2016

Percy Jackson and the

Lightning Thief
UNIT PLAN
RACHAEL E. MOLIDOR
 Molidor 1

Goals:

 Students will be able to identify allegory and symbolism.

 Students will be able to find connections between themselves and the characters.

 Students will be able to understand different points of view.

 Students will realize the connection between identity and expectations.

 Students will have a firm understanding on their own character traits.

 Students will be able to adequately research a specific topic.

 Students will successfully be able to create a creative writing piece on a topic.

Assessment:

 Reading quizzes: 10 points each (there will be at least 10 of these quizzes pertaining to

important plot events, especially after reading assigned as homework)

 Daily journals: 30 points (students will not journal daily, but after an especially

important/controversial scene has happened in the book, they will write in their journals

about how they reacted to it, how it made them feel, if they can relate to it. If a student

has something they want to talk about, but it is not a journal day, I would encourage them

to tell me so we could have a discussion about it before class which may count as some

extra points for the whole class if the discussion is good).

o Dialogue journals: when assigned, they will write two questions about the chapter

to discuss with the group and two interesting events that happened in the chapter.

It will help them keep track of specific interesting chapters to use in their final

creative essay and to help study for the summative test.

 Vocab quizzes: 5 points (4 of these throughout the unit)

 Molidor 2

 Final test: 50 points

 Final project: 100 points

October 2016

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3 4 5 6 7

Intro to unit: Read ch. 1 & 2 in Ch. 2 cause and Read Ch. 5 Read Ch. 6&7
Jamaica Kincaid’s class out loud. effect worksheet Check reading Read ch. 8 for
Girl Begin to fill out Continue reading guide homework
Intro to novel handouts quietly Check graphic
themes independently. organizer
(Lesson plan) Read through ch.
4.
(Lesson plan)
 Molidor 3

10 11 12 13 14

Journal entry Finish Ch. 9 Quiz on Ch. 11 Predict what is Read ch. 14 and
about anything Read Ch. 10 (from homework) going to happen. journal.
from chapters 1-8 Fill out graphic Read ch. 12 Read ch. 13
Vocab quiz #1 organizers and In-class Vocab quiz #2 Read ch. 15 for
Begin reading reading guides discussion on homework
ch.9 important events

17 18 19 20 21

Vocab quiz #3 Ch. 16 reading Read ch. 17 Vocab quiz #4 Read Ch. 20
Discussion on if quiz. Brainstorm of Read ch. 18 in Two chapters left,
we like the book. possible people class reflection on book
Begin ch. 16; who would frame Ch. 19 as as a whole.
finish for Percy. homework Prediction on
homework ending activity.
Ch. 21 for
homework
(Lesson plan)
24 25 26 27 28

Ch. 21 quiz Read last chapter. Work on Work on Work on

Introduce Journal on summative summative summative
summative favorite part of assessment assessment assessment
assessment the book Research day Research day
Writing activity
Brainstorm about
project-writing
plan
(Lesson plan)
31 1 2 3 4

Work on Work on Presentation Presentation Go to 5th grade

summative summative classroom and
assessment assessment read essays!
Peer Edit Day! Due at end of
class

7 8 9 10 11

Review for test Percy Jackson Discuss the book Movie day Movie day
Summative Test as a whole, start Movie-book
Day Percy Jackson reflection due
Movie (Lesson plan)
 Molidor 4

Percy Jackson and the Lightning Thief Day 1

Class: 7th grade English

Lesson Plan Topic/Focus: Jamaica Kincaid’s Girl Commented [REM1]: Diversity
Date: Monday October 3rd, 2016

Common Core State Standards (CCSS)

 Determine a theme or central idea of a text and analyze its
development over the course of the text; provide and objective
summary of the text RL 7.2
 Determine an author’s point of view of purpose in a text and
analyze how the author distinguishes his or her position from that of others. RI 7.6

21st Century Skill(s)

 Reason Effectively
o Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
 Make Judgments and Decisions
o Effectively analyze and evaluate evidence, arguments, claims and beliefs
o Synthesize and make connections between information and arguments
o Interpret information and draw conclusions based on the best analysis
 Communicate Clearly
o Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
o Listen effectively to decipher meaning, including knowledge, values, attitudes,
and intentions
 Collaborate with Others
o Demonstrate ability to work effectively and respectfully with diverse teams
o Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member

Learning Target
 How do our parents expectations change the way we act?

