Percy Jackson and the Olympians: The Lightening Thief

9th Grade English

Unit Plan
Prepared by:
Dana Alexander
Fall 2014

Rationale:
Percy Jackson and the Olympians: The Lightning Thief is a light-hearted fantasy about a modern
12-year-old boy who learns that his true father is Poseidon, the Greek god of the sea. Percy sets
out to become a hero by undertaking a quest across the United States to find the entrance to the
Underworld and stop a war between the gods. The novel provides a high-interest, humorous
introduction to the Greek myths.
The novel works well if taught in conjunction with mythology, which is a core component of
most English state curriculum frameworks. This novel acts as a great introduction to Greek
Mythology and teaches students about the characters, concepts, and conflicts that are all involved
in Greek Mythology. Greek Mythology and novels such as The Odyssey can often be
challenging for young adults, but Percy Jackson and The Olympians: The Lightening Thief acts
as an exciting and relatable way to introduce students to more difficult literature.

Commented [DMA1]: INTASC STANDARD: CONTENT

PEDAGOGY: Teacher understands the central concepts,
tools of inquiry, and structures of the discipline he or she
teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
This rationale expresses why it is important for students to
read Percy Jackson and the Olympians, the Lightening Thief
while connecting it to the curriculum of this grade level and
other literary devices. Makes connections between the
novel and students lives, showing relevance. Points out
valuable themes throughout the novel as well as challenges
faced by the protagonist which relate to the students. The
rationale also connects this novel to larger scaled literature
such as Greek Mythology.

There are many themes within the novel including, search for identity, isolation, love,
responsibilities, family, and lies and deceit. Many of these themes are relevant in young adults
lives and allows for students to create a connection with the characters and the conflicts within
the novel. Heros journey myth exists in all human culture and continues to be updated because
we as human reflect on our world through symbolic stories of our own lives. Young adults find
themselves in situations where they must leave their comfort zone, have experiences that
transform them and force them to discover things about themselves. Although young adults of
the 21st century may not be slaying dragons or fight demons, they do face problems just as scary,
and even more serious throughout their young lives. Greek Mythology is extremely relevant to
our students and todays society because it provides stories of gods who struggle with the same
things as we do as humans, and often provide us with reasons, consequences, and morals
associated with those struggles.
Percy Jackson must discover who he is, take on new and scary responsibilities, and in the end
becomes his own hero as well as a hero for others. This story creates a great moral lesson for
students to understand that they will face hardships throughout their lives but they need to learn
that they are not alone, they must step up to the plate, embrace their responsibilities and become
the person that they were intended to be. Many young adults do not realize the potential they
have and often settle for what they believe they are capable. Percy Jackson thought he was an
ordinary kid with learning disabilities and never thought he could become anything great. Once
he discovered the truth about his identity he was immediately thrown into a world unlike his own
and forced to take on the responsibilities that came with his identity. This novel teaches young
adults that they too can be greater than they believe and take on the world without holding back,
and in the end they may become their own hero as well.
The novel shows diversity with its characters, having characters of different genders and
ethnicities, as well as diverse sets of abilities and disabilities. This major sense of diversity
throughout the novel creates another connection and relevance to our young adult readers.

Commented [DMA2]: Diversity: Expresses the diversity

within the novel allowing students to connect to the
characters because they are all different, as are the
students.

The author of Percy Jackson and the Olympians, Rick Riordan, has years of experience as an
English/language arts teacher at the middle school level. He designed The Lightning Thief to be
appropriate reading for ages nine through fourteen. The novel offers an excellent chance for
students to explore the Classical heritage of Greece as it applies to modern civilization; to
analyze the elements of the heros quest rendered in a modern-day story with a first-person
narrator to whom students can easily relate; and to discuss such relevant issues as learning
disabilities, the nature of family, and themes of loyalty, friendship and faith.
The Big Question: "The Hero In All of Us: What Makes a True Hero?"
Unit goals:
1. Students will analyze the elements of the heros quest within the novel and determine the
qualities that make a literary hero.
2. Students will compare and contrast the Greek myths with the way those myths are referenced,
modernized, and reinterpreted in the novel
3. Students will discuss and determine if ones destiny preordained, or can one overcome
environment and heritage?
4. Students will research and analyze creatures and characters from Greek Mythology and make
connections to the novel
This unit aligns with PA Common Core standards for English Language Arts grades 6-12. The
core standards met by this unit include:
1.3 Reading Literature - Students read and respond to works of literaturewith an emphasis on
comprehension, vocabulary acquisition, and making connections among ideas and between texts
with a focus on textual evidence.
1.4 Writing - Students write for different purposes and audiences. Students write clear and
focused text to convey a well-defined perspective and appropriate content.
1.5 Speaking and Listening - Students present appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or in group discussions.
Commented [DMA3]: Diversity for students with learning
or physical impairments.

Modifications:
For students with disabilities such as visual impairments and hearing impairments I would
incorporate more hand outs and worksheets that allow the students to have the materials right in
front of them. I would use more PowerPoint slides and the doc cam to display work on the board
in order to allow them to see. I would have all of the students in the class bring their work up to
the doc-cam when responding to large group discussions, which allows the hearing impaired to
be able to read what their peers have said. For students who are visually impaired I would offer
them materials with larger fonts. For students who find large amounts of information to be too
overwhelming, I would turn the information into bullet points and shorten the wording and the
descriptions of the task being explained.
3

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 1: Introduction to Greek mythology and Introduction to Percy Jackson and the
Olympians: The Lightening Thief
Goals:
1. Understand the importance of learning Greek mythology and see the relevance in their
own lives.
2. Learn background information about characters from Greek mythology.
3. Get an introduction to the novel Percy Jackson and the Olympians: The Lightening Thief.
4. Learn how to effectively character sketch and note take.
Objectives:
1. Students will learn the importance of learning about Greek Mythology In order to
understand the relevance for reading Percy Jackson and The Olympians: The Lightening
Thief.
2. Students will recall information that they already know about characters from Greek
mythology in order to refresh their memory and be pre-assessed.
3. Students will collaborate with peers and teacher and discuss information about characters
from Greek mythology in order to understand the text and reading.
4. Students will be scaffold by teacher and learn how to character sketch and note taken in
order to effectively take notes and understand the text while reading.
Standards:
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Lesson Plan:
1. Journal/ Discussion (6 minutes)
a.
(4 min)Give students slip of paper with Journal Prompt:
Do you think it is important to study Greek mythology? Why do you think we
continue to study Greek mythology in literature courses? What is the importance? Do
you think it is relevant to your life? Why or why not?
b.
(3 min) Discuss student responses. Discuss the value in teaching Greek mythology to
students. (RELEVANCE)
Explain: There are many themes within the novel including, search for identity,
isolation, love, responsibilities, family, and lies and deceit. Many of these themes
4

Commented [DMA4]: INTASC STANDARD: PLANNING:

teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Throughout the entire unit there are elaborate lesson plans
in which the teacher (myself) thought about the best ways
in which to teach each lesson, focusing on students learning
and engagement and trying to figure out what would be the
most effective and engaging ways to teach. Students are
constantly transitioning among differentiated instruction
including: independent work, collaborative work, teacher
based instruction, large group discussion, and the use of
media and technology.

