The Major Greek Gods and Goddesses - Part 1

Aim:
IWBAT list and describe characteristics of the major Greek gods and goddesses.

Tasks:
1. Homework Check (5 minutes): review answers to "The Legend of Perseus - Part 2"

• view accompanying text here

2. Read The Lightning Thief (30 minutes):
Chapter 6: "I become supreme lord of the bathroom" -- pp. 75-92
(audiobook: Part 2, 48:06 to end AND Part 3, 00:00 to 04:02)


3. Quill.org (10 minutes): complete the lesson that is due today, April 29th

• Finished Early? You may:
• work on other assigned Quill lessons
• read your AR book silently
• work on TeenBiz3000
• learn more about Perseus
• explore other Greek gods and goddesses
• watch the author speak about his book, The Lightning Thief
• watch videos about the fates: here, here, and here
• learn more about the fates on the Camp Half-Blood Wiki
• explore other characters on the Camp Half-Blood Wiki

4. The Major Greek Gods & Goddesses:

5. Research Characteristics of Major Gods: Use Percy Jackson and the Olympians: The Ultimate Guide (pages 64-83) to research the major Greek gods and goddesses and record your learning on this graphic organizer

Homework: Poetry Analysis: "Bird of Dreams"

Bird of Dreams 

1 At night in dream I travel from my bed.

2 On wing of light I soar across vast skies

3 Where colors swirl and dance, and mingle and soar,

4 To far beyond the veil, where Phoenix flies.

5 The Phoenix is a wondrous bird of dreams.

6 Each five hundred years she builds a nest,

7 Piling feathers, branches, twigs, and leaves—

8 Now will she lay her eggs and sit to rest?

9 But no! The Phoenix strikes a blazing spark

10 And sets her cozy nesting place afire!

11 She dives in flight into the dancing flames!

12 Why does she go into the flaming pyre?

13 There is no need to weep, for all is well.

14 For her the pyre’s fiery heat and flame

15 Burn away the years. She is reborn!

16 Her radiant, shining youth she doth reclaim.

17 The pyre burns down to ash, and all is still.

18 And from the ashen pile, her eyes alight,

19 The Phoenix rises up into the sky,

20 Renewed, with feathers luminous and bright!

21 And so this night, perchance my dreams will go

22 With wondrous Phoenix rising in the sky,

23 To soar among the planets and the stars,

24 Deep in the night to fly and fly and fly!

Evaluating the Accuracy of the Characters: Chiron

Aim:
IWBAT evaluate whether Rick Riordan accurately represents Chiron in The Lightning Thief.

Percy and Chiron

Tasks:
1. Homework Check (5 minutes): review answers to "The Legend of Perseus"

• view accompanying text here

2. Summarize Chapters 3-4 of The Lightning Thief (5 minutes): 

• Percy travels home to New York City after school ends at Yancy Academy
• Percy's mother lives with Smelly Gabe, who is awful
• He and his mother travel to Montauk, a beach town on Long Island in New York
• Grover unexpectedly shows up at the cabin door, appearing as a half-man/half-goat, or satyr
• Grover tells them that Percy is in danger, so they get in the car and leave as fast as possible, as they are running from an unknown monster
• During the hurricane, their car is struck by lightning and lands in a ditch
• The monster, a minotaur (half-man/half-bull), charges towards them and vaporizes Percy's mom
• Angry, Percy manages to pull of one of the minotaur's horns and stab the horn into its ribcage
• Percy gathers Grover and struggles to make it to a farmhouse down the hill
• He is delirious but remembers seeing Mr. Brunner and a girl talking about him (saying, "He's the one"), just before passing out

3. Read The Lightning Thief (30 minutes): Chapter 5: "I play pinochle with a horse" -- pp. 57-74
(audiobook: Part 2, 19:27 to 48:06)


4. Quill.org (10 minutes): complete the lesson that is due today, April 28th

• Finished Early? You may:
• work on other assigned Quill lessons
• read your AR book silently
• work on TeenBiz3000
• learn more about Perseus
• explore other Greek gods and goddesses
• watch the author speak about his book, The Lightning Thief
• watch videos about the fates: here, here, and here
• learn more about the fates on the Camp Half-Blood Wiki
• explore other characters on the Camp Half-Blood Wiki

5. Evaluate the Accuracy of the Myths in The Lightning Thief (5 minutes)

• review aim: IWBAT evaluate whether Rick Riordan accurately represents Chiron in The Lightning Thief.
• watch video:

6. Compare and Contrast Chiron from The Lightning Thief and Greek Mythology (30 minutes): click here to access the classwork

   

7. Close-Out (5 minutes):

• Submit classwork.
• Collect books and headphones.
• Clean up workspace.
• Complete agenda: "The Legend of Perseus - Part 2"
• Pass out and explain homework.
• Assign yourself silently.