Objectives
By the end of class today, students will…
 Understand how expectations can influence their actions.
o Accurate answers written on exit slips.
 Recognize expectations people have for them.
o 75% of students participate in the brainstorm.
 Molidor 5

o 100% of students write down ideas in their notebooks.

Anticipatory Set (5minutes)

 Ask students what type of expectation I have for them in the classroom.
 Ask what type of expectations their guardians have for them at home.
o Brainstorm with a partner different examples of expectations to share with the
class. 75% of students should share the examples they come up with.
o Provide examples of teacher expectations of students to facilitate discussion
 “I expect you to turn in your homework”
 “… to study for your test”
 “… to complete projects”
 “… to put in your best effort”
 What expectations do your parents have for you? Your friends?
Your coaches?

Teaching: Activities 30 minutes

 20 minutes: Read Jamaica Kincaid’s short story Girl out loud to the class.
o DRTA
 Read to “soak salt fish over night before you cook it”
 What does the dialogue sound like? (mother to daughter, possibly)
 What things is the speaker telling the audience to do? (chores,
domestic things)
o Who do you assume the speaker is talking to? What is their
gender?
 Stop after “but I don’t sing benna on Sundays at all and never in Sunday
school”
 Benna is a type of Gambian music
o https://www.youtube.com/watch?v=_GmkJdU36Pg
 Show video to demonstrate what the narrator did
not want her singing.
 Now that you know the speaker is talking to a young girl, are you
surprised by the way she talks to her?
 Stop at “this is how to behave in the presence of men who don’t know you
very well, and this way they won’t recognize immediately the slut I have
warned you against becoming;”
 Why do you think the speaker keeps calling the young lady a slut?
 Do you think we still see people trying to decide what type of
person young girls can be?
 Read the rest of the story
 Do you think these are realistic expectations for someone of your
age?
 Do you think it is too much responsibility for someone young?
 Molidor 6

 Why do you think the speaker wants to teach the young girl all
these things?
 5 minutes: Think-Pair-Share
o Are these good or bad expectations?
 Why or why not?
 Do you think they will benefit people in the long run?
 Do you think they are oppressive?
o Who is an example of someone who would have expectations like this?
 Parents/guardians
 Mentors
 5 minutes: Introduce how expectations form personalities
o What your parents expect you to believe shapes your moral values
o How your friends expect you to act is how you behave
o What your teacher expects in how well you do in school
 Ask them to write an example of an expectation someone has for them.

o
 Show photo to class
 Have students brainstorm where they learn their actions, who
teaches them to behave the way they do?
o Tell them how ultimately influences everything in our
lives.

Closure 10 minutes
 Introduce Percy Jackson and the Lightning Thief
o Have them flip through the Percy Jackson book.
 Study the cover.
 What do you notice about the chapters?
 Read the back cover description, what does it tell you about the book?
 Molidor 7

 Write down a prediction you have about the book in your journal.
o We will refer back to this prediction as we get farther along
on the novel.