are relevant in young adults lives and allows for you to create a connection with the
characters and the conflicts within the novel. Heroes journey myth exists in all
human culture and continues to be updated because we as human reflect on our world
through symbolic stories of our own lives. Young adults find themselves in situations
where they must leave their comfort zone, have experiences that transform them and
force them to discover things about yourselves. Although you guys may not be
slaying dragons or fight demons, you do face problems just as scary, and even more
serious throughout your young lives. Greek Mythology is extremely relevant to your
lives and todays society because it provides stories of gods who struggle with the
same things as we do as humans, and often provide us with reasons, consequences,
and morals associated with those struggles.
2. Introduction to Greek mythology (23 minutes)
a. Independent work (8 minutes) (Pre-Assessment)
i. Give students hand out (Chart with important Gods of Olympus and Greek
mythological creatures, ei; Zeus, Poseidon, Athena, Hades, Hermes,
Aphrodite, Medusa, Minotaur, Satyr, etc.)
ii. Inform students You are to list as much information about each Greek
character as you know. It is okay if some of the information is wrong. I just
want you to try to think deep in the back of your minds and conjure up as
much information as you can remember about these characters and list them
below their name.
b.Collaborative work (15 min)
i. Students are to get into groups of 3 or 4 and collaborate/ share information
about mythological characters.
ii. After students have shared information with group and compiled one large list
of information, one member from each group is to come write information on
the board under designated characters.
iii. Teacher is to inform students who are writing on the board to make sure they
do not repeat information already written.
iv. After board is filled with information, teacher will discuss what students have
come up with. Inform students to copy down information as class and teacher
discuss it.
v. Instruct students that they are to keep these charts in their folders because they
will be using the information later in the unit.
3. Character Sketching: (19 minutes)
a. Transition: Hand out packet (Same chart with mythological creatures from previous
activity, new blank version, with another chart of the characters from the text, i.e.;
Percy Jackson, Grover, Mr. Brunner, Nancy Bobfit, Annabeth, etc.)
b.(2 minutes) Brief introduction to the novel: Percy Jackson and the Olympians: The
Lightening Thief by Rick Riordan
c. While you read Percy Jackson, pay close attention to the characters and fill out the
packet with information about the characters within the text, both mythological
creatures and Greek Gods and Goddesses, as well characters not mentioned in
Greek mythology, such as Percy, Annabeth, Grover, etc.
d.Introduction on how to Character Sketch while reading.

Commented [DMA5]: INTASC STANDARD: DIVERSE

LEARNERS: The teacher understands how students differ in
their approaches to learning and creates instruction that
allows for opportunities that are adapted to diverse
learners.
Constantly including diverse learning opportunities such as
independent work, collaborative group work, Teacher based
instruction, large group discussion, and the use of media
and technology. Teacher understands that students all learn
in different ways and the best way to engage students Is to
keep them actively transitioning into different activities and
different types of learning.

e. Teacher will begin reading chapter 1 of Percy Jackson with class, out loud, and
teach students how to look for and record important information about the
characters and events. (Have students following along in their copy of the novel
and have them copy down information into their notebooks and charts)
Examples from chapter 1:
i. Percy Jackson- Twelve years old, goes to private school, in 6th grade, on
academic probation
ii. Mr. Brunner- Latin teacher, fun, confined to a wheel chair
iii. Grover- Percys best friend, scrawny, bullied, wispy beard- held back,
crippled- muscular disease
iv. Nancy Bobofit bully
v. Sally Jackson- Percys mother, does not get to see her very often because he is
at boarding school
vi. Kronos- Zeuss father, ate Zeuss siblings
f. Students will work through as much of the first chapter of the text as time allows,
with Teacher. If time allows, students will begin reading, note taking, and
character sketching chapter 2.
4. Ticket out the door- Why is it important to learn about Greek Mythology? What is the
relevance to our lives as human beings? (2 minutes)
5. Assign Homework: Continue reading through Chapter 1-4. Continue character sketching and
note taking about key events, quotations, passages, and characters.

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 Min

Lesson 2: Chapter 1-4

Goals:
-Share opinions and reactions about the first four chapters of the text.
-Collaborate with peers on information about the characters in order to check that they are
effectively taking notes while revisiting the information.
-Think about the thought making process and create connections between the students and the
characters within the text.
Objectives:
1. Students will write and discuss reactions to beginning chapters of the novel in order to
facilitate deeper understanding for the text.
2. Students will collaborate and share information found while character sketching on their
own for homework in order to study the characters and check for understanding of proper
note taking.
3. Students will take part in an anticipation guide activity in which they will think about the
decision making process in order to connect to the characters in the text and see the
relevance within their own lives.
Standards:
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
CC.1.3.8.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Lesson Plan:
I. Journal/ Discussion (10 minutes)
A. (3 min)Give students slip of paper with Journal Prompt:
What was your reaction to the first 4 chapters of Percy Jackson and the Olympians:
The Lightening Thief? Where you surprised? Nervous? Confused? What were your
emotions and thoughts while reading and after reading?
B. (5 min) Large group discussion about student journal responses.
a. Allow students to respond freely
b. Ask some of the following questions to facilitate discussion:
- Was this what you were expecting?
- What were your reactions to what happened at the museum?
- Were you mad that Percy didnt tell his mom what had happened at school
or did you understand and sympathize for why he did that?
- Where you surprised when his mother, Sally Jackson died?
7

Do you think her self-sacrifice was a good choice? Worth it?

II. Character Sketches (25 min)

a. Small group (10 min)
i. Inform students to get into groups of 2 or 3 with the people sitting around
them
ii. Have students take out character sketch charts and collaborate on character
sketches and notes on important events through chapters 1-4.
iii. Share details about the characters with one another
iv. (Teacher walk around and check that homework has been done by each
student while students are collaborating with small groups)
b.Large group discussion: (15 min)
i. Ask students to volunteer information about the characters and have large
group discussion about characters and events. Ex: Percy, Mr. Brunner, Nancy,
Sally Jackson, Smelly Gabe, Minotaur, Kronos
ii. Call on one student to type information about characters onto smart board
while peers volunteer and discuss information. Be sure to include that student
in the discussion as well. (technology)
iii. Teacher will make connections between characters of the text and students
lives within the classroom in order to show relevance of the text. Ex:
Bullying, family life, friendships, etc.
iv. Teacher will explain to class that in that character sketching will be important
to do throughout the novel and will be necessary for the final unit assignment.
III.Anticipation Guide (Agree/ Disagree): (10 min)
a.Agree/ Disagree Activity
i. Within the novel, as many of you have already seen, the main character, Percy,
as well as many of the other characters, are constantly faced with difficult
decisions
ii. Write Agree on one side of the white board and disagree at the other end of the
board.
iii. Explain directions to students I will read a series of statements, if you agree
with the statement stand in front of Agree, if you disagree, stand in front of
disagree you will then be asked to justify your reasoning.
iv. After reading each statement, ask students their reasoning for choosing the way
they did. Then discuss counter responses. (Example: There is never justification for
killing another person. Would you kill another person for someone you love?
What if you had to choose between killing a stranger or letting your family member
die?
v.After each counter example and brief discussion, allow students to either stay
where they are or move to the other side of the room.
Statements:
-Doing what is right is always easy.
8

-When faced with a difficult decision, it is best to go with your first

impulse.
-Being selfish is always a bad thing.
-There is never justification for killing another person.
-Real love is when you put the person first in everything.

