_________________________________________________________________________

_________________________________________________________________________.


Discussion Director:Section 8

http://www.rickriordan.com/wp-content/uploads/2008/05/ares.gif

Your job is to involve the students in your group by thinking and talking about the selection of the book 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 the issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

http://www.rickriordan.com/wp-content/uploads/2008/05/ares.gif

When developing your questions, think about the following main events:

What kinds of situations have Percy, Annabeth, and Grover experienced?

What are each of Percy, Annabeth, and Grover’s strengths?

Arrival at the Lotus Hotel and Casino.

Impressions of Ares. Impressions of the gods, in general.

Percy’s dreams.

http://www.lesn.appstate.edu/fryeem/RE4030/discussion_director.htm

Sample Questions to help you:

Questions: page 225 paragraph 6 “The biker looked at me. I couldn’t see his eyes behind the red shades, but

bad feelings started boiling in my stomach. Anger, resentment, bitterness. I

wanted to hit a wall.”

o Is this Percy’s normal behavior?

o What makes Percy feel this way?

o Why does it make Percy feel this way?

Section 9Pgs. 266- 299 (Chapters 17 & 18)

Vocabulary


Word Meaning

tentativelyp. 270

chasmp. 271

Nereidp. 271

chaoticp. 275

Procrustesp. 280

Cerberusp. 294


Word Associations Which vocabulary term would you associate with the words confused and

messy? Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary term would you associate with the word stretch? Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary word would you associate with the word cautious?

Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary term would you associate with the word guardian?

Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary word would you associate with the words gaping hole?

Why?

_________________________________________________________________________

_________________________________________________________________________. Which vocabulary term would you associate with the words water spirit?

Why?

_________________________________________________________________________

_________________________________________________________________________.http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabulary.htm


Character Sketcher - Annabeth Section 9


You are invited to learn more about Annabeth. Please take notes on how Annabeth acts and looks.

To begin, think about “descriptive words” that capture Annabeth’s personality and try to find passages in Section 9 that show how Annabeth is acting. Think about why or how those words describe Annabeth in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Section 9 that demonstrate Annabeth acting:

heroic confident clever assertive

witty artistic informed flawed

On page _______ paragraph _______ Annabeth acts ________________________________

because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.

Then, use the passages that describe Annabeth’s actions and appearance to help you complete an artistic impression of Annabeth. Throughout the book, details are given about Annabeth’s appearance (pg. 63-64, 123). Using these details, create a visual representation of Annabeth Chase.

http://re4030.wordpress.com/characterization/


Vocabulary


Word Meaning

torturep. 301

loomingp. 302

levitatedp. 303

obsidianp. 305

tatteredp. 308

mystifiedp. 321


Cloze Passages

Have you ever experienced extreme pain and suffering

like ____________________?

My clothes were completely ____________________ after I fell

down the hill.

One time someone lied and misrepresented me. I felt

____________________ about the entire situation.

It was so unbelievable when the desk ____________________ into

the air and off the ground.

The sun was ____________________ over the mountain top.

The hard volcanic matter that is glassy and shiny is called

____________________.


Character Sketcher - Grover Section 10


You are invited to learn more about Grover. Please take notes on how Grover acts and looks.

To begin, think about “descriptive words” that capture Grover’s personality and try to find passages in Section 10 that show how Grover is acting. Think about why or how those words describe Grover in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Section 10 that demonstrate Grover acting:

heroic confident clever frightened

witty terrified brave sarcastic

On page _______ paragraph _______ Grover acts ________________________________

because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.


because/when _____________________________________________________________________

______________________________________________________________________________________.

Then, use the passages that describe Grover’s actions and appearance to help you complete an artistic impression of Grover. Throughout the book, details are given about Grover’s appearance. Using these details, create a visual representation of Grover.