Independent Practice
 No assigned homework

Materials
 Jamaica Kincaid’s short story Girl
o http://www.newyorker.com/magazine/1978/06/26/girl
 Writing utensil
 Paper

Modified from Madeline Hunters Lesson Plan Design

 Molidor 8

Reading Guide for The Lightning Thief

Directions: After being introduced to a god or goddess, you will record what page you found
them on and specific character traits that you think are important to the character. You may add
to this chart as we get farther in the book.
God/Goddess Page Number Character Traits

Zeus

Poseidon

Hades

Hermes

Ares
 Molidor 9

Mr. D (Dionysus)

Athena

Aphrodite

Hera

Artemis

Hephaestus

Kronos
 Molidor 10

Graphic Organizer for The Lightning Thief

Percy Jackson and the Lightning Thief

Characters Plot: Main events

While in the Underworld, Hades accuses Percy of stealing his helm,

they must get that to rescues Percy’s mother.
 Molidor 11

Percy Jackson and the Lightning Thief Day 3

Class: 7th grade English

Lesson Plan Topic/Focus: Cause and Effect Commented [REM2]: Reading technique
Date: Wednesday October 5th, 2016

Common Core State Standards (CCSS)

 Analyze how particular elements of a story or drama interact (e.g.,
how setting shapes the characters or plot). RL 7.3
 Analyze the interactions between individuals, events, and ideas in
a text (e.g., how ideas influence individuals or events, or how
individuals influence ideas or events). RI 7.3

21st Century Skill(s)

 Think Creatively
o Use a wide range of idea creation techniques (such as brainstorming)
 Reason Effectively
o Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
 Make Judgments and Decisions
o Effectively analyze and evaluate evidence, arguments, claims and beliefs

Learning Target
 How do events lead to different outcomes?

Objectives
By the end of class today, students will…
 Understand cause and effect in real life situations
o 75% of students participating in brainstorm after learning about examples
o 100% will record examples
o Cause and effect worksheet
 Be able to identify cause and effect as it relates to the novel
o Chapter 2 worksheet

Anticipatory Set (5minutes)

 Introduce the concept of cause and effect
o https://www.youtube.com/watch?v=bWK0PF_-fc8
 According to the video, what is cause and effect?
Teaching: Activities 30 minutes
 Molidor 12

 Demonstrate cause and effect.

o Turn off light (cause) room gets dark (effect)
 Brainstorm examples of cause and effect – record answers on board (5minutes)
o 75% will participate in brainstorm
o 100% will copy examples down in their notebook for reference.
 Hand out introduction worksheet to cause and effect (10 minutes)
o http://www.teach-nology.com/worksheets/language_arts/causeeffect/caueff1.pdf
o Go through answers as a class
 Chapter 2 cause and effect worksheet for the novel (approximately 15 minutes)
o Students will be able to use their books to complete the worksheet
o They will work independently and quietly
o They have the rest of the class to finish the worksheet

Closure 10 minutes
 If students finish the worksheet, they will spend the rest of the period reading chapter 3
and 4.

Independent Practice

 Finish the reading assignment for Thursday

o Read up to page 56.

Materials
 Cause and effect worksheet
 Writing utensil
 Books
 Notebooks

Modified from Madeline Hunters Lesson Plan Design

 Molidor 13

Cause/Effect Worksheet (Taken from Kathleen Joaquin’s of SAISD unit plan on The Lightning Thief)
The Lightning Thief
Ch. 2
Use your book to help you answer the following questions.
____1. Because Percy was having bad dreams, which of the following did NOT happen?
A. His grades dropped lower.
B. He got into more fights.
C. He got kicked out of Yancy.
D. He was cranky and irritable.

____2. What caused Percy to get expelled (kicked out) of Yancy?

A. He called his teacher an old sot
B. He cheated on his Tom Sawyer paper.
C. He kept having bad dreams.
D. He pushed Nancy into the fountain.

____3. When Percy went to ask Mr. Brunner for help with his Latin test, what happened?
A. Mr. Brunner wasn’t there.
B. He overheard a conversation between Grover and Mr. Brunner.
C. Grover helped him instead.
D. He got lost and just went back to room.

____4. Why did Mr. Brunner stop talking and check the hallway?
A. Grover heard a noise.
B. Percy called his name.
C. Mr. Brunner heard a noise.
D. He was done talking to Grover.
 Molidor 14

____5. Because Mr. Brunner said Yancy wasn’t the place for Percy, Percy _____.
A. yelled at him.
B. ran out of the room.
C. had a stinging in his eyes.
D. disagreed with him.