IV. Teacher close lesson with brief discussion: Making connection and showing relevance: (5
Min)
As you continue to read the novel you will see the decision that Percy and the other characters
have to make. Some decisions are easier than others, but all decisions come with consequences.
As young adults, you are faced with difficult decisions day in and day out. All of your decisions
have consequences as well. Although they may not all be life or death decisions, they are all
equally as important.
V. Assign Homework: Read Chapter 5 & 6. Continue character sketching and note taking.

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 3: chapters 5-7

Goals:
-Make connections between characters and events within the novel with the lives of the
individual student and society.
-Learn background information about characters from Greek mythology.
-Do extensive research on Athena, Goddess of Athens and compare and contrast her to her
daughter, the character Annabeth.
Objectives:
1. Students will compare and contrast the characters and events of the novel with their own lives
in order to see the relevance and value of the novel.
2. Students will learn about characters from Greek Mythology in order to gain background
information and understand the content within the novel.
3. Students will research specific characters from Greek Mythology in order to gain knowledge
about historical characters and in later weeks be able to compare and contrast the information
found to the information given within the novel.
Standards:
CC.1.2.8.G
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.E
Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
Materials: Laptops (Technology)
Lesson Plan:
I. Journal/ Discussion (11 minutes)
-(5 min)Give students slip of paper with Journal Prompt:
In What ways can you connect the characters and events/ their lives to your own
life? Think about the similarities and differences between yourself/ your lives and the
lives of the characters within Percy Jackson and the Olympians. Is there anything you
can relate to? Things to think about: family life, bullying, trouble in school, trouble at
home, social economic status, relationships with friends, etc.
10

-(5 min) Discuss responses with class, making connections between characters within
novel and students lives. (RELEVANCE)
II. Teacher Facilitates Instruction: (10 minutes)
Have students take out notebooks and Greek Mythology character charts. Instruct them to
write down information about the mythological creatures during the instructional period:
i.
Minotaur
a. Based off of your character sketch and your reading about the Minotaur, from page
50, what do you think the Minotaur looks like?
b. Allow students to flip to page 50 and volunteer what they believe the Minotaur
looks like.
c. After receiving student responses, show a photo of a satyr from Greek mythology
on the smart board with brief description of the myth of the Minotaur.
d. The horrible son of Pasiphae, the queen of Crete, who mated with a white bull
because of a curse inflicted by Poseidon. The Minotaur is half-man, half-bull. He
was so dangerous that an architect build a maze called the Labyrinth to imprison
the beast
ii.
Satyr
a. Based off of our reading about Grover (Who is a satyr) what do you think he looks
like?
b. Have students volunteer their responses.
c. After receiving student responses, show a photo of a satyr from Greek mythology
on the smart board.
d.Creatures are human from the waist up, goat from the waist down. They inhabit
the wild places of the earth and are the companions of the wine god Dionysus.
iii.
Fates:
a. Recap: In chapter 2 pg. 26: Percy and Grover see three old woman cutting a string.
b.Parallel to the Fates, show image on smart board of the fates from movie Hercules
c. Fates: The three Fates were mysterious old hags who controlled the destiny of all
living beings from birth to death. They spun each life as a thread, and cut it at the
moment of death. Even the supposedly immortal gods were afraid of the Fates.
III. Explain to students that the purpose of showing them these photos is to allow them to have a
visual understanding of what these characters from Greek mythology look like so that they
understand the reading better. Learning about these mythological creatures is important to
understanding the novel and the myths behind these characters. (RELEVANCE)
IV. Explain to class that eventually they will be researching characters from Greek mythology
and comparing their findings from Ancient Greek mythology to the characters within Percy
Jackson and the Olympians. (RELEVANCE)
V. Research/ Web quest: Athena (28 minutes)
a.In last nights reading we discovered that the character, Annabeth is the daughter
of the Greek goddess, Athena. For the next 28 minutes, you are going to be taking
11

part in a research web quest in which you will be reading and learning about the
Greek Goddess Athena. You will also be answering questions and writing a short
response to the web quest.
b. Instruct students to take laptops from laptop cart
c. Give handout to students about their Athena Web quest (see attachment below)
d.Allow students to begin their web quest
VI. Cleanup and homework
a. Instruct students to email me their responses and put away their laptops.
b.Hand students paper with their homework assignment on it as they walk out the
door:
c. Homework: read chapter 8, continue character sketching and noting important
events.
d.Homework Part 2. Writing assignment: Imagine you have just been brought to
camp Half-Blood, which cabin would you end up in? Is there already a cabin
created in which you believe that you belong to, or would they have to build a
new cabin just for you? What would be the guidelines of living in that cabin?
Why are you living in that specific cabin? Create a fictional narrative describing
your arrival to camp Half-Blood and the discovery of your true parentage. 1 page
typed journal activity. Please bring to next class.

12

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 4: Chapter 8
Goals:
-Share opinions and reactions about the discovery of Percys father being Poseidon.
-Teach students about the Greek God, Poseidon.
-Define identity/predetermined identity and how it is manifested in text, society, and other texts
we have read
Objectives:
1. Students will write and discuss reactions to chapter 8 of the novel in order to facilitate deeper
understanding for the text and check for understanding.
2. Students will be able to compare and contrast the difference between predetermined destinies
versus free will/choice in order to discuss with the class how each shapes individuals identity
3. Students will continue their development of information about characters from Greek
mythology in order to gain knowledge about historical elements and in later weeks be able to
compare and contrast the information found to the information given within the novel.
Standards:
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
CC.1.2.8.J
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
CC.1.2.8.K
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade-level reading and content, choosing flexibly from a range of strategies and tools.
Lesson Plan:
I. Journal (10 minutes)
a. Handout: At the end of chapter 8 we finally learn who Percys father is, Poseidon, the
God of the Sea. What were your reactions to this discovery? Were you surprised? Does you
think that Percy has say in what his life is going to become or do you think that he has been
predestined to be in the position he is in? How would you feel if you just discovered that
your father was a Greek God? Does this justify why his father has been gone? Is this a
good enough excuse or do you think Percy is still going to be mad at the fact that his father
has never been around?
13

b. Large class discussion on journal entries.

