EngageNY
Planning for Writing: Introduction and Conclusion of a Literary Analysis
It's all about the introduction. Scholars work on the introductory paragraph for their essays, connecting the theme of a myth and The Lightning Thief. They use a graphic organizer to help focus their work and then move to working on the...
EngageNY
Meeting the Main Character: Launching The Lightning Thief (Chapter 1)
Three is company! Scholars work in groups of three to discuss quotes from the first pages of The Lightning Thief. Each group records their thinking on the paper of the quotes before talking about Percy's character using the Making...
EngageNY
Inferring about Character: Close Reading of The Lightning Thief (Chapter 3)
Stick it to them! Scholars work to write the gist of sections of text on sticky notes and place them in chapter three of The Lightning Thief. They then share what they wrote with classmates in their triad. The group reads selections of...
EngageNY
Vocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightning Thief (Chapter 3, Continued)
That is very unexpected! Scholars take a close look at the word unexpectedly from chapter three of The Lightning Thief. They examine the prefix and think of other words that have the same prefix. Learners regroup in their triads and take...
EngageNY
Building Background Knowledge About the Hero’s Journey, Part 2: Acts 2 and 3 Plus Focusing on Key Vocabulary in “The Hero’s Journey”
It's all in the details. Scholars read acts two and three of The Hero's Journey and collect important details from the text. They share their notes with their peers and listen for key words from the story. They then turn their attention...
EngageNY
Writing with Evidence: Percy and the Hero’s Journey (Chapter 7)
Read, set, write! Scholars participate in the first fully independent writing task of the unit as they write about how Percy’s experience in The Lightning Thief aligns with The Hero’s Journey. To begin their writing, they complete a...
EngageNY
What Makes a Myth a Myth? Comparing “Cronus” and “Shrouded in Myth”
Scholars complete a Venn diagram to compare and contrast Cronus and Shrouded in Myth. Learners work in their triads to write similarities and differences on sticky notes. They then take a look at the text The Key Elements of...
EngageNY
Building Vocabulary: Working with Words about the Key Elements of Mythology
Build vocabulary one word at a time. Scholars work to create word models to describe the key elements of myths. After viewing and discussing glossaries, they begin working in triads on their models that include the word, synonyms,...
EngageNY
Analyzing the Model Analytical Mini-Essay: “Elements of Mythology and Theme of Cronus”
It's time to make a claim. Scholars learn what it means to make a claim by first looking at a model analytical mini-essay to determine how the author relayed ideas. Pupils then work with partners to discuss how the author might have...
EngageNY
Analyzing Details in “Prometheus” for Elements of Mythology and Theme
Well isn't that clever? Scholars read Prometheus, a tale describes the clever Greek god and trickster. They tune into details and complete graphic organizers that reveal the theme of the text.
EngageNY
Drafting an Analytical Mini-Essay: Using Partner Talk and Graphic Organizers to Guide Thinking
Moving on up ... Scholars take a look at how the author of the model essay Elements of Mythology and Theme of Cronus moved up in the writing process from a graphic organizer to an essay. After walking through the writing process of the...
EngageNY
Determining Theme: Reading Myths in “Expert Groups”
Leave it to the experts. Scholars work in expert groups to analyze new myths. Each group is assigned to become an expert on either The
Fates, The Story of Medusa and Athena, or Theseus and the Minotaur. They answer questions and...
EngageNY
Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
See what peers really think. Scholars give a peer critique of the their essay drafts from the previous lesson plan. They then participate in a mini lesson plan about pronouns. Pupils write examples of each type of pronoun on sticky notes...
EngageNY
Expert Groups: Research 2
Continue on. Scholars continue the research they began in their expert groups in instructional activity six. They read text and task cards from their research folders and share what they have gathered in research thus far. Individuals...
EngageNY
End of Unit Assessment: Final Draft of Hero’s Journey Narrative
All journeys must come to an end. Using the final lesson in the series, pupils analyze a model narrative for use of transitional words and phrases. Next, they apply their learning to their final drafts of their hero's journey...
EngageNY
Reading for Gist: “Middle Ages” Excerpt 2
Read and repeat. Scholars repeat the strategies for digging deeper into text from activity two. This time they focus on Middle Ages Excerpt 2. Learners write unfamiliar words in the word catcher and use details from the text to add to...