____6. Why does Percy not get to go anywhere special during the summer?
A. He’s in trouble for getting kicked out of Yancy.
B. Grover won’t let him.
C. He doesn’t want to go anywhere.
D. His family isn’t rich.

Pg. 2
____7. When Percy asks Grover about the Kindly Ones, Grover ______
A. gets fidgety and nervous.
B. pretends he doesn’t hear Percy.
C. gets angry at Percy.
D. tells Percy about them.

____8. Because Grover is worried about Percy over the summer, he________.
A. says he is going to live with Percy.
B. gives him a good luck charm.
C. asks Percy to come live with him.
D. gives him his business card.

____9. What caused the Greyhound bus to pull over?

A. It had a flat tire.
B. Three old ladies flagged it over.
C. Someone shouted “Fire.”
D. Black smoke poured into the bus.
 Molidor 15

____10. While Percy is waiting for the bus, he sees ________.

A. A taco stand.
B. Three old ladies sewing in rocking chairs.
C. Mrs. Dodds calling him to cross the street.
D. Grover helping the bus driver.

____11. Because three old ladies were looking directly at Percy,

A. Grover gets jealous.
B. Percy decides to talk to them.
C. Grover decides to talk to them.
D. Grover gets very nervous.

____12. What caused Grover to get extremely upset?

A. Percy was mean to him.
B. Percy saw the three old ladies snip yarn with scissors.
C. The three old ladies smiled cruelly at Grover.
D. The bus was ready to leave.

Answer Key: 6. D

Cause/Effect Ch. 2 7. A

1. C 8. D

2. D. 9. D.

3. B 10. B

4. C 11. D

5. C 12. B
 Molidor 16

Percy Jackson and the Lightning Thief Day 15

Class: 7th grade English

Lesson Plan Topic/Focus: Book reflection and prediction
Date: Friday October 21st, 2016

Common Core State Standards (CCSS)

 Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
RL 7.1

21st Century Skill(s)

 Think Creatively
o Use a wide range of idea creation techniques (such as brainstorming)
 Work Creatively with Others
o Develop, implement and communicate new ideas to others effectively
 Reason Effectively
o Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
 Make Judgments and Decisions
o Effectively analyze and evaluate evidence, arguments, claims and beliefs

Learning Target
 Work on predictions
 Discuss elements of the book that make it good or bad.

Objectives
By the end of class today, students will…
 Be able to make accurate predictions using the text as evidence
o DRTA prompts.
 Be able to determine which character they identify with and why
o Exit slip
 Be able to identify elements of the book that they believe make it good or bad for them
o 90% of students participating in class discussion
o If they do not participate, everyone will do a journal entry with the same prompt.

Anticipatory Set (2 minutes)

 Group share on what our favorite books are and why
o Give personal example
Teaching: Activities 33 minutes
 Molidor 17

 Read chapter 20 “I Battle My Jerk Relative” (14 pages) – 20 minutes

o DRTA
 Based on the title:
 Who do you think Percy will have to fight? A god or a demigod?
 Will he win?
 Stop after “By sundown today…” pg. 321
 Who do you think is framing Percy?
o Why would someone do it?
 Stop at “with that kind of fire power” on page 323
 Do you think Ares is working for someone else?
 Why?
 Stop at “are you going to fight me now?” pg. 325
 Do you think Percy is being stupid or brave?
o Why?
 Stop at “carbonation behind a cork” pg. 329
 Who do you think will win the fight?
o Have people show by a raise of hands Ares or Percy
 Stop at “I picked it up and walked toward my friends”
 Do you think Ares’ curse is true?
o Share predictions about how the curse will effect Percy.
 Class discussion (13 minutes)
o Do you like the book?
 What about it makes you like or dislike it?
 What do you think will happen in the last two chapters?
 Would you recommend this book to a friend who has not read it before?