II. Discussion: Poseidon (7 min)
a. Brief discussion: Poseidon: God of the Sea, Zeuss brother. Poseidon is like the ocean itself,
sometimes violent, sometimes calm. He created horses from seas foam and like his brother Zeus
has had many affairs with goddesses and mortal women. Poseidons symbol is the trident, which
he uses to stir up storms at sea.
b. Show images of Poseidon and his trident
III. Predestine vs. Free Will
a. Activity: (5 min)
i. Students split into groups. Teacher hands out a slip of paper to each group. Some
groups get Eminem vs. Prince William and other groups get Oprah Winfrey vs
Jaden Smith. Questions: Where did they start from? Where are they now? How did
they get where they are now?
ii. (5 min) After groups discuss, large group discussion about how Prince William was
born into royalty and destined to be the next prince of England. He continued on the
path of being Prince and is now the prince of England. Jaden Smith was born into a
wealthy family who was already in the Hollywood spot light because his father, Will
Smith, is a famous actor. Jaden Smith was destined to be wealthy and has even become
an actor himself, starring in multiple films with his father. On the other hand, Eminem
and Oprah Winfrey started out their lives in poverty and could have easily spent their
entire lives poor, doing drugs, committing crimes, etc. But instead, they used their free
will and made choices to go against their destiny and become people of greatness.
b. Discussion of Predestine vs Free Will (18 min)
iii. Predestine- the development of events beyond a persons control. Being born into a life
and fate that has already been decided ahead of time.
iv. Free will- selecting and making decisions based on what you want to do.
v. Discussion on destiny and free will in relations to student lives
vi. Discussion on Percy Jackson:
1. Do you think Percys life is predestined? Was he destined for
greatness? Does he have free will to make choices or is he stuck in
this situation? Can he change who he is, who he was destined to
be?
IV.Ticket out the door (5 min)
a. What is the difference between Predestine vs Free will? Give 1 example from your own life
for predestine and 1 example from your life for free will. Then give me 1 example from the
novel about predestine and 1 example from the novel about free will.
b.Homework: Read Chapters 9-10 continue character sketching and writing down important
events.

14

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 5: Chapter 9 and 10

Goals:
1.

To learn the elements of a literary hero.

2.

Collaborate with peers and discover that themes of literary heroes reoccur all
through society and forms of media.

3.

Collaborate with peers and work through the text in order to determine if Percy
Jackson is becoming a hero or not.

Objectives:
1.

Students will learn the elements of a literary hero in order to determine how Percy
Jackson becomes a hero.

2.

Students will collaborate in small groups and connect the elements of a hero to
todays society, media, film, television, and literature in order to see the reoccurring
theme of a hero.

3.

Students will analyze the text in order to determine elements of the novel in which
Percy Jackson is developing into a modern day hero.

Standards:
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.2.8.A
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
Lesson Plan:
Journal/ Discussion (5 minutes)

1.

2.

a.

What defines/ makes a person a hero?

b.

Listen to students responses on what they believe defines/ makes a person a hero,
Elements of a Hero

15

a.

(5 min) Teacher facilitates: We have now come to the part in Percy Jackson in
which Percy is call to an adventure and is about to embark on a quest. (the
lightening thiefmust travel to Hades)

b.

A quest = a journey in search for something

c.

In literature there are defining characteristics and elements that help develop a hero.
This same pattern is used in almost every piece of literature, film, media, etc.

d.

Show class video clip https://www.youtube.com/watch?v=Hhk4N9A0oCA (5 min)

e.

Have discussion while students write and record information on defining elements
that make an epic hero: (10 minutes)
i.

Noble stature (status quo)

ii. Call to adventure

iii. Assistance/ mentor
iv. Departure (leaves home)
v. Trails
vi. Approach
vii. Crisis
viii. Treasure
ix. Result
x. Return
xi. New life
xii. Resolution

Elements of hero: Today society/ media Activity (20 min)

3.
a.

b.
c.

After going through the elements of a hero, Students will get into small groups and
come up with an example of a hero from modern texts, other pieces of literature, the
movies, etc. who fits the pattern and elements of a literary hero. Work through the
elements and be able prepared to explain how this character fits the literary
elements of a hero.
Ex: Shrek, Harry Potter, Hercules, Superman, Batman, The Lion King, etc.
Allow one member from each group to come up to the board and write title of their
work and a list of the elements/ connection to the work.
Allow students from each group to explain their findings and tell the rest of the
class about their example and the elements they found.

16

Commented [DMA6]: INTASC STANDARD: Multiple

instructional strategies: Teacher understands and uses
variety of instructional strategies to encourage student
development of critical thinking, problem solving, and
performance skills.
By showing the class a video clip it engages them in
different ways and expresses the use of multimedia to
teach. Allows Visual learners and opportunity and then the
class discussion after allows them for student engagement
and class discussion. Students are to analyze what they
learned through the film and then apply it to their previous
knowledge of a hero. They are to then get into small groups
and pick a hero they already are familiar with and apply the
elements to this hero. Scaffolding.

Ticket out the door: Name three elements of a hero. Give 2 examples from either society or
from the text. (3 minutes)
Explain homework (2 minutes):
Homework: Begin looking through the novel and make connections between Percys life/
journey and the elements that make an epic hero. Come up with at least 2 points in the novel
that can be considered defining moments or elements that make Percy a hero.
We will begin working with Chapter 11 in 3 class periods from today. So if you want to get a
head start, begin reading chapter 11. While reading, continue character sketching and writing
down key events of the novel. Continue recording elements and moments in the text that support
the claim that Percy Jackson is a becoming a hero.

17

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 6 (Chapter 10)

Goals:
1. To journal about which items they would take with them if they were about to embark on a
quest and explain the importance and value of those items.
2. To go over the elements of a literary hero to check for understanding and refresh their
memory.
3. To make connections between Percy Jackson and the elements of a literary hero.
Objectives:
1. Students will revisit parts of chapter 10 in order to think critically and creatively in order to
write a journal entry in which they will explain which items they would bring with them on a
quest.
2. Students will revisit the elements of a literary hero in order to analyze the novel and make
connections between the main characters becoming a hero.
Standards:
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.2.8.A
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC1.2.8.I
Analyze two or more texts that provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
Lesson Plan:
I. Journal: (10 minutes)
2. In Chapter 10 Percy, Annabeth, and Grover leave for their quest/ journey to the underworld.