http://re4030.wordpress.com/characterization/


Vocabulary


Word Meaning

adolescentsp. 334

unclenchp. 335

gildedp. 337

nymphsp. 338

swivelingp. 340

disemboweledp. 361


Examples and Non-examples

Which would be adolescents:- Youthful

Or- Elderly

Which would be unclench:- Open hands

Or- Closed hands

Which would be gilded:- A pleasing appearance- Or- An unattractive appearance

Which would be nymphs:- Young women- Or- Elderly women

Which would be swiveling:- To move up and down- Or- To pivot and turn

Which would be disemboweled:- To remove- Or


- To add

Wanted Poster

http://www.clipartandcrafts.com/printables/Posters/wanted-poster.jpg

Create a Wanted Poster for one of the following characters: Percy Annabeth Grover Chiron Ares Any other MAIN character

You will complete an artistic representation of the character and then complete the following information:

Wanted Character name

Wanted For…Physical Description

PersonalityInterests

Main Goal in Life Dislikes

Hang OutsSuspected Whereabouts

http://www.clipartandcrafts.com/printables/Posters/wanted-poster.jpg

Time and Place Last Seenhttp://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/wantedposter.htm

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/wantedposter.htm

I Poem for 2 Voices

Create an “I Poem” for 2 characters in the book - Percy and Poseidon, for example. Create a poem that explains each characters thoughts, feelings, emotions, and motives for the things that they do, or don’t do, in the story. Use descriptive words and try to incorporate vocabulary words if appropriate. This poem should let the reader feel exactly who the characters really are. Use the following format to help you construct your poem.

FormatStanza 1I am (two special characteristics)And we are (how the two are the same)I live (where you live-this may include your habitat, or city, state, country, etc.) 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 restated) Similarly we (how the two are the same; can be restated or new information) I am

I am And we are And we are I live

Whereas I live I wonder

While I wonder I hear

But I hear I see

However, I see I want

Yet I want I am

I am Similarly we Similarly we

Stanza 2I always (what you are known for)I pretend (something you actually 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 excel (something you are good at doing)I am (the first line of the poem repeated) And we both (how the two are the same; can be restated or new information)

I always On the other hand, I always

I pretend While I pretend

I feel Yet I feel

I touch While I touch

I worry Yet I worry

I cry But I cry

I excel Whereas I excel

I am I am

And we both And we both

Stanza 3 I understand (something you know is true)I say (something you believe in)I’m as _____as (a simile)I dream (something you actually dream about)I try (something you really make an effort about)I hope (something you actually hope for)

I was once (describes how you have changed)I am (the first line of the poem repeated)And most importantly we (the most important way that represents how the two are the same)

I understand While I understand

I say, Yet I say,

I’m as Whereas I’m as

I dream But I dream

I try Although I try

I hope While I hope

I was once Whereas I was once

I am I am

And most importantly we And most importantly we

You choose from the following transition words:

For comparison: like, same, both, the same as, similar, in the same way, most important, similarly, as, too, have in common, as well as.

For contrast: although, however, differ, unlike, even though, yet, but, instead, on the contrary, on the other hand, whereas, while, unless, contrary to, the reverse.

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/i_poem_for_two_voices.htm

Name_______________________________________

Vocabulary Assessment

I. Describe what is alike and/or different for these pairs of words:1. torture/torment

2. mortal/immortal

3. warily/tentatively

4. primitive/civilized

II. Explain what the following words mean by responding to the prompts:5. Describe how something that was chaotic might be.

6. Tell about a time when you felt triumphant.

7. Describe some things that might make a person feel mystified.

8. Describe how someone who was paranoid would act.

III. Underline the best response:9. If you were impertinent, you might be:

a. making a lot of moneyb. talking back to an adultc. unable to do your job

10. If you wanted to barter, you would:a. want to get the best deal for your moneyb. want to purchase somethingc. want to trade something you have for something you want

11. You might want to form an alliance if:a. you are on a good teamb. you want to work together with another person or groupc. you want to win

12. If you bellowed at someone, you would probably be:a. angry or upset with themb. excited and wanting to get their attentionc. in a crowd and trying to make yourself heard

IV. Examples/Non-Examples – Underline the best example for the following.13. Which of the two descriptions is an example of a quest?

