In Unit 2, students will continue to read excerpts from The Lightning Thief. They will also analyze the Greek myths highlighted in the novel and compare themes and topics in the Greek myths with those evident in The Lightning Thief. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure comparing and contrasting watching parts of The Lightning Thief movie with reading about the same events in the novel.

In Unit 3, students reimagine a scene from The Lightning Thief, writing themselves into the action as a different demigod from Camp Half-Blood. They research a Greek god of their choosing (or another traditional figure for those who don’t feel comfortable imagining themselves as a child of a Greek god), and use their research to create a new character, the child of that figure. Students develop the attributes of that character and strategically insert the character into a scene from the novel, editing carefully so as not to change the outcome of the story. At the end of the module, students create a presentation outlining their choices and the reasons for their choices for the performance task.

Why do Greek myths continue to be relevant and popular today? In this module, students meet figures from ancient Greek mythology who are placed in a contemporary setting and evaluate how stories from a different time and place continue to resonate.

Students begin Unit 1 by launching their reading of The Lightning Thief. Students analyze how the author develops the point of view of the narrator, and then strategize to determine the meanings of unfamiliar words and phrases, including figurative language. In the second half of Unit 1, students prepare for a Socratic Seminar discussion by analyzing how Percy, the main character, responds to challenges. They create discussion norms to have productive text-based discourse about the novel. Theme is also introduced in the second half of the unit in preparation for Unit 2.

In Unit 2, students continue to read The Lightning Thief, some parts in class and others for homework. They analyze the Greek myths highlighted in the novel and compare themes and topics in the Greek myths with those evident in The Lightning Thief. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure, comparing and contrasting the treatment of events in the movie The Lightning Thief with the same events in the novel.

In Unit 3, students reimagine a scene from The Lightning Thief, writing themselves into the action as a different demigod from Camp Half-Blood. They research a Greek god of their choosing (or another traditional figure for those who don’t feel comfortable imagining themselves as a child of a Greek god) and use their research to create a new character, the child of that figure. Students develop the attributes of that character and strategically insert the character into a scene from the novel, editing carefully so as not to change the outcome of the story. At the end of the module, students create a presentation outlining their choices and reasoning for the performance task.

Students begin their deep dive into the topic of American Indian boarding schools by examining artifacts that they will encounter in the module in order to infer the topic. Students are then introduced to the anchor text, Two Roads by Joseph Bruchac, reading a few excerpts from the early chapters to draw inferences about the text’s key characters. Before diving deeper into the anchor text, students examine supplementary texts carefully selected to develop understanding of the topic’s historical context. A speech by Captain Pratt, the founder of Carlisle Indian boarding school, and the first-person account of this school by Zitkala-Sa, a member of the Yankton tribe, allows students to examine and reflect on multiple perspectives. Students also use these texts to practice explaining how an author’s point of view is conveyed and what impact connotative and figurative language has on meaning. Finally, students paraphrase the key ideas and demonstrate understanding of the perspective being conveyed in the Meriam Report, commissioned by the US government to uncover the terrible conditions of the boarding schools. Students then examine photographs of the scenarios described in the report and practice integrating the information from the excerpts with information from the photos to develop a more cohesive understanding of the topic as a whole. For the Mid-Unit 1 Assessment, students examine a different section of the same narrative from Zitkala-Sa, and answer selected response questions about vocabulary and figurative language in the text and about Zitkala-Sa’s point of view and how it is conveyed in the text. Students also answer a constructed response question asking them to integrate ideas from the text with their interpretations of two related photographs.

In the second half of Unit 1, students return to the anchor text at chapter 9. In-class tasks, including two Language Dives using sentences from the anchor text, invite students to examine the way that the author develops Cal’s point of view and advances the plot, as well as explore a key character’s code-switching among language varieties. These tasks support the development of skills that students independently apply in the End of Unit 1 Assessment. The assessment requires students to read the beginning of chapter 18 of Two Roads and answer selected response and short constructed response questions to analyze the structure of the text, interpret the use of intensive pronouns, examine how Bruchac develops Cal’s point of view, and describe the impact of using language varieties on the development of characters within the text.

In Unit 2, students continue reading the anchor text, Two Roads, starting at the conclusion of chapter 18, just as Pop is leaving Cal behind at Challagi Indian Industrial School. For the first time, Cal is on his own. For the first time, Cal is aware of his Creek heritage. As Cal begins his venture into student life at Challagi Indian Industrial School, students continue to track his character growth through the challenges he faces. With the plot developing and Cal’s character evolving, students are able to identify emerging themes, such as “Identities are complicated and conflicting, and tensions may exist between our different identities” and “It is critical to study indigenous histories so their contributions are not forgotten.” Discussions around the anchor text allow students a space to examine their own emerging and evolving identities, racially and socially.