They each take a few important items with them that they feel they will need during their
journey, and some items that they want to bring just because they want to! For example:
Annabeth brought her magic Yankees cap, a book of famous classical architecture to read
when she got bored, and a long bronze knife. Grover brought his fake feet, scrap metal and
apples to snack on, and a set of reed pipes. Imagine you were about to venture out on a journey
to the underworld full of mythological creatures and demons, what would you bring? Write a
journal entry naming 7 items that you would bring on your quest and explain why you would

18

bring them with you. Why are they valuable to you? How can they help you during your
quest?
3. Allow students to read their entries out loud and discuss. (5 minutes)
2. Elements of a hero: Percy Jackson and the Olympians
a.Recap of Elements of a hero: While teacher writes on board, have students call out the

elements that make a hero. (5 Minutes)

i.Noble stature (status quo)
ii.Call to adventure
iii.Assistance/ mentor
iv.Departure (leaves home)
v.Trails
vi.Approach
vii.Crisis
viii.Treasure
ix.Result
x.Return
xi.New life
xii.Resolution
b.Have students get in the same literature circles as last class and work through the text

(chapters 1-10) in search for defining moments and elements within the novel that
show how Percy is becoming a hero. Remind them that this is similar to last class
where they worked through a modern text or media (ex: Shrek). Students are to use
specific quotes and page numbers from the text to support their claim and findings.
(25 minutes)
Examples:
4. Dyslexia/ ADHD and trouble in school (Trials)
5. Fight with Mrs. Dodds in Museum (Crisis)
6. Forced to leave home and go to camp Half Blood (Departure)
7. Discovers he is Poseidons son (Noble Status)
8. Quest to underworld (Call to Adventure/ Departure)
9. Grover and Annabeth coming with him (Assistance)

10.Fight with Mrs. Dodds on Bus (Crisis, Approach, Trials)

19

c. Tell class to save their work and findings. Next class we will be discussing their
findings and working through the text.
Handout and Explain homework (5 minutes):
Character Letter:
Imagine you are a character from the novel, write a one page, double spaced, letter to
another character within the text. You can choose to write the letter as ANY character in the
novel to ANY other character! for example: You can be Percy writing a letter to his father
Poseidon, Poseidon writing a letter to Percy or Sally, Annabeth to Percy, Annabeth to her
Mother Athena, Athena to Annabeth, Grover to Percy, Etc. It can be anyone!! As long as
they are two character who we have been introduced to or read about so far within the text.
Also, you can write about anything!! For example if your Percy writing to Poseidon,
Dear Dad, why did you abandon me? I really hate that you left Mom and I to live on our
own without you. I grew up without a father and I have spent my entire life thinking about
you and wondering about who my father was. Its really unfair and selfish of you to leave me
growing up without a father. I often wonder if Im ever going to get to meet you. Part of me
really wants to meet you and part of me hates you for leaving me and it makes me feel like at
this point in my life, why should I even bother meeting you. But then I wonder, what are you
like? Are we similar? Do you watch me from the Heavens or do you know nothing about
me? Do you ever regret leaving me? I have so many questions for you that I fear may never
be answered.
Come up with your own letter from one character to another. Like I said, you can write about
anything! Get creative!
We will begin working with Chapter 11 in 2 class periods from today. So if you want to get a
head start, begin reading chapter 11. While reading, continue character sketching and writing
down key events of the novel. Continue recording elements and moments in the text that
support the claim that Percy Jackson is a becoming a hero.

20

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 7: chapter10
Goals:
1. To have students pair share their creative writing prompt.
2. To make connections between Percy Jackson and the elements of a literary hero.
3. To work collaboratively with a group finding key passages and quotes which are important to
the plot and create a timeline of events.
Objectives:
1. Students will read their creative writing homework assignments out loud to their peers in order
to practice reading and speech skills.
2. Students will revisit the elements of a literary hero in order to analyze the novel and make
connections between the main characters becoming a hero. Standards:
3. Students will work collaboratively in groups by working through the text in order to identify
key passages and quotes while creating a timeline of events.
Standards:
CC.1.2.8.A
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.B
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly,
as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.8.C
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events.
Lesson Plan:
I. Opening Activity:
A.Have students take out homework (Character Letters) and read their letters to a
partner (someone sitting next to them) (5 minutes)
B. Collect homework
II. Percy Jackson: Hero (20 minutes)
a. Have students get back into literature circles from last class
b. Elements of a hero found in Percy Jackson and the Olympians chapters (1-10) large
group discussion: Class will collaborate and teacher will facilitate a large group
discussion on findings about Percys climb to becoming a hero. While going through the
novel and the elements that make Percy a hero, the class and teacher will work through
the timeline of events. Students will give responses using plot lines, page numbers, and
21

quotes from the text, and event summaries, while connecting Percys story and journey to
the elements that make a hero. Students will volunteer to discuss their findings while
recording other students responses if they do not already have them:
Examples:
i.Dyslexia/ ADHD and trouble in school (Trials)
2. Fight with Mrs. Dodds in Museum (Crisis)
3. Forced to leave home and go to camp Half Blood (Departure)
4. Discovers he is Poseidons son (Noble Status)
5. Quest to underworld (Call to Adventure/ Departure)
6. Grover and Annabeth coming with him (Assistance)
7.Fight with Mrs. Dodds on Bus (Crisis, Approach, Trials)

III.Timeline (25min)
A.Teacher puts students in different groups from their literature circle (3 students per group) and
hand out large piece of poster paper
B. Students are to work through chapter 10 and make a timeline of important events and
introduction to any new characters mentioned in the chapter. Students are required to include
important quotations and page numbers. Teacher will be looking for responses from the
following:
-Percy Annabeth and Grover pack their bags (discuss the items they packed)
- Relax Chiron told me Keep a clear head. And remember, you may be about to
prevent the biggest war in human history pg. 156
- explanation of mortals death vs immortals death pg. 154
- Chiron gives Percy the Pen-Sword (Gift from Poseidon) - impossible to lose the pen! pg
154
- Explanation of Poseidon vs Athena myth (Why Annabeth and Percy cant be friends)
- Look...were just not supposed to get along, okay? Our parents are rivals.....She
sighed, How many reason do you want? One time my mom caught Poseidon
with his girlfriend in Athenas temple... Pg. 157
-Explanation of Smelly Gabe You should be grateful Percy, Your stepfather smells so
repulsively human he could mask the presence of any demi-god... pg 159
- Percys personal reason for quest: The truth was, I didnt care about retrieving Zeuss
lightning bolt......All I cared about was my mom. Hades had taken her unfairly and
Hades was going to give her back pg. 159
- Oracle: You will be betrayed by the one who calls you a friend ... You will fail to save
what matters most in the end pg. 159
- Leave for Quest/ Send off! (Departure)
22

- On Bus- Furies (Mrs. Dodds and two others) pg. 161 The Furies. The Three worst
monsters from the underworld...
- Fight with the Furies, Annabeth's, Grover, and Percys actions
- Percy acts bravely- self-sacrificing pg. 165
- Bus blows up- Is Mrs. Dodds dead?
c. Large Class Discussion, work through timelines as a large group. Teacher informs
class that this is how they should be time lining on their own while reading!
d. Teacher collects timelines at end of class as assessment.
IV. Handout homework sheet and explain:
Read chapter 11:
You are going to meet a lot of new characters from Greek mythology in the next
few chapters. Pay close attention and make sure to continue character sketching. Also, keep
recording important and specific events. Continue recording elements and moments in the
text that support the claim that Percy Jackson is a becoming a hero. Continue to record
information about the mythological creatures that Percy encounters.

23

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 8: Chapter 11
Goals:
1. To use the textual evidence and character description to make an inference about what Medusa
looks like.
2. To work collaboratively and use technology to learn more about the characters of Greek
Mythology.
3. To make comparisons between the information found about the Greek mythological figures
and compare and contrast the information to the descriptions found within the novel.
Objectives:
1. Students will use textual evidence and character description within the novel in order to make
an inference and draw what they believe Medusa looks like.
2.Students will work collaboratively and use technology in order to research figures from Greek

mythology.
3.Students will use the information found during their research web quest in order to compare

and contrast the information and descriptions given within the novel.
Standards:
CC.1.2.8.G
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.E
Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
Lesson Plan:
I. Opening Activity: (10 minutes)
A. During chapter 11 Percy, Grover, and Annabeth come face to face with the mythological
creature, Medusa. Based on what you read for homework last night, draw a picture of what you
imagine Medusa to look like. You may use your books as a reference.
B. Allow students to share their pictures with the class
Collect and hang around the classroom
24

Commented [DMA7]: INASTC STANDARD:

Communication and technology: the teacher uses
knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry,
collaboration, and supportive interaction within the
classroom.

II. Mythological creatures Web quest: (40 minutes)

A.Teacher introduces assignment: Today we are going to continue our research on
the mythological creatures presented in Percy Jackson and the Olympians: The
Lightening Thief. We are going to be researching the mythological creatures and
comparing them to their descriptions and information given about them throughout
the novel

Students are put into groups of 2 which allows them to

collaborate and work together while engaging on a web
quest together. The students will be gathering new
information and connecting it to information previously
learned throughout the novel and the unit.

B. Teacher puts students in pairs (groups of 2) and assign one laptop to each pair of
students
C. Give Handout (attacked) Allow Students 40 min to work on web quest with their
partner.
III. Closure
a. At the end of class, collect web quest hand outs and inform students that they will have

time next class period to finish the handouts.

b. Assign homework: Read Chapter 12, 13, 14 (page 188-218). Continue note taking,

note important events, new characters, timeline details, and elements that make Percy a
hero.

25

Names: __________________________________
Date: __________

Percy Jackson & the Olympians

Mythological Creatures Web Quest
Directions: Each mythological creature below has been mentioned and described in Percy
Jackson and the Olympians: The Lightening Thief. For each creature/ character, you are to reread the section in the novel that pertains to the character (page numbers are given). After
reading through the description in the novel, write down some of the information given. After
reading, go to the link listed below on your computer and read through the background
information given about the creature/character and the stories that pertain to them.
1. The Furies
a.) The Furies are mentioned in Chapter 10 pages 161-163. Mrs. Dodds and the other two furies
come onto the NYC bus to attack Percy. Re-read this part of the chapter and write down details
about the furies as described in this chapter within the novel.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b.) Type the following link into your search engine on your computer.
http://www.theoi.com/Khthonios/Erinyes.html Read the description of the furies from Greek
Mythology and write down some facts and information given.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c.) Are there any differences between the description of the Furies in Percy Jackson and the
Olympians: The Lightening Thief vs the information found online? If so, what are they?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Type in The Furies Greek Mythology into Google to see what the Furies looked like.

26

2.) Athena vs Poseidon

a.) In Chapter 10 Annabeth explains to Percy that they are not meant to be friends due to the
relationship between their parents, Athena and Poseidon. Annabeth tells Percy the story of why
their parents do not get along. The first story is about the competition of which God would watch
over the town. On Page 157 Annabeth briefly describes the story to Percy Another time, Athena
and Poseidon competed to be the patron god.... Re-read this small description and summarize it
below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b.) After reading the description within the novel, Go to this link:
http://greece.mrdonn.org/greekgods/athena.html and read the full myth of Athena and Poseidon's
competition. Summarize below in greater detail.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c.) Are there any differences between the description that Annabeth gives on page 157 in Percy
Jackson and the Olympians: The Lightening Thief vs the information found online? If so, what
are they?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3.) Medusa: In chapter 11 Percy, Grover, and Annabeth encounter the mythological creature,
Medusa.
a.) Re-read Medusas story from the novel on page 176 & pg 185. Give a brief summary of her
side of the story.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b.) Read through the link:
http://www.greekmythology.com/Myths/Creatures/Medusa/medusa.html

27

How do the two versions compare? How is Percy/ Poseidon connected to Medusa? How is
Annabeth connected to Medusa?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

c.) Now that you understand more about Medusa and how she became the creature she is, does
Annabeths quote, Medusa is a menace. Shes evil. Id kill her myself but.... Annabeth
Swallowed, as if she were about to make a difficult admission. But youve got the better
weapon. Besides, Id never get close to her. Shed slice me to bites because of my mother. Youyouve got a chance (page 181) make more sense? What does she mean by this, why does
Medusa hate her and her mother Athena so much? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
d.) Google Medusa and take a minute to look at the images of Medusa. Is this what you
imagined her to look like? Why or why not?
______________________________________________________________________________
______________________________________________________________________________

28

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 9
Goals:
-To make comparisons between the information found about the Greek mythological figures and
compare and contrast the information to the descriptions found within the novel.
-To have students analyze one specific chapter and act out the scene for the class by using
creativity and practicing writing skills.
-To have everyone in the class learning about all of the important events in all four chapters.
Objectives:
-Students will use the information found during their research web quest in order to compare and
contrast the information and descriptions given within the novel.
-Students will analyze one chapter collaboratively with their group in order to determine the
most significant and important part of the chapter.
-Students will work collaboratively to write a script and act out a skit in order to teach the rest of
the class about their chapter.
Standards:
CC.1.2.8.G
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
CC1.2.8.I
Analyze two or more texts that provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
Lesson Plan:
I. Mythological Creatures Web quest
a. Hand back students work from last class (web quest handout) and allow them 10
minutes to finish the web quest and revisit any questions they hadnt gotten a chance to
finish during the previous class.
b. When students are done, collect the handout and tell them to begin reading chapter 14
of Percy Jackson and the Olympians: The Lightening Thief.
c. After 10 minutes collect all packets. If some students have still not completed the web
quest, inform them that they can take it home to complete for homework on their own.

29

II. Readers theater:

a.Split the class into 4 groups
b. Each group is assigned one chapter (chapter 11, 12, 13, and 14)
c.Directions: With your group you are going prepare the most significant scene of the

chapter and turn it into a brief skit which will be acted out in front of the class. First
your group will look through your assigned chapter and decide which scene or small
section you think is the most important. Then you will assign each member of the
group a character within the scene (someone can be the narrator if you want). After
deciding who is going to be which character and which portion of the chapter you want
to act out, your group is then going to write a script to go along with the scene and your
group will practice acting the scene out. If you want to make props you are more than
welcome to do so, but note that it is most important for the script to be written and for
the skit to be practiced before making props. The entire class will have 30 minutes to
prepare their skit. Each skit should be between 1-2 minutes long, no longer, no shorter.
Plan accordingly. After you perform your skit for the class, you will be asked to
explain the significance of this scene and why you chose it.
(This allows for the entire class to get a recap of the most important parts of the chapter,
while allowing each group to analyze one section deeper. This also allows for student
engagement, creativity, and kinesthetic learning)
d.Students present skits for the last 10 minutes of class. Teacher will collect scripts at the

end of class.
III. Inform students that they will be having a quiz next class on chapters 1-12. Make sure to
study our notes, timeline, and character sketches of the novel Percy Jackson and the
Olympians. There will not be any questions about the Greek mythological creature on this quiz
but you will be quizzed on them at a later time. The quiz for next class is strictly on content
knowledge of the first twelve chapters of the novel.
IV. Homework: Study for quiz.

30

Unit: Percy Jackson and the Olympians: The Lightening Thief

50 min

Lesson 10
Goals:
1. To assess students learning and understanding of the first 10 chapters of the novel
2. To learn background information about characters from Greek mythology including Hades,
Echidna, and Chimera.
3. To make connections between these figures from Greek mythology to their roles within the
novel.
Objectives:
1. Students will be assessed on the first 10 chapters of the novel in order to determine their level
of learning and understanding of the novel.
2. Students will learn about characters from Greek Mythology in order to gain background
information and understand the content within the novel.
3. Students will learn about these characters from Greek Mythology in order to make
connections and be able to compare and contrast their true origins to the details and descriptions
given within the novel.
Standards:
CC.1.3.8.H
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from traditional works, including describing how the material is rendered new.
CC.1.3.8.E
Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
Lesson Plan:
I. Quiz (30 minutes)
a. Allow students 5 minutes before quiz to look over their notes and ask any questions they
want before handing out the quiz.
b. Move students around so that the students are spread out to prevent cheating.
c. Hand out quiz (SEE ATTACHED DOCUMENT BELOW)
d. Allow 25 minutes for the students to take the quiz. Collect after 25 minutes.

31

II. Greek Mythological figures lesson (20 minutes) PowerPoint

-Teacher facilitates lesson. Encourage students to take notes
- Hades, Echidna, and Chimera
A. Hades
i. Show picture of Hades
ii. Information on slides:
-Hades is the brother of Zeus. After the overthrow of their Father Cronus his
brothers Zeus, Poseidon, and himself drew lots to decide who would rule which
parts of the world.
- He had the worst draw and was made Lord of the Underworld, ruling over the
dead (Hell)
- He is greedy and wants more and more souls in the underworld. He does not
allow anyone to leave once they have entered.
-He rarely leaves the underworld
-He has a helmet that makes him invisible
- His wife, Persephone is a beautiful woman who Hades abducted and forced to
live in the underworld with him.
iii. Show brief video clip from YouTube from the Disney film Hercules of Hades
B. Echidna
-Page 207 She rolled up her denim sleeve, revealing that the skin of her arms was
scaly and green. When she smile...
- Page 208 The snake lady made a hissing noise....
I. Show image of Echidna (half lady half snake)
II. Background information
-half woman half snake
-Known as the Mother of All Monsters because most of the monsters in Greek
mythology were mother by her
C. Chimera
Page 207 The Chimera was now so tall its back rubbed against the roof. It had the
head of a lion with a blood- caked mane, the body and hooves....
i. Show image of Chimera (2 heads = 1 lion, 1 goat, and the tail is a snake)
32

ii. Background information

-Chimaera had three heads - lion, goat, and snake.
- Its body was also mixed having the front part of a lion, middle of a goat, and snake for a
tail.
- It breathed fire.
III. Homework: Read chapter 15. Continue note taking, noting important events, new characters,
timeline details, and elements that make Percy a hero.

33

Percy Jackson and the Olympians: The Lightening Thief

Quiz #1
Ch. 1-12

Commented [DMA8]: INTASC STANARD: ASSESSMENT:

The teacher understands and uses formal and informal
assessment strategies to evaluate the continuous
intellectual, social, and physical development of the learner.

Name: ______________________
Date: _______________
Period: ______________

Part I. Circle the best choice.

This quiz is a formative, formal assessment after the first 12

chapters in order to check for understand and give the
students a checkpoint grade for their work thus far. Acts as
a benchmark and allows the teacher to monitor progress.

____1. What kind of school is Yancy Academy?

A. a school for gifted students
B. a music school
C. a performing arts school
D. a school for students who behave badly
____2. What caused Percy to get in trouble with Mrs. Dodds?
A. He calls her an old sot.
B. He got caught cheating on a Tom Sawyer book.
C. He did not complete his math homework.
D. He pushed Nancy into the fountain.
____3. Why does Percy think the whole school is playing a trick on him?
A. They always laugh when they see him.
B. They wont talk to him.
C. They say Mrs. Kerr has always been the math teacher.
D. Mr. Brunner and Grover smile at him in a strange way.
____4. How does Grover react when Percy tells him about the yarn cutting?
A. He gets very upset and frightened.
B. He laughs at him.
C. He gets angry.
D. He pretends he doesnt hear him.
____5. What happened to Percys mom?
A. She got struck by lightning.
B. She died in a car wreck.
C. The Minotaur ran her over.
D. The Minotaur choked her.

____6. Which sentence best hints at the fact that there are big changes in store for Percy?
A. That was my first day at Camp Half-Blood.
B. I didnt realize how exhausted I was until I collapsed on my borrowed
sleeping bag.
C. We all headed down to the amphitheater where Apollos cabin led a singalong.
D. Id wish Id known how briefly I would get to enjoy my new home.

34

____7. What is strange about the man who is guarding Percy when he first arrives at
camp?
A. He is a Minotaur.
B. He has blue eyes.
C. He has eyes all over him.
D. He is wearing a Hawaiian shirt.
____8. What does Chiron say about the Greek gods?
A. They used to exist.
B. They are really only myths.
C. They still exist today in Greece.
D. They still exist today in America.
____9. According to Chiron, what is the big question everyone wants answered?
A. Who is Percy?
B. What is a solstice?
C. Whats for dinner?
D. How did Percy kill the Minotaur?
____10. What caused Percy to be placed in Cabin Eleven?
A. He was determined.
B. It was the closest.
C. He was undetermined.
D. Mr. D ordered it.
____11. What word best describes Annabeths desire for a quest?
A. frightened
B. nervous
C. furious
D. determined
____12. What word best describes how Luke feels about his father?
A. bitter C. frightened
B. jealous D. anxious
____13. According to Grover, why did the Big Three gods swear not to have any more
children?
A. The world had too many children in it.
B. Their wives were very upset with them.
C. There was no more room on Mt. Olympus.
D. Their children caused World War II.
____14. Why does Percy feel miserable once he gets his own cabin?
A. Its dirty.
B. It isnt nicely furnished.
C. Hes lonely.
D. Its too close to Clarisses cabin.
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____15. What is an Oracle?

A. a mummy
B. an attic
C. a city in Delphi
D. someone who sees the future
____16. What gift does Luke give to Percy for his quest?
A. a Yankees cap
B. Riptide
C. flying shoes
D. a balanced sword
____17. According to Grover, what caused Percys mom to marry Gabe?
A. He was rich.
B. She was lonely.
C. He was kind to her at first.
D. His smell covered everything up.
____18. Why doesnt Percy leave the bus when he has the chance?
A. Hes too scared.
B. Hes too loyal to his friends.
C. He thinks he can beat the Furies.
D. He doesnt know where the best exit would be.
Part II. On the back on the quiz, respond to these short answer questions.
1. Why does Percy leave Grover at the bus station? What would you have done?
2. Why doesnt Percy tell his mom the truth about Mrs. Dodds and the ladies at the fruit?
stand?
3. Explain why some kids are summers campers and others are year-rounders.
4. Explain Percys quest. What exactly is Percy supposed to find and return and where does he
have to go to get it?

36

Percy Jackson and the Olympians: The Lightening Thief

Quiz #1
Ch. 1-12
Answer Key:
1. D
2. D
3. C
4. A
5. D
6. D
7. C
8. D
9. A
10.
C
11.
D
12.
A
13.
D
14.
C
15.
D
16.
C
17.
D
18.
B
19.
He wants to be left alone
20.
He doesnt want to scare her or disappoint her
21.
Kids that are too strong have to stay at camp while minor demi-gods are safe to
return home for the school year.
22.
To go into the Underworld and retrieve Zeuss lightning bolt from Hades

37

Final Assessment:

The Hero in All of Us: What Makes A True Hero?

Final Project: I Am My Own Hero
Throughout the novel, Percy Jackson had to discover who he was, had to take on new and
scary responsibilities, and in the end became his own hero as well as a hero for others. This story
creates a great moral lesson for young adults to understand that you will face hardships
throughout your lives, but you need to learn that you are not alone, you must step up to the plate,
embrace your responsibilities and become the person that you were intended to be. Many young
adults do not realize the potential they have and often settle only for what they believe they are
capable of. Percy Jackson thought he was an ordinary kid with learning disabilities and never
thought he could become anything great. Once he discovered the truth about his identity he was
immediately thrown into a world unlike his own and forced to take on the responsibilities that
came with his identity. As we have discussed in class, as young adults, you too will be thrown
into situations that you are not yet ready for, or comfortable with, but that does not mean that you
cannot overcome these challenges. This novel teaches young adults that they too can be greater
than they believe and take on the world without holding back, and in the end they may become
their own hero as well.
Throughout this marking period we have discussed the elements that make a hero and the
quest in which a hero must embark while reading Percy Jackson and the Olympians: The
Lightening Thief. We have watched video clips, done numerous small projects and writing
assignments, journal, had both large group and small group discussions, read excerpts about
different heroes in literature, and have even discussed how we, as humans, can be heroes too. In
order to complete our unit on Percy Jackson and the Olympians: The Lightening Thief, I am
asking you to complete a three part final project; Essay, Visual aid/poster, and Presentation.
The essay is worth 60% and the poster and presentation combined is worth 40% of final project
grade.
Tasks:
4. The following link is a short video clip that we watched at the beginning of the unit. I want
everyone to re-watch the clip and pay special attention to the elements that make up a hero. I
also want you to pay close attention to the relevance that these Greek mythological heroes
have to us today as humans and the relevance that they have in your lives.
https://www.youtube.com/watch?v=Hhk4N9A0oCA
Noble stature (status quo)
Call to adventure
Assistance/ mentor
Departure (leaves home)
Trails
Approach
Crisis
Treasure
Result
Return
New life
Resolution
38

Commented [DMA9]: INTASC STANARD: ASSESSMENT:

The teacher understands and uses formal and informal
assessment strategies to evaluate the continuous
intellectual, social, and physical development of the learner.
This is an end of the year summative assessment in which
students are asked to do a project where they will be
applying their knowledge from the course as well as their
own personal creativity and voice. This final assessment
allows the teacher to evaluate the students growth over the
unit.

2) 4-5 Page Essay: (60%)

-Students will write a 4-5page essay in which the subject matter is "I Am My Own Hero".
10.
The core of the paper is a reflection narrative explaining to your audience; in what ways,
you could be compared to a hero; how are you a hero in todays society, in your life, and in the
lives of others? In order to effectively complete this narrative, you must fully understand, and
be able to explain the elements that make a hero.
-Within the essay you will explain what you believe it means to be a hero, including specific
information from our large group discussions, lectures, small group discussions, etc. We have
discussed in class many times what makes a hero so this should be a fairly easy task. I do not
want a list of the criteria, but instead I want this information woven into the context and narrative
of your paper. You MUST make connections throughout the narrative between your life and the
elements and characteristics of literary heroes. Please do not just hand in a narrative, I need to
see that you clearly understand and can incorporate the characteristics that make a hero into your
everyday lives.
**For example: If Bobby is writing his essay about why he is a hero, he may describe the
struggles/ trials he has faced, the responsibilities in his life that he has taken on, good deeds he
has done for the community, his peers, his family, and himself, plans to overcome his struggles
in the future or plans he has already put into motion, assistance he may have gotten/ gets from a
mentor figure in his life, who is this mentor, how does he/she help, what does he hope the
resolution to be, who is he a hero to? His peers? His siblings? His teachers? His parents? Why?
How? Etc. Think outside the box!
4. Visual & Presentation (40%)

Along with your 4-5 page written narrative/ essay, you will also create a poster, PowerPoint,
mobile, or any other visual presentation (must be approved by me) of your essay. The visual
representation will be labeled I Am My Own Hero. The goal of this visual aid is to highlight
the main points of your written narrative, you do not have to go into explicit detail about what
you wrote. You will then be required to present your visual aid to the class in which you can
elaborate some of the points of your visual aid/ essay. (2-4 minutes per students).
Criteria for Visual Aid:
a.
Actual picture of yourself
b.At least 4 characteristics of a Hero
c.At least 3 pictures/ clip art to go along with these characteristics
c.
At least 4 qualities about yourself (from your essay) that make you a hero.
d.
At least 2 pictures/ clip art to go along with your qualities.
(For example: May paste a picture of your favorite Aunt who you consider to be
your mentor)
******Disclaimer!!!** You DO NOT have to share with the class (put on your poster) any
personal struggles you are having or have faced, you can choose to only discuss these matters
within the essay. For example: If your trials as a hero include you being bullied and teased you
DO NOT have to share that with the class. I would prefer you write about it within your narrative
and pick 4 different qualities to add to your poster if you feel uncomfortable sharing that
information.
39

Although some of you may feel shy about this assignment at first, it will act as a confidence
booster and establishes the overall goal of the unit, teaching students the abilities and the
greatness that you have within yourselves, building your confidence, and making you realize that
we all have the power to become a hero to ourselves or someone else.

The cave you fear to enter holds the treasure you seek. -Joseph Campbell
Grading Procedures:

Poster/Presentation Checklist:
Each check point worth 4 points each (40% of final project grade)
____ Student comes to class prepare (on time, with all pieces of final project, ready to present)
____ Completed visual aid (poster, PowerPoint, mobile, etc.)
____ Clear and Visible Title
____ Photo of Student
____ 4 valid and clearly stated characteristics of a hero
____ 3 pictures/ clip art pertaining to the 4 characteristics of a hero
____ 4 different and individual qualities about student
____ 2 pictures/ clip art pertaining to individuals qualities