A cruise around the world A hunt for buried treasure

14. Which of the two descriptions is an example of pelting?

A pitcher throwing a fastball A boy throwing a packed towards the batter snowball at someone

15. Which of the two descriptions is an example of something gnarled?

The outside of a A boulder that has been 100-year-old tree around for thousands of years.

16. Which of the two descriptions is an example of being compelled?

Getting up in the morning Having someone wake you up when the alarm goes off. and force you out of bed.

Our Text SelectionsThe Lightning Thief (Percy Jackson and the Olympians, Book 1). Written by Rick Riordan. 2006. Disney-Hyperion.

Reading Level - Grade 5 (Ages 9 through 12)

There are many reasons for using the text of Percy Jackson and the Olympians: The Lightning Thief in a classroom. One main reason for

including it in a unit designed for the 5th-grade is its focus on mythology which is one of the types of fiction explicitly included in the North Carolina Standard Course of Study for

Engligh Language Arts. We decided to focus on this area and chose corresponding information texts to broaden our students’ knowledge of Greek mythology. Mythology is an amazing genre of literature that can be used in many varying ways. It can be used strictly as a storytelling medium. It can also be used in Social Studies as a way of studying Ancient Cultures, their beliefs, and religion. Also, many of the creatures in Greek myths were drawn from stories of animals and can be used to begin discussions about nature and science.

The main reason that we chose this book was simply because of its story. Not only does the story hook you immediately (see the opening lines on our cover page) but it is written with both an easy, conversational tongue, and an incredibly gifted sense of timing and craft. Like the Harry Potter author, J.K. Rowling, Rick Riordan seems to have a true command of young adult storytelling. He seems to understand their needs while avoiding the pitfalls of pandering to young audiences, which so many young adult authors make the mistake of doing. There’s pre-teen angst in this story, but it’s appropriate and secondary to pure craft magic. This story brings Greek Mythology to life for a generation that, otherwise, may have experienced very little mythology. For those of us in this group, mythology was a door to fantasy, and other fiction genres in our youth. Reading about Greek Myths made us want to know more about the people that created and lived their lives by these myths. Even as adults, we are still fascinated by Greek culture, perhaps because we were introduced in a way that was exciting. Our hope is that this book will do this for our students.

We have one final note on, perhaps, the most poignant and potentially beneficial part of this book (and series). The author uses the common childhood disabilities of ADHD and Dyslexia as pathways to exceptionality rather than labels to be feared or made fun of. Those who suffer from these disabilities are demi-gods…heroes. They receive these biological “disabilities” in order to better prepare them for certain aspects of demi-god life. How

www.percyjacksonbooks.com

could a child who struggles with reading as well as keeping up and paying attention refuse that kind of encouragement?

Favorite Greek Myths. Written by Bob Blaisdell and illustrated by John Green. 1995. Dover Publications.

Reading Level – Grade 5 (Ages 9 through 12)

While myths are fiction rather than non-fiction, this unit is about Greek Mythology so the use of a fiction text here is appropriate. This small book contains six chapters about the most commonly told myths. Most of the chapters are broken into

smaller sections so that almost all major stories from Greek mythology are represented in some way. There are few illustrations with the majority of

the pages devoted to text.

We chose to use this text for multiple reasons. Because our topic was Greek Mythology, it made sense that our companion text would need to be one which gave more information on that topic than The Lightning Thief. While The Lightning Thief does a great job of introducing the topic and giving many details, there is much more that needs to be covered. One aspect which we particularly took into consideration was the cost of a unit like this. The retail price of The Lightning Thief is $7.99 per book for the paperback version. While you can probably get some for a slightly lesser charge in bulk, it is still costly. Favorite Greek Myths, on the other hand, retails for only $2.00 per book. That is the cost for a new paperbook version. This is extremely reasonable and would help quite a bit with the financial costs associated with the unit. While there were other texts that were as interesting and maybe even more visually appealing than this one, the cost was ultimately the deciding factor here.