To better understand how an author reveals theme, students examine the use of allusion, an artistic technique in which the author incorporates indirect references to some cultural touchstones with which the audience is likely familiar. Additionally, students analyze word connotation to understand the subtle way in which word choice conveys emotions or meaning. By studying the nuances of language, students develop as discerning readers, able to interpret both explicit and implicit messages.

For the mid-unit assessment, students read a new chapter of Two Roads and answer selected response and short constructed response questions about Cal’s point of view, how Cal is responding and changing throughout the plot, and emerging themes in the text. Students also write an objective summary of the chapter, identifying a possible theme and the details from the text that convey that theme.

In the second half of the unit, students finish reading the novel and discover that Cal, spurred by a premonition that Pop is in trouble, has run away from Challagi to find Pop in Washington DC. Cal’s vision was correct, and he arrives just as the Bonus Army is being forcibly removed from the capital. Having proven himself mature enough to handle these tough situations, Pop gives Cal the option of staying with him or returning to Challagi. Students begin their work with argument writing by gathering evidence for and against Cal returning to Challagi. As letters are a key text feature in the novel, students write a narrative letter to Possum, embodying the role of Cal, as they make the argument. Students will hone their argument-writing skills in Unit 3 when they write a literary argument essay. Letter writing in this unit is the vehicle through which students practice defending a side, while also being assessed on the extensive grammar instruction they receive in this unit.

Throughout Unit 2, students build knowledge and skills about pronoun case, person, and number; and correcting vague pronouns. Additionally, a variety of interactive and discussion-based activities help students to practice strategies for incorporative more variety into their sentence patterns to enhance meaning, engage reader interest, and add style. For the end of unit assessment, students write their narrative letter and then revise their work based on pronoun case, pronoun number and person, vague pronouns, and sentence variety. An alternative end of unit assessment requires students to read a narrative letter and answer selected response and short constructed response questions about pronoun case, pronoun number and person, vague pronouns, and sentence variety.

In Unit 3, students begin their work with literary argument essay writing. They apply the Painted Essay® structure to this new type of writing, evaluating how it changes when applied to writing a literary argument. As they have done previously, students deconstruct the model and complete a collaborative practice argument essay. In each lesson, students look at a discrete aspect of the argument essay model and practice using it in their own writing. In response to an open-ended prompt, they brainstorm possible reasons to support two different positions. They collect textual evidence for both sides of the argument and connect the evidence to the reasons with sound reasoning. Finally, students determine their strongest argument and make a claim. Using these skills practiced with a partner, students are then prepared to independently plan and draft an argument essay to answer the prompt: What is the most viable solution to Cal’s dilemma of whether to return to Challagi Indian Industrial School?

After writing their essay for the mid-unit assessment, students are ready to move towards the culmination of the module, an audio museum exhibit featuring the voices of American Indian boarding school students. First, students will select a text (a poem, personal narrative, etc.) written by a survivor of the boarding schools, one that resonates with them personally. They respond to this reading by writing a preface to provide context and a reflection to explain why the text is meaningful. Using the recording application first introduced in Unit 2, students record themselves reading their preface, text, and reflection aloud using proper and respectful intonation, volume, and pacing. This recording will be used for both the performance task and the End of Unit 3 Assessment. Students record two versions of their performance task contribution and then reflect on and self-assess each for their volume, pronunciation, and language use. Students use their observations about their first attempt to improve their performance on the second attempt. Finally, they listen to a peer’s second recording and reflect on and paraphrase the content and assess their peer’s volume, pronunciation, and language use in that second performance.

To showcase their recordings, the class prepares listening stations where guests of the audio museum can listen and learn about American Indian boarding schools. Learning from the module and the performance task synthesizes in a concluding whole class discussion about the importance of honoring diverse experiences and perspectives.

Despite their painful and long-lasting impact, American Indian boarding schools are an often neglected topic of study. In Module 3, students are introduced to this topic, with the goal of amplifying long unheard voices and better understanding this critical time in North American history. Students read Two Roads, the story of a thoughtful and independent boy named Cal and his father “Pop,” who live as traveling “knights of the road” after losing their farm during the Great Depression. Cal faces a critical question of identity when he learns from Pop that, after a lifetime of identifying as white, he is, in fact, part Creek Indian. Cal’s father shares this revelation days before enrolling Cal at the Challagi Indian Industrial School while he travels to Washington, DC alone. Cal challenges the expectations of the school’s administration, develops close friendships with other students, and questions, explores, evaluates, and affirms his varying identities. To deepen their understanding of American Indian boarding schools beyond a literary context, students also read a variety of supplemental texts, including informational reports and first-person accounts of life at American Indian boarding schools. Together, these texts further contextualize the anchor text and illustrate a wider range of experiences.

