My Favorite Demigod

Teacher Reed
4th grade English Language Arts

Common Core Standards:

RL.4.2 Analyze literary text development.

a. Determine a theme of a story, drama, or poem from details in the text.
b. Summarize the text, incorporating a theme determined from details in the text.
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.4.4 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).
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related
ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.

Lesson Summary:

We will be reading through Percy Jackson & the Olympians: The Lightning Thief during our daily reading
time. Once we are finished reading the book, the students will pick out a favorite character from the book and
then type a 3 paragraph minimum essay detailing a synopsis of the story, why they like the character they
chose, why that character is important to the story, how that character grows and changes throughout the story
and then a resolution paragraph.

Estimated Duration:

Since this is the first Essay that I am doing with the class I would spend at least 30 minutes on the 1st day
explaining the project, what we would be doing in class and intro the book by giving some background on
Greek mythology. We would then use that same time slot to read our book for the next 2 weeks. When we
finished the book I would spend two 45 minute periods on two back-to-back days showing them exactly what I
expect on the first day and then walking them through getting set up and started on the second day. We would
read through an example 100 point essay to articulate exactly what I expected from them and then on the
second day I would have them log into chromebooks and follow along as I explain how to use Google Docs to
them.
Commentary:

I plan to approach this lesson as if it is the students' first time writing an essay and their first time typing out a
document on a computer. Some challenges I anticipate are some students not staying focused during reading
time. I think the fantasy of Greek mythology and reading about heroes their age will really hook the students
into the book.

Instructional Procedures:

Days 1: Introduction to the Book

Objective: Introduce students to the book and its themes using my smartboard and google slides

Start with a brief introduction to Greek mythology, discussing key gods, goddesses, and myths.
During this time the students will use their ipads and apple pencils to annotate and take notes.
Introducing the book "Percy Jackson & the Olympians: The Lightning Thief" by Rick Riordan. Provide a
summary of the plot and introduce the main characters.
Lead a discussion on the themes of the book, such as friendship, heroism, and the importance of family.

Days 2 - 6: Reading and Character Analysis

Objective: Read through the book and analyze the characters and their traits as we go

Read about 2 -3 chapters a day.

The audiobook will be playing through the students' airpods while they follow along on their ipads annotating
with their apple pencils.
Take a break from the book between chapters to discuss the characters
Provide digital worksheets or graphic organizers for students to fill out character traits, motivations, and
relationships.

Days 7: Small group analysis

Objective: In small groups have students analyze a character in depth and present their findings to the class.

The students should already be in groups cause I will have tables set up in my classroom.
Have the students assign a timekeeper, and a scribe to each group.
Assign each group a character and have them use their notes and the book to fill out a worksheet about their
character and then have them present to the class.
Days 8 - 12: Reading and Character Analysis
Objective: Read through the book and analyze the characters and their traits as we go

Read about 2 -3 chapters a day.

The audiobook will be playing through the students' airpods while they follow along on their ipads annotating
with their apple pencils.
Take a break from the book between chapters to discuss the characters
Provide digital worksheets or graphic organizers for students to fill out character traits, motivations, and
relationships.

Day 13: Exp;lain the essay to the students and Modeling the example
Objective: Model an example essay and go through defining each part

Explain the details of exactly what they need to do for the essay
Going through each part of my example essay to show the students what makes a good essay.
Make sure they know exactly what a topic sentence, supporting details and a paragraph is.
I will be using the smart board and the students will be following along on ipads
Tell the students to to start thinking about their favorite Percy Jackson character for tomorrow

Day 14: Pick a character and get the students started typing.
Objective: Each student will pick the favorite character and then we will practice using google docs

Take a couple to let the students settle on their favorite character.

Make sure each student know how to login to their chrome book and get to google docs.
Go through the steps of how to do an introductory paragraph together.

Days 15 - 20: Type the essays

Objective: Type the essays

Have the students type their Essays

Pre-Assessment:
Everyday I will have my students answer a small warm-up question that they have to at least write a paragraph
to Assess if they know what a paragraph is, if they can write a paragraph and how well can they write a
paragraph.

Scoring Guidelines:
It will have a 5 point total grade. 1 point for a minimum of 5 sentences, 1 point for correctly answering the
prompt question, 1 point for participation, 2 points for having a good well written paragraph.

Post-Assessment:
Their post Assessment will be the finished essay.
Scoring Guidelines:
Content (45 points):

Clarity of Expression (15 points): Is the essay clear and easy to understand? Are ideas presented in a
logical and organized manner?
Understanding of Character (15 points): Does the student demonstrate a deep understanding of the
chosen character? Are specific traits, actions, and motivations discussed?
Use of Evidence (15 points): Does the student provide specific examples from the book to support their
opinion about why the chosen character is their favorite?
Organization (45 points):

Introduction (15 points): Does the essay have a clear introduction that introduces the chosen character
and sets up the main points of the essay?
Body Paragraphs (15 points): Are there well-developed body paragraphs that explore different aspects
of the character, such as personality traits, actions, and relationships?
Conclusion (15 points): Does the essay have a conclusion that summarizes the main points and leaves a
lasting impression?
Writing Mechanics (5 points):

Grammar and Spelling (5 points): Are there minimal errors in grammar, punctuation, and spelling?
Overall Impression (5 points):

Cohesion (5 points): Does the essay flow smoothly from one point to the next? Is there a cohesive
argument or narrative thread throughout?
Total: 100 points
 Scoring should be based on a holistic assessment of each criterion, with feedback provided to students
to help them understand their strengths and areas for improvement.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: They will have to write a minimum of 5 paragraphs and will have to answer the additional question
of “how did this character embody the God, goddess or concept that they represented”?

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: For students who might have a hard time typing I would either enlist another student or myself to
type for them.

Extension
StoryBird - https://www.storybird.com/membership-educator
Writing A -Z - https://www.writinga-z.com/
BoomWriter - https://boomwriter.com/

These are 3 websites geared toward helping young students get better at writing.

Homework Options and Home Connections

I would not assign homework but I would make their essays available to be worked on at home by using
google docs.

Interdisciplinary Connections

Social Studies
I would also be doing a brief Greek Mythology and Mediterranean history unit in our social studies timeslot to
better connect to our book and give the students more supporting information.

Computer Science
The students would also be working on their computer and typing skills because they will be typing their
essays.
Materials and Resources:

For teachers I will need a smartboard, a computer, a wireless transmitter, a digital book and an
audiobook copy of Percy Jackson & the Olympians: The Lightning Thief.

For students A class set of ipads, chromebooks, airpods and apple pencils. Also a class set of copies
for Percy Jackson & the Olympians: The Lightning Thief.

Key Vocabulary
Mythology
Demigod
Essay
Paragraph
Introduction
Resolution
Topic sentence
Pantheon

Additional Notes