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    Thurs PT 2

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    api-248110890
    This lesson asks students to analyze passages they marked in The Lightning Thief novel and sort them into characteristics that represent good or bad traits for friendship. Students will classify all evidence under the correct trait being displayed by each character, such as whether a passage shows a character being helpful, honest, or mean. The lesson supports standards about analyzing interactions between ideas and events in a text, providing a detailed summary that analyzes theme development, and citing textual evidence to support explicit and inferred analyses. Students will individually sort their post-it notes with passages into the appropriate trait categories.

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    Thurs PT 2

    Uploaded by

    api-248110890
    30 views1 page
    This lesson asks students to analyze passages they marked in The Lightning Thief novel and sort them into characteristics that represent good or bad traits for friendship. Students will classify all evidence under the correct trait being displayed by each character, such as whether a passage shows a character being helpful, honest, or mean. The lesson supports standards about analyzing interactions between ideas and events in a text, providing a detailed summary that analyzes theme development, and citing textual evidence to support explicit and inferred analyses. Students will individually sort their post-it notes with passages into the appropriate trait categories.

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    thurs pt 2

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    This lesson asks students to analyze passages they marked in The Lightning Thief novel and sort them into characteristics that represent good or bad traits for friendship. Students will classify all evidence under the correct trait being displayed by each character, such as whether a passage shows a character being helpful, honest, or mean. The lesson supports standards about analyzing interactions between ideas and events in a text, providing a detailed summary that analyzes theme development, and citing textual evidence to support explicit and inferred analyses. Students will individually sort their post-it notes with passages into the appropriate trait categories.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views1 page

    Thurs PT 2

    Uploaded by

    api-248110890
    This lesson asks students to analyze passages they marked in The Lightning Thief novel and sort them into characteristics that represent good or bad traits for friendship. Students will classify all evidence under the correct trait being displayed by each character, such as whether a passage shows a character being helpful, honest, or mean. The lesson supports standards about analyzing interactions between ideas and events in a text, providing a detailed summary that analyzes theme development, and citing textual evidence to support explicit and inferred analyses. Students will individually sort their post-it notes with passages into the appropriate trait categories.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Friends & Family in The Lightning Thief

    Sorting Character Evidence


    Subject: English Literature
    Grade Level: 7th
    Subject/Unit: Friends & Family in The Lightning Thief
    Number of Class Days: 1/2
    Overview

    Students will take the passages they marked in the novel and sort them
    into the characteristics that they picked as being good/bad for a
    friendship.

    Objectives

    At the end of this lesson students will have classified all of their
    discovered evidence under the correct trait that it shows their character
    having.

    Materials

    Master list of good & bad traits


    Novel
    Pen/Pencil

    Standards

    7.RN.2.3:
    Analyze the interactions between individuals, events, and ideas in a text
    (e.g. how ideas influence individuals or events, o how individuals
    influence ideas of events).
    7.RL.2.2:
    Analyze the development of a theme or central idea over the course of a
    work of literature; provide a detailed summary that supports the
    analysis.
    7.RL.2.1:
    Cite several pieces of textual evidence to support analysis of what a text
    says explicitly as well as inferences drawn from the text.

    Procedures

    Extensions

    1)
    Students will go to each post-it note and decide which
    trait (if any) that the passage fits into. If it does not fit then just leave
    the post-it note. If it does fit, write the name of the characteristic on
    the post-it.
    2)
    Students may ask their desk-mates if they are having
    issues with a particular passage, but this work is individual.
    3)
    Be around to answer questions about difficult passages.
    Whole Class
    ELL may need some synonyms or the word in their native language if
    they cannot remember it

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