Internet Workshop URL:


www.alibris.com

Standard Course of Study Correlation Chart

Unit Assignment NC Language Arts Standard Course of Study for 5th Grade

Wide reading is represented in the texts we’ve chosen. We cover all facets of Greek Mythology using internet sources, fictional

sources, and informational sources.

Word study appears in every section of this unit. There are tier 2 words represented in

groups of 5-7 throughout and they are assessed at the end. A variety of activities

correlate to these sectional vocabulary choices.

The internet workshop in our unit represents content area study as it allows

for further understanding of our core subject. It allows for historical and cultural

study as well.

Seminars are present in our unit in the form of Writer’s Workshops. Throughout the unit, Character Sketchers and Discussion Director

activities are created to lead discussions.

1.03 Increase reading and writing vocabulary through:

wide reading. word study. word reference materials. content area study. writing process elements. writing as a tool. debate. discussions. seminars. examining the author's craft.

Our reading speed and the organization of our sections was based on what is appropriate for 5th-grade learners.

150 mpm X 20 min = 3000 words3000 words/ 230 wpp = 13 pages

375 pages/13 pages per day = 30 days or 6 weeks to read in sustained silent reading

2 Sections a week (11 sections total)

We have also chosen alternative texts for this unit that would help to accommodate all

independent reading levels.

1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

increase fluency. build background knowledge. expand and refine vocabulary.

Our chosen text and vocabulary activities will help to build reading fluency as well as

expand vocabulary.

From the Cover Activity (located in the Pre-Reading Activities) requires students to

make predictions about the story using the information (visual and written) from the

front and back cover of the main text.

Predict-o-gram/ Vocab-o-gram Activity (located in the Pre-Reading Activities)

requires students to use their knowledge of vocabulary to make predictions.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

making predictions. formulating questions. supporting answers from textual

information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information. making connections with previous

experiences, information, and ideas.

The entire unit is based on reading and developing understandings of mythology, its

definitions, and its history.

2.03 Read a variety of texts, such as: fiction (tall tales, myths). nonfiction (books of true experience,

newspaper and magazine articles, schedules).

poetry (narrative, lyric, and cinquains).

drama (plays and skits).

In the internet workshop, students are asked to explore 2 internet sites and

compare their findings not only between those 2 sites, but also to their main and

informational texts.

3.02 Make connections within and between texts by recognizing similarities and

differences based on a common lesson, theme, or message.

RubricActivity/Criteria Your Points/Total Possible Points

From the Cover All are components are complete. Thought is apparent in predictions

made about the book.

/5

Vocab-O-Gram/Predict-O-Gram All are components are complete. Thought is apparent in predictions

made about the book./5

Character Sketchers (Percy, Annabeth, Grover, and Chiron) Traits are included and thorough. Page numbers are included. Artistic representation is complete

and thoughtful.

/20(5 points per Character Sketcher)

Vocabulary Activities for Sections 1 through 12 Definitions are “child-friendly” Activities are correct and complete

/60

(5 points per Section)

Author’s Craft Activity Chart includes 2 examples of

simile and onomatopoeia with page numbers.

Explanations are included about how the examples add to the text.

/5

Sketch-to-Stretch Activity Artistic representation is thoughtful

and creative. Representation is symbolic and

explanation is thorough.

/5

Internet Workshop and DRC Responses to questions are

/20(10 points each)

complete and accurate. All categories are completed for at

least one book or website.

Wanted Poster Artistic representation is thoughtful

and creative. Poster includes all required

information.

/5

ABC Book Artistic representation is thoughtful

and creative. Information presented is accurate.

/5

Vocabulary Assessment All answers are complete and

correct./20

TOTAL /152

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