In Unit 1, students read excerpts of the initial chapters of the anchor text, which serves as a “hook,” inciting student interest in the history of American Indian boarding schools. Students then develop their knowledge of the historical context of the topic by reading related informational and narrative supplemental texts. Students consider the purported objectives of American Indian boarding schools and compare these against the often far darker experiences reported by the students who attended these schools. Students then return to the anchor text at chapter 9, better equipped to contextualize the experiences of Cal, Pop, and Cal’s friends. Unit 1 assessments gauge students’ abilities to read critically and independently for the author’s point of view and for background information on the topic.

In Unit 2, students finish reading the anchor text. They demonstrate continued development of reading skills, tracking character growth and central ideas and themes in the Mid-Unit 2 Assessment using a new excerpt from the text. An additional supplemental text is included in Unit 2 to support connections across the anchor text and the historical context. At the end of the novel, Cal faces the decision of returning to Challagi school or staying with his father in Washington, DC. Students convey Cal’s vacillating perspective toward this challenging question through a narrative letter to Possum, focusing on just one of the possible outcomes. This narrative assignment, which has the option of being assessed for its appropriate and accurate use of pronouns and sentence variety (a second assessment targeting these skills is also available), helps prepare students for the argument essay of Unit 3. Some of the evidence and reasoning incorporated into these student narratives will be repurposed and strengthened in an argument essay for the Mid-Unit 3 Assessment.

In Unit 3, students revisit the Painted Essay® structure as they construct their own argument essays. In those essays, they grapple with the question of whether Cal should return to the boarding school or remain with his father, whom he has run away to find. Students first collaboratively produce an argument piece using a similar prompt to further prepare for their independent argument essays. Module 3’s performance task presents the culmination of students’ learning about and reflections on the American Indian boarding schools through the production of an audio museum exhibit. Students select an excerpt from a text written by a survivor of American Indian boarding schools; they then write a preface to situate their text within a historical context and a reflection to convey the personal impact felt by their chosen text. Students record their preface, text, and reflection independently, and then use an audio recording application program to produce a product that will be featured at a listening station as part of the audio museum and can be widely shared to uplift the voices of American Indian boarding schools.

The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.

Paragraph Shrinking is an activity developed as part of the Peer-Assisted Learning Strategies (PALS). PALS is a classwide peer tutoring program in which teachers carefully partner a student with a classmate. The Paragraph Shrinking strategy allows each student to take turns reading, pausing, and summarizing the main points of each paragraph. Students provide each other with feedback as a way to monitor comprehension.

This article describes eight cognitive strategies - including monitoring, tapping prior knowledge, and making predictions - to help readers develop their comprehension skills.

Engaged, accountable reading requires students to interpret, and respond, often creatively. This article suggests several personalized ways to hold students accountable for their reading.

Many reading programs claim to boost student performance, but how is that measured? Johns Hopkins University examined more than 200 published studies to create this quick guide to programs.

ACT has developed this list of activities to help middle-school students improve their reading ability. Parents and educators can use this information to help ensure that these students are on target for college and career readiness.

Comprehension strategies are conscious plans - sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. The seven strategies here appear to have a firm scientific basis for improving text comprehension.

To improve students' reading comprehension, teachers should introduce the seven cognitive strategies of effective readers: activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing. This article includes definitions of the seven strategies and a lesson-plan template for teaching each one. RI.9-10.10a&b text complexity

When teachers structure cooperative learning groups as part of the overall reading program, they also open the door to a multiple intelligences approach to literacy, which is inherent in cooperative learning. This article offers guidance on Literature Circles and Cooperative Tear, two cooperative learning strategies supported by research.

In this lesson, students will explore how music and language arts naturally overlap to promote literacy as they cultivate their creative and critical thinking.

This screencast focuses on using post-reading questions to evaluate and improve understanding of a text. It offers general question ideas and a specific example of questions for "To Kill a Mockingbird" by Harper Lee. [3:37]

This screencast focuses on asking questions as you read, including: the purpose; types of questions; examples of questions for character, setting, and events; and a literary example. [2:44]

Describes the beginnings of American poetry, beginning with a publication in 1610. Click through the 18 sections to get the full picture. Extracted from The Cambridge History of English and American Literature.