Today's Homework: "The Legend of Perseus - Part 2"

• view accompanying text here

Revising Fates Analysis - Part 2

Aim:
IWBAT revise my analysis of the fates, in order to improve the quality of evidence from both The Lightning Thief and online research sources.

Everyone:
1. Homework Check: review answers to "Protecting Our Parks" (TFK)

• View online TFK article: "Protecting Our Parks"

2. Aims and Agenda + Split into Groups


Rotation A:
3. Read The Lightning Thief:  Chapter 4: "My Mother Teaches Me Bullfighting": pp. 44-56
(audiobook: Part 2, 00:00 to 19:27)


4. Quill.org: complete all unfinished lessons -- due today!

5. Finish Typing Analysis Paragraph About the Fates:

• Open Google Drive.
• Find the document called "My Analysis of the Fates in The Lightning Thief" and open it. 
• You can locate this document by typing "fates" in the search box in Google Drive.
• Type your paragraph, in which you use the information you have learned through research in order to infer meaning in Chapter 2 of The Lightning Thief:
• Who and what does Percy see?
• Why is Grover scared?
• What does this mean?
• How do you know?

6. Finished Early? Complete the activities of your choice.

• continue working on Quill
• read your AR book silently
• work on TeenBiz3000
• listen to an audio adaptation of "The Most Dangerous Games"
• read a biography of Richard Connell or one of his other short stories
• learn more about Perseus
• explore other Greek gods and goddesses
• watch the author speak about his book, The Lightning Thief
• watch videos about the fates: here, here, and here
• learn more about the fates on the Camp Half-Blood Wiki
• explore other characters on the Camp Half-Blood Wiki

Rotation B:

7. Review this scoring rubric to make sure your paragraph meets the criteria for success:

	3	2	1
description of the scene in the text	the scene is accurately and vividly described, as it occurs in the book	there are several details from the book included	details are lacking or inaccurate
use of direct quote from the text	a relevant, correctly-cited quote from the book makes the description clear	the direct quote is incorrectly cited or is unclear or imprecise in purpose	missing a direct quote, or irrelevant to the content of the paragraph
inferring the meaning of events in the text	clear, well-explained, and reasonable interpretation of the scene from the book	the meaning of the scene is explained	an explanation of the meaning of the scene is missing, confusing, or incorrect
use of evidence from online source	relevant, correctly-cited, and paraphrased information from an online source makes the interpretation clear and effective	information from online source(s) make it easier to understand the interpretation; may be cited incorrectly or not at all	evidence is lacking or plagiarised, or it does not clearly relate to the content of the paragraph
use of conventions and professionalism	neat and pleasing to read, with strong use of conventions (capitalization, punctuation, spelling, grammar)	contains errors but the writing is still easy to read	contains many errors in capitalization, punctuation, spelling, grammar, or formatting

8. Partners Revise/Edit Analysis

1. Rotate desks.
2. Read partner's analysis paragraph.
3. Rate partner's analysis paragraph using rubric.
4. Provide one (or more) strength and one (or more) area for growth.
5. Repeat steps #1-4 twice more.

9. Revise Analysis Paragraph to Improve Use of Evidence:

• Improve your description of the fates from The Lightning Thief.
• Include a direct quote from the novel in your paragraph.
• Cite the source by adding the author's name (Riordan) and the page number in parentheses after the quoted text.
• example: In The Lightning Thief, Percy said, "Look, I didn't want to be a half-blood" (Riordan 1).
• In your analysis, you need to include factual information from online sources. 
• Paraphrase this information (put it in your own words).
• Do not just copy and paste from the source.
• Cite the source by adding the name of the source in parentheses after the paraphrased information.
• example: The fates did not determine the destiny of the gods; they fulfilled what Zeus told them to do (Encyclopedia Britannica).
• If you need to access the research sources again, you can find them here:
• Encyclopedia Britannica (username: kippbayview, password: ligers)
• Encyclopedia Mythica
• Godchecker
• Disney Wiki
• videos: here (informational), here (Barbie-style), and here (from Disney's Hercules)
• Edit by ensuring that the author has:
• written in complete sentences
• used academic vocabulary and tone
• indented the paragraph
• correctly spelled and capitalized all names: Percy, Grover, Mr. Brunner
• underlined or italicized the book title: The Lightning Thief
• put quotation marks around both sides of direct quotes
• included the page number of the direct quote
• Mr. T says, "Put words directly from the book in quotation marks, and be careful with punctuation marks!" (118).
• included the name of all online sources (in parentheses after the information)

10. Finished Early? Complete the activities of your choice.

• continue working on Quill
• read your AR book silently
• work on TeenBiz3000
• listen to an audio adaptation of "The Most Dangerous Games"
• read a biography of Richard Connell or one of his other short stories
• learn more about Perseus
• explore other Greek gods and goddesses
• watch the author speak about his book, The Lightning Thief
• watch videos about the fates: here, here, and here
• learn more about the fates on the Camp Half-Blood Wiki
• explore other characters on the Camp Half-Blood Wiki

Everyone:
11. Read "The Legend of Perseus"

12. Close-Out 


Today's Homework: "The Legend of Perseus" -- view accompanying text here

Revising My Fates Analysis Paragraph + Chapter 3 of The Lightning Thief

Aims:
1. IWBAT compose a paragraph to infer meaning about characters in chapter of The Lightning Thief, using information gathered through online research.
2. WBAT revise my paragraph to include direct evidence from both The Lightning Thief and online research sources.

Tasks:
1. Homework Check (5 minutes): review answers to "Ocean Invaders" (TFK)

2. Read The Lightning Thief (25 minutes): Chapter 3: pp. 29-43
(audiobook: Part 1, 41:33 to 1:05:20)


3. Quill.org (10 minutes): complete the lessons due April 22nd, 23rd, and 24th

• If you are have any uncompleted activities that were due before today, please complete those activities before moving onto other choice activities.
• When you are finished, complete the early finisher activity of your choice (see Task #5).
• Remember, all assigned activities are due by Friday, April 25th.

4. Type Analysis Paragraph About the Fates (15 minutes):

• Open Google Drive.
• Find the document called "My Analysis of the Fates in The Lightning Thief" and open it.
• Type your paragraph, in which you use the information you have learned through research in order to infer meaning in Chapter 2 of The Lightning Thief:
• Who and what does Percy see?
• Why is Grover scared?
• What does this mean?
• How do you know?
• You may make corrections to it, elaborate your ideas, or do anything else necessary to make it your best work. Be sure that you answer all four sub-questions.

5. Revise Analysis Paragraph to Include Direct Evidence (20 minutes):

• Improve your description of the fates from The Lightning Thief.
• Include a direct quote from the novel in your paragraph.
• Cite the source by adding the author's name (Riordan) and the page number in parentheses after the quoted text.
• example: In The Lightning Thief, Percy said, "Look, I didn't want to be a half-blood" (Riordan 1).
• In your analysis, you need to include factual information from online sources. 
• Paraphrase this information (put it in your own words).
• Do not just copy and paste from the source.
• Cite the source by adding the name of the source in parentheses after the paraphrased information.
• example: The fates did not determine the destiny of the gods; they fulfilled what Zeus told them to do (Encyclopedia Britannica).
• If you need to access the research sources again, you can find them here:
• Encyclopedia Britannica (username: kippbayview, password: ligers)
• Encyclopedia Mythica
• Godchecker
• Disney Wiki
• videos: here (informational), here (Barbie-style), and here (from Disney's Hercules)
• Review this scoring rubric to make sure your paragraph meets the criteria for success:

	3	2	1
description of the scene in the text	the scene is accurately and vividly described, as it occurs in the book	there are several details from the book included	details are lacking or inaccurate
use of direct quote from the text	a relevant, correctly-cited quote from the book makes the description clear	the direct quote is incorrectly cited or is unclear or imprecise in purpose	missing a direct quote, or irrelevant to the content of the paragraph
inferring the meaning of events in the text	clear, well-explained, and reasonable interpretation of the scene from the book	the meaning of the scene is explained	an explanation of the meaning of the scene is missing, confusing, or incorrect
use of evidence from online source	relevant, correctly-cited, and paraphrased information from an online source makes the interpretation clear and effective	information from online source(s) make it easier to understand the interpretation; may be cited incorrectly or not at all	evidence is lacking or plagiarised, or it does not clearly relate to the content of the paragraph
use of conventions and professionalism	neat and pleasing to read, with strong use of conventions (capitalization, punctuation, spelling, grammar)	contains errors but the writing is still easy to read	contains many errors in capitalization, punctuation, spelling, grammar, or formatting

6. Finished Early? Complete the activities of your choice.

• continue working on Quill
• read your AR book silently
• work on TeenBiz3000
• listen to an audio adaptation of "The Most Dangerous Games"
• read a biography of Richard Connell or one of his other short stories
• learn more about Perseus
• explore other Greek gods and goddesses
• watch the author speak about his book, The Lightning Thief
• watch videos about the fates: here, here, and here
• learn more about the fates on the Camp Half-Blood Wiki
• explore other characters on the Camp Half-Blood Wiki

7. Close-Out 


Today's Homework: "Protecting Our Parks" (TFK)

• Read the articles from Time For Kids:
• "Lionfish on the Loose"
• "The Top 5 Types of Trash"
• "Protecting Our Parks"
• "Chasing Sharks"
• "The Battle for Bugs"
• Please keep your Time For Kids magazines in your homework folder. You will use them all week!

Researching the Fates

Aim:
IWBAT use various sources to research information about the fates and use this information to infer meaning of a scene in Chapter 2 of The Lightning Thief.

Tasks:
1. Homework Check (5 minutes): review answers to "Lionfish on the Loose" (TFK)

2. Read The Lightning Thief (20 minutes): Chapter 2: pp. 16-28
(audiobook: Part 1, 22:49 to 41:33)


3. Quill.org (10 minutes): complete the lesson that is due today, April 22nd

• Finished Early? You may:
• work on other assigned Quill lessons
• read your AR book silently
• work on TeenBiz3000
• listen to an audio adaptation of "The Most Dangerous Games"
• read a biography of Richard Connell or one of his other short stories
• learn more about Perseus
• explore other Greek gods and goddesses
• watch the author speak about his book, The Lightning Thief
• watch videos about the fates: here and here (or below)

4. Research the Fates (35 minutes): Use various sources to learn about the fates in Greek mythology -- complete classwork here

     

5. Exit Slip (10 minutes): Based on what you have learned, infer meaning in Chapter 2 of The Lightning Thief: 

• Who and what does Percy see?
• Why is Grover scared?
• What does this mean?
• How do you know?

6. Close-Out (5 minutes)

• Hungry for More? Learn more about the fates on the Percy Jackson wiki page.

Today's Homework: "Ocean Invaders" (TFK)

• Read the articles from Time For Kids:
• "Lionfish on the Loose"
• "The Top 5 Types of Trash"
• "Protecting Our Parks"
• "Chasing Sharks"
• "The Battle for Bugs"
• Please keep your Time For Kids magazines in your homework folder. You will use them all week!

Q3 Awards Ceremony: Character Nominations

Introduction to The Lightning Thief

Aim:
IWBAT predict what will happen in selected chapters of The Lightning Thief.

Tasks:
1. Do Now (8 minutes): Quill updated this weekend and is not working correctly: instead, complete this simple verb tense review:

• Part 1: Tackling Tenses: Identify whether the sentence is written in the simple past, simple present, or simple future tense: Click Here
• Part 2: Irregular Past Tense Verbs: Play this game by yourself (a 1-player game). For each sentence or question, type in the correct past tense irregular verb form: Click Here

2. Homework Check (5 minutes): review answers to "The Adventures of Perseus"

3. Think About It (5 minutes): Connect to the story by freewriting -- view classwork here

4. Previewing the Text (10 minutes): Analyze the front and back sides of the book. Then answer some questions to preview the text and make predictions about the plot.