Closure (5 minutes)
 Write on a piece of notebook paper which character you identify with in the book and
why.
o Turn it in to me as you leave the room.

Independent Practice

 Read chapter 21 over the weekend (pg. 334-353)

o Remind students that there will be a chapter quiz on Monday.

Materials
 Writing utensil
 Books
 Notebooks
Modified from Madeline Hunters Lesson Plan Design
 Molidor 18

Percy Jackson and the Lightning Thief Day 18

Class: 7th grade English

Lesson Plan Topic/Focus: Summative writing assignment Commented [REM3]: Writing activity/project
Date: Wednesday October 26th, 2016

Common Core State Standards (CCSS)

 Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
RL 7.1
 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of
relevant content. W 7.2

21st Century Skill(s)

 Think Creatively
o Use a wide range of idea creation techniques (such as brainstorming)
 Work Creatively with Others
o Develop, implement and communicate new ideas to others effectively
 Communicate Clearly
o Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
o Use communication for a range of purposes
o Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact

Learning Target
 Pick a parent to write their creative essay about
 Begin research process

Objectives
By the end of class today, students will…
 Have picked the god/goddess/creature to write their essay about
o They will turn in an exit slip on who they chose with one sentence on why
 Begin research on their god/goddess/creature
o On exit slip they will write down at least one URL website that they found about
the deity they have chosen.

Anticipatory Set (3 minutes)

 Journal on their favorite part of the book
o Share some scenes with the rest of the class
 Molidor 19

Teaching: Activities 42 minutes

 Brainstorm as a class what gods/goddesses/creatures were in the group
o They have a reading guide to help them organize the gods/goddesses.
 They need to get this out and refer to it as we discuss.
 Introduce Camp Half-Blood Writing Assignment
o Pass out description of the assignment to the students
 We will go over it as a class
 Think-Pair-Share
o Tell your partner which demigod you identified with by the end of the book and
why
 This will help them to better decide who they might want to pick as their
“parent”
 If they did not identify specifically with the traits of one character,
they will have time to research what god/goddess they most
associate on the laptops.
 Distribute laptops to the students
 Begin research on Greek gods/goddess/creatures
o If they are having trouble, direct them to
http://www.dl.ket.org/latin/mythology/1deities/gods/olympians/data/12olymgods.
htm
 Website names the 12 main Olympian gods and their symbol.
 They cannot use this website on their exit slip.
o Rest of the period is theirs to research
 Leave five minutes for exit slip.

Closure (5 minutes)
 Fill out exit slip
o Which Greek god they identify with
o URL of website they found about their god.

Independent Practice

 No assigned homework. They may get ahead on the project if they are able to.

Materials
 Laptops
 Books
 Notebooks
 Writing utensils

Modified from Madeline Hunters Lesson Plan Design

 Molidor 20

WELCOME TO CAMP HALF-BLOOD

Your final project is a creative writing and research project! You will pick and then research one

Greek god, goddess, or creature that you identify with (it does not have to be a character from the

book, but it definitely can be!) You will research characteristics and symbols of a deity or

creature of choice to use in a creative biography. You will have time to work on your research

and final essay in-class. After our presentations are done, we will go as a class to the fifth grade

classroom and you will read your creative piece to the younger students. You will be responsible Commented [REM4]: Activism

for answering any questions they may have!

For your essay (at least 3 pages):

You will create a creative biography of yourself with one of the Greek gods, goddesses, or a

creature from Greek mythology as your parent. Please include:

 Who is your parent?

 Why they would be your parent (What characteristics do you share with them?),

 Different traits you would have as a demi-god that you share with your parent (are you

brave? Are you passive? Do you like to get involved with things in the camp? Are you

aggressive?)

 You will include at least FIVE vocab words from the book in your final essay.

