UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Alyxandria Muzgay PSMT Name: William Black

Lesson Plan Percy Jackson and the Lesson Plan Topic: Reading
Title: Olympians – The
Lightning Thief
Date: 9/23-9/27 Estimated Time: 50-60 minutes/day
Grade Level: 4 School Site: William Snyder

1. State Standard(s):
 RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition
of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures
 RL.4.4 Determine the meaning of words and phrases as they are used in a text, including
those that allude to significant characters found in mythology (e.g., Herculean).
 RL.4.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize
the text.
 RL.4.6 Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.
 RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character's thoughts, words, or actions).
 RL.4.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
 SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding
in light of the discussion.
 SL.4.1.c Pose and respond to specific questions to clarify or follow up on information,
and make comments that contribute to the discussion and link to the remarks of others.
 SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles.
 SL.4.1.a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
 SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
 SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas)
and situations where informal discourse is appropriate (e.g., small-group discussion); use
 formal English when appropriate to task and situation. (See grade 4 Language standards 1
here for specific expectations.)
 L.4.1.e Form and use prepositional phrases.
 L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments
and run-ons.
 L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a
text.
 L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
 L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph, photograph, autograph).
 L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation and determine or clarify the precise meaning of key
words and phrases.
 L.4.3.a Choose words and phrases to convey ideas precisely.
 L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)
in context.
 L.4.5.c Demonstrate understanding of words by relating them to their opposites
(antonyms) and to words with similar but not identical meanings (synonyms).
 L.4.6 Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions, or states
of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing animal preservation).
 L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas)
and situations where informal discourse is appropriate (e.g., small-group discussion).
 W.4.8 Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a list of
sources.
 W.4.9.a Apply grade 4 Reading standards to literature (e.g., "Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in the text
[e.g., a character's thoughts, words, or actions].").
 W.4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
2. Teaching Model(s):
 Direct/Indirect instruction
 Lemov
 Questioning: DOK

3. Objective(s):
 Monday: Students will read along as the first chapter of The Lightning Thief is read
aloud. They continue to work on vocabulary and the Mythology Folder. They begin the
Lightning Thief Character Chart and engage in a discussion about point of view. Finally,
they will write an entry in their journals determining whether Percy is a hero.
  Tuesday: Students will use these chapters to continue building a vocabulary display and
interpreting similes. Students will also continue to add to the Mythology Folder and
Lightning Thief Character Chart.
 Wednesday: Students will read the chapters from The Lightning Thief and continue
working with the vocabulary, the Mythology Folder, and the Lightning Thief Character
Chart. Students engage in another discussion about point of view, and then view a film
clip of the Minotaur chase scene. Finally, students compare how the film version
illustrates the written text.
 Thursday: Students will read the chapter from The Lightning Thief. They continue
working with vocabulary, the Mythology Folder, and the Lighting Thief Character Chart.
Students will engage in a discussion in which they interpret quotations from The
Lightning Thief, and then they begin research for the Extension Task.
 Friday: Flex day. S and T will use interactive notebooks to explain and further go into the
standards that were hit throughout the week.

4. Materials and Technology Resources

Monday:
 Pencils
 Elmo
 SmartBoard
 Post It notes
 Percy Jackson Packet
 Percy Jackson Book
 iPad

Tuesday:
 Pencils
 Elmo
 SmartBoard
 Post It notes
 Percy Jackson Packet
 Percy Jackson Book
 iPad

Wednesday:
 Pencils
 Elmo
 SmartBoard
 Post It notes
 Percy Jackson Packet
 Percy Jackson Book
 iPad
Thursday:
 Pencils
 Elmo
  SmartBoard
 Post It notes
 Percy Jackson Packet
 Percy Jackson Book
 iPad
Friday:
 Pencils
 Elmo
 SmartBoard
 Interactive Language Notebooks
 iPad
5. Instructional Procedures:

Monday:

Motivation/Engagement:

1. TW (teacher will) ask students what they remember about mythology from the week
prior. Example Questions:
 “What do you remember about mythological characters?” (DOK Level 1)
 “What mythological characters do you remember talking about with Mr. Black last
week? (DOK Level 1)
 “Can you recall what makes someone a god or a goddess? (DOK Level 2)

Developmental Activities or Learning Experiences:

1. Whole Group Reading:
a. T & SW read chapter one of Percy Jackson. TW ask DOK question while reading
and after reading to check student comprehension.