5. Watch Trailer for The Lightning Thief movie (3 minutes):

6. Readers' Theater (20 minutes): In groups of 6-9, read a play to preview the events of Chapter 1 of The Lightning Thief.

7. Read The Lightning Thief (25 minutes): Chapter 1: pp. 1-15
(audiobook: Part 1, 0:09 to 22:49)


8. Exit Slip (5 minutes): Read through the table of contents and predict what will happen in two selected chapters of The Lightning Thief.

9. Close-Out (5 minutes):

• Pass in classwork from today.
• Clean up classroom.
• Complete agenda: "Lionfish on the Loose".
• Receive TFK and homework.
• Assign yourself silently until the next class begins.

Today's Homework: "Lionfish on the Loose" (TFK)

• Read the "Lionfish on the Loose" article in Time For Kids.
• Please keep your Time For Kids magazines in your homework folder. You will use them all week!

How Many Jelly Beans?

The Most Dangerous Game - Part IV

Aims:
1. IWBAT compare "The Most Dangerous Game" to The Hunger Games.
2. IWBAT analyze how the setting of "The Most Dangerous Game" influences the conflict and its resolution.

Tasks:
1. Do Now: Quill.org -- finish all lessons (due today!)

• Remember, you are graded on Friday based on your completion of all assigned lessons!
• Finished Early? You may: (1) read silently, (2) work on TeenBiz3000, (3) listen to an audio adaptation of "The Most Dangerous Games", or (4) read a biography of Richard Connell or one of his other short stories.

2. Homework Check: "The Most Dangerous Game"

• FORMAT: friendly letter
• AUDIENCE: people on the mainland
• ROLE: Sanger Rainsford, expert hunter who is trapped on Ship Trap Island
• TOPIC: help! please save him from the island

4. Analysis: Part III of "The Most Dangerous Game": view classwork here

5. 1932 Film: The Most Dangerous Game

6. Homework: "The Adventures of Perseus": view myth and homework here

Audiobook:

The Most Dangerous Game - Part II

Aim:
IWBAT determine the degree to which the plot of "The Most Dangerous Game" is contrived or realistic.

General Zaroff from The Most Dangerous Game

Tasks:
1. Do Now: Quill.org -- work towards completing the lesson due April 16th (tomorrow)

• Remember, you are graded on Friday based on your completion of all assigned lessons!
• Finished Early? You may: (1) read silently, (2) work on TeenBiz3000, (3) read an interview with Suzanne Collins, (4) read a review of The Hunger Games book and decide whether you agree with the author, (5) read a review of Catching Fire, the second book in The Hunger Games trilogy by Suzanne Collins, or (6) listen to an audio adaptation of the longer story we will read this week.

2. Homework Check

3. Contrived vs. Realistic

• realistic means true to life (seems real)
• contrived means forced, outrageous, fake, or phony (maybe hyperbole)

4. Part II of "The Most Dangerous Game"-- read pages 14-26 (audiobook: 16:15 to 34:02)

5. Analyze the Text: view classwork here


Homework: Nonfiction Genres

The Most Dangerous Game - Part I

Aim:
IWBAT determine the degree to which the plot of "The Most Dangerous Game" is contrived or realistic.

Tasks:
1. Do Now: Quill.org -- work towards completing the lesson due April 16th (tomorrow)

• Remember, you are graded on Friday based on your completion of all assigned lessons!
• Finished Early? You may: (1) read silently, (2) work on TeenBiz3000, (3) read an interview with Suzanne Collins, (4) read a review of The Hunger Games book and decide whether you agree with the author, (5) read a review of Catching Fire, the second book in The Hunger Games trilogy by Suzanne Collins, or (6) listen to an audio adaptation of the longer story we will read this week.

2. Housekeeping:

• grade homework from last Friday: "More Than a Game?" (TFK)
• grade homework from last Tuesday: "Australia's Dangerous Residents"
• review expectations regarding Quill
• review grades in ELA

3. Contrived vs. Realistic

• realistic means true to life (seems real)
• contrived means forced, outrageous, fake, or phony (maybe hyperbole)

4. Part I of "The Most Dangerous Game"-- read pages 3-14 (audiobook: 01:08 to 16:15)

5. Analyze the Text: view classwork here


Homework: "Banning Dodgeball?" (TFK Debate)

Yearbook Superlative Survey

Take the survey here.