 You must include a bibliography

o If you pick a character from the novel, you may cite the novel as one of your

sources (but make sure you take some characteristic of the god/goddess/creature

that is in the novel)

 Molidor 21

For your presentation (at least five slides, no more than 10):

You will also create a short presentation of your “parent” that you will present to the class! You

must include visuals in your presentation. Be prepared to practice your presentation with family

and friends before you present to the class. The research for the presentation will be done in-

class.

 Who is your parent?

 What are their characteristics?

 What is their symbol/what are they in charge of?

 What is a famous myth about them?

 Include some detail on why you chose this parent, what qualities you share.

 Any other information that you think is interesting!

 Molidor 22

Essay Rubric

Not Yet Almost You Got It WOW!

There
Characteristics:
Student includes
multiple
characteristics
and facts about
their deity.
Creativity: the
student related
herself to the
Greek deity in a
creative way that
makes sense.
Shows clear
connection
between
themselves and
their “parent”.
Vocab: Student
has at least 5
vocab words and
they are used
correctly
Grammar: Final
paper does not
have constant
and distracting
errors that
change the
meaning.
Bibliography:
Sources are
correctly cited in
the essay and at
the end of the
paper.
 Molidor 23

Presentation Rubric

Not Yet Almost You Got It WOW!

There
Slides: there are
at least 5 slides
but no more than
10.
Clear order and
message shown
through slides.
Visual: Student
includes
appropriate
pictures of their
deity.
Presentation:
Student presents
information to
the class in a
clear and loud
voice with few
mistakes or filler
words.
 Molidor 24

Percy Jackson and the Lightning Thief Day 30

Class: 7th grade English

Lesson Plan Topic/Focus: Summative writing assignment
Date: Friday November 11th, 2016

Common Core State Standards (CCSS)

 Compare and contrast a text to an audio, video, or multimedia
version of the text, analyzing each medium’s portrayal of the
subject. RI 7.7

21st Century Skill(s)

 Think Creatively
o Use a wide range of idea creation techniques (such as brainstorming)
 Work Creatively with Others
o Develop, implement and communicate new ideas to others effectively
o Be open and responsive to new and diverse perspectives; incorporate group input
and feedback into the work.
 Reason Effectively
o Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
 Make Judgments and Decisions
o Effectively analyze and evaluate evidence, arguments, claims and beliefs

Learning Target
 Analyze differences between literature and film.

Objectives
By the end of class today, students will…
 Be able to recognize the differences in movie adaptation of Percy Jackson and the
Lightning Thief

Teaching: Activities (30 minutes)

 Finish the Percy Jackson film today!
o Throughout the film, the students should have been noting difference between the
book and the movie
 After the movie is finished, write down a journal entry about which version the students
liked better (film or movie) and explain why
o Think-pair-share
 With a partner, they will tell what they chose and why
 Molidor 25

 Have a discussion with each other about the differences they found
in the movie and the book and if they liked the changes or not.
o Add partner’s opinions to written evidence of contrasts
between film and book.

Closure (10 minutes)

 Go through books, make sure they are not damaged too terribly that they cannot be used
again

Independent Practice

 No assigned homework.

Materials
 Books
 Notebooks
 Writing utensils

Modified from Madeline Hunters Lesson Plan Design

 Molidor 26

Handouts: Handouts will be graded accordingly.

 Graphic organizer and reading guide will be graded on completion, they will be low

stakes and will not influence their grade dramatically

 Their chapter quizzes and vocab quizzes will be graded by me. Each question/definition

will be 1 point. These are also low stakes.

 The summative assessment project counts for a large portion of the grade. They will

have class time to work and nearly complete both the essay and the presentation. They

will do peer feedback of a rough draft of one day in order to gauge how well they are

meeting the rubric standards.

 The summative test will be similar to the quizzes. If they are doing well on the quizzes,

they should do well on the test. It will predominately be multiple choice with a few

vocab questions. Like the quizzes, the majority of the questions will hold the weight of 1

point, while writing definitions will be up to 5 points.