- Pg. 1 ask students, “Which term from mythology is used in this quote?” (DOK
Level 1)
- Pg. 1 ask students, “Can you define what that word means?” (DOK Level 1)
- Ask students, “Using the quote and context clues, define the word immoral.” (DOK
Level 1)
- Ask students, “What evidence do you have, using the paragraph, to support your
definition?” (DOK Level 3)
- Ask students, “What conclusions can you draw about Percy from the first Chapter?”
(DOK Level 3)
- Ask students, “What elements of mythology did you notice in chapter 1?” (DOK
Level 1)

b. After reading, ask the students, “Who are the main characters in chapter 1? (DOK
Level 1)
Ask the student, what evidence can you find to determine that these are main
characters? Describe the characters based on their thoughts, actions, and words.
(DOK Level 3)
2. Guided Practice/Interactive Modeling/Independent Work Time
 TW have the students get out their Percy Jackson Packet
 T & SW fill out the vocabulary sheet. TW ask, what word did I ask you define while
we were reading? SW respond; immoral. TW ask how did we define this word? S &
TW write the definition on the vocabulary sheet together.
 TW give S extra time to write down any new words they may have found and give
them time to look up the word on their iPads to define.
 T & SW flip to the reading log
 TW ask the students, “Imagine that you are Percy Jackson, write a diary entry
summarizing your day on your class field trip to the museum. Include major events
and how you felt during the various events. (DOK Level 1)
Review and Closure:
1. TW read the slide to the students, in this lesson, you learned about Percy Jackson, the
main character in, The Lightening Thief. We also practiced identifying mythological
references in literature and describing characters based on their thoughts, words, and
actions.
Extension:
 If time, SW summarize the chapter in their house teams.
Tuesday:

Motivation/Engagement:
1. TW ask students what they remember about our lesson from yesterday? Example
Questions:
 “What do you know so far about Percy Jackson?” (DOK Level 1)
 “What important mythological word did we learn yesterday? (DOK Level 1)
 “What was the theme of the first chapter? (DOK Level 3)
Developmental Activities or Learning Experiences:
2. Whole Group Reading
a. T & SW read chapter one of Percy Jackson. TW ask DOK question while reading and after
reading to check student comprehension (these are the same questions they will be talking about
later in the lesson this will help them build on their discussions).
- Why does Percy think that the whole school is playing a trick on him? Is this a
reasonable thing to believe? (DOK Level 1)
- Percy is a bad student but studies for his Latin exam. What does this show you
about Percy? (DOK Level 1)
- How does Percy learn that Grover and Mr. Brunner think he is in danger? Why
doesn’t he tell them he knows? (DOK Level 1)
- After the Latin test, what do you think Mr. Brunner was really trying to tell
Percy? (DOK Level 2)
- Why does Percy tell Grover that he is a bad liar? (DOK Level 1)
- What does Grover tell Percy that his (Grover’s) responsibility is? Why is this an
odd thing for Grover to say? (DOK Level 1)
- What unusual thing does Percy tell Grover that he saw? How does Grover react to
this information? (DOK Level 1)
- How does Grover act when he and Percy are off the bus on the side of the road?
Why do you think he acts this way? (DOK Level 1)

b. TW have the students write down any thoughts, words, or actions of Percy and Grover that
help you learn more about the character on the, The Lightning Thief character chart.
a. TW have the students write down any words that are new to them on their
vocabulary chart. TW give extra time to define these once the reading is done.

- Look at the words you wrote down on your vocabulary list

- Use context clue to define, if you are having trouble ask a classmate and use
your iPad to help you define the word.

b. T & SW go over prepositional phrase

 - TW make an anchor chart to put up in the classroom as a reference tool.
- TW define what a prepositional phrase is, a prepositional phrase is a group of
words added to a sentence to give more information or description. They can
tell when, where, what kind, how many, how often.
- TW have the students look back in the text and find different prepositional
phrases. (remind the students to look at the anchor chart if they have any
questions about what a prepositional phrase may be)
- Some that the SW find, “with bat wings and claws,” “into the door way,”
“towards me with a murderous look in her eyes.”

c. Guided Practice/Interactive Modeling/Independent Work Time

a. TW have the students in their groups discuss a different comprehension question
about Percy Jackson. TW remind the students to find examples, quotes, and
evidence from the book to explain their reasoning. Once students have finished
answering and discussing in their groups, they will hold a five-minute class
discussion about their topic. SW use accountable talk while doing this.

- Why does Percy think that the whole school is playing a trick on him? Is this a
reasonable thing to believe? (DOK Level 1)
- Percy is a bad student but studies for his Latin exam. What does this show you
about Percy? (DOK Level 1)
- How does Percy learn that Grover and Mr. Brunner think he is in danger?
Why doesn’t he tell them he knows? (DOK Level 1)
- After the Latin test, what do you think Mr. Brunner was really trying to tell
Percy? (DOK Level 2)
- Why does Percy tell Grover that he is a bad liar? (DOK Level 1)
- What does Grover tell Percy that his (Grover’s) responsibility is? Why is this
an odd thing for Grover to say? (DOK Level 1)
- What unusual thing does Percy tell Grover that he saw? How does Grover
react to this information? (DOK Level 1)
- How does Grover act when he and Percy are off the bus on the side of the
road? Why do you think he acts this way? (DOK Level 1)

b. T & SW open packets to the character chart. TW have the students think about
what they have read and discussed about Grover and Percy. TW have the student
complete the character evidence chart to show what kind of character each is.

Review and Closure:

1. TW read the slide. In this lesson, you learned about characters and how they are revealed
in their words, thoughts, and actions. You also practiced identifying and using
prepositional phrases to give more information or description.

Extension:
 If time, SW summarize chapter 2 and discuss key things they learned during chapter 2.
Wednesday:

Motivation/Engagement:
d. TW ask students what they remember about chapter 2. Example Questions:
 How would you describe Grover’s character? (DOK Level 2)
 What was the importance of the lady’s knitting the sock? (DOK Level 1)
 Can you describe Percy and Grover’s relationship? (DOK Level 2)
Developmental Activities or Learning Experiences:
1. Whole Group Reading
a. T & SW read chapter one of Percy Jackson. TW ask DOK question while reading
and after reading to check student comprehension.

- What does Sally do when her parents die? (DOK Level 1)

- What does Sally say to Percy on p. 34 to Percy when he is upset? (DOK Level 1)
- Why does Sally warn Percy not to get mad with her eyes on p. 35? (DOK Level 1)
- How does Sally react when the Minotaur appears? (DOK Level 1)
- What does Sally do when she believes Percy is in danger? (DOK Level 1)

2. Guided Practice/Interactive Modeling/Independent Work Time

a. TW direct the students to get out their The Lightning Thief packets:
 T & SW flip to the character chart
 T will direct students to write Sally down on their character chart
 T & SW flip to the mythological characters chart
 T will direct students to add minotaur to their mythological characters chart
 T will pull up a quote on pg. 30. TW ask the students to read the quote from The
Lightning Thief. Read the context clues identified from the quote. What do these
words suggest to you? (DOK Level 1) How can these clues help you determine what
the word reeked means? (DOK Level 1) Does your definition make sense when you
put it in place of the word reeked in the sentence? (DOK Level 1)
b. TW Explain/ remind the students about similes and metaphors
 Remind students that similes were introduced previously in the unit and that they are
part of a writer’s “toolbox” to create vivid images in the reader’s mind.
 Ask students to turn to pg. 31 paragraph 4. In this paragraph point out the second
sentence, “He looked like a tuskless walrus in thrift-store clothes.” Have students
consider what Rick Riordan probably meant by that comparison? (DOK Level 1)
 What two things are being compared? (DOK Level 1)
 Did Percy really think Gabe looked like a walrus? (DOK Level 1)
 What does Rick Riordan want the reader to think about Gabe? (DOK Level 1)
 TW have the students flip to their figurative language chart
 TW ask students to add the two similes to their chart, Pg. 31, and Pg. 33
 SW write the similes and explain the meaning of the simile in their own words on the
chart
Review and Closure:
 1. TW read the slide, in this lesson, you learned about Sally Jackson as a character in The
Lightning Thief. You read and learned about the Minotaur and discovered that Grover is a
satyr. You also practiced the meanings of similes.

Extension:
 If time, SW discuss the importance of Sally and summarize the chapter we read.
Thursday:

Motivation/Engagement:
1. TW (teacher will) ask students what they remember about yesterday’s chapter. Example
Questions:
 What different mythological creatures did we learn about yesterday? (DOK Level 1)
 What is the significance of Sally Jackson? (DOK Level 1)
 Would you consider Sally Jackson a main character to the story? (DOK Level 1)
Developmental Activities or Learning Experiences:
1. Whole Group Reading
a. T & SW reread pages 48-56 the battle with the minotaur

 SW open their lightening thief packet to the flow chart

 SW complete the sequence of events flow chart by filling in the specific details identified
form the text.
 TW pull up the video of Percy’s battle with the minotaur
 Have students view the video clip of Percy fighting the Minotaur. The clip can be shown
a second time to help students with identifying the events from the text depicted in the
clip.
 After viewing, students will work independently or with a partner to create a sequence of
events summarizing the battle with the Minotaur detailing specific events in the clip.
 Using both flow charts created during this lesson, TW have students highlight specific
events from the text that are detailed in the video clip. TW ask were their and similarities
or differences between the video clip and what you imagined from the story? (DOK
Level 2)
 TW hold a brief discussion in which the S engage students in accountable talk. At this
point in the unit, S should begin to use statements such as, “I agree/disagree with X
because…,” “I heard you say…,” or “I want to elaborate on what X said…” during
whole-class discussion. TW prompt students as needed, including to provide details from
the text to support their opinions. TW have these sentence starters displayed on a chart to
help students remember and use them. (DOK Level 4)
b. Listen as I read a portion of the myth of Theseus to you. As I read the myth, take
notes of any evidence in Theseus’s actions, thoughts, or words that he is a hero
who undertakes a quest.
 While reading ask the students, what is a hero? (DOK Level 1) what is a quest?
(DOK Level 1)
 Read the slide to the students.
 Allow the students to add Percy and Theseus to the hero chart begun when reading
the Heracles myth.
  In a whole group discussion, add to the class developed hero chart using information
provided by students.
 What does Percy do when he sees his friend (Grover) in danger from the Minotaur?
What does this prove about Percy? (DOK Level 1)
 What action by Theseus shows a similar sacrifice? Volunteering to be one of the
sacrificed Athenians (DOK Level 1)
 Read the directions on the slide to the students.
 Have students write a riddle describing Percy or Theseus based on their thoughts,
actions, or words.
 Allow students to share their riddles with a classmate.
Review and Closure:
1. In this lesson, you read more about Percy as a hero and learned about Theseus, a new
hero.
2. You also practiced making connections between a video and where it showed specific
details from a test and defined a character by his thoughts, words, and actions.
Extension:
 If time, students will discuss the differences between a hero and a non-hero.
(DOK Level 2)
Friday:

Motivation/Engagement:
1. TW play a Flocabulary video similes and metaphors.
2. TW ask students what they learned from this week’s lessons.

Developmental Activities or Learning Experiences:

1. Guided Practice/Interactive Modeling
 TW explain that today the students will doing a review of the things that they have
already learned and some of the things that they will learn
 TW explain that the students will be creating an interactive notebook that will be a
reference tool on the important things we learn throughout the week
2. Collaborative Working Time
 SW work in their groups to create their interactive notebook.
 SW be able to staple and color their books using the T example.

Review and Closure:

1. TW ask the students different questions that they will be able to answer using their
notebooks (to review how to use them if they get stuck in class.)
2. SW put the books away in their at school folders to use as a resource during other reading
lessons.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Monday:
 Accommodations: Allow students to sit closer/ use iPads to see the slides
 Modifications: TW help students with decoding words and remind them to track.
TW shorten amount of independent work in their packet for struggling students
per IEP.
 Differentiations:
  Support: TW pair struggling students with a peer mentor who has a firm
grasp on the concept. This student can then explain in their own words
how to fill out the charts.

Tuesday:
 Accommodations: Allow students to sit closer/ use iPads to see the slides
 Modifications: TW help students with decoding words and remind them to track.
TW shorten amount of independent work in their packet for struggling students
per IEP.
 Differentiations:
 Support: Grouping by ability.

Wednesday:
 Accommodations: Allow students to sit closer/ Use their iPads to see the slides
 Modifications: TW help students with decoding words and remind them to track.
TW lesson the work load in the packet for students per IEP
 Differentiations:
 Support: Pairing by ability. TW have struggling students work with a
student that understands the lesson.

Thursday:
 Accommodations: Allow students to sit closer/ use their iPads to see the slides
 Modifications: TW group high and low students together to fill out the worksheet.
TW help students with decoding words and remind them to track. TW lesson the
work load in the packet for students per IEP
 Differentiations:
 Support: TW have a group of students who are still struggling with the
materials to be grouped together. TW work with these students.

Friday:
 Accommodations: Allow students to sit closer/ use iPads to see slides
 Modifications: TW staple and cut materials for students who need it done.
 Differentiations: Pairing in groups.

7. Assessment and Evaluation of Learning:

a. Monday
 Formative:
 TW take notes of how students answer open-ended questions as Teacher
circulates (Lemov – Circulate) to determine whether or not more practice is
needed.
 DOK questioning.
 Exit Ticket. 4, 3, 2, 1

b. Tuesday
  Formative:
 TW check Percy Jackson packets for understanding
 DOK questioning.
 Exit Ticket

c. Wednesday
 Formative:
 TW check Percy Jackson packets for understanding
 DOK questioning.
 Exit Ticket

d. Thursday
 Formative:
 TW check Percy Jackson packets for understanding
 DOK questioning.
 Exit Ticket

e. Friday
 Formative:
 TW take notes of how students answer open-ended questions as Teacher
circulates (Lemov – Circulate) to determine whether or not more practice is
needed in this area.

8. Homework Assignment:
a. Monday
- Read on your own or with an adult for 20 minutes
b. Tuesday
- Read on your own or with an adult for 20 minutes
c. Wednesday
- Read on your own or with an adult for 20 minutes
d. Thursday
- Read on your own or with an adult for 20 minutes
e. Friday
- Read on your own or with an adult for 20 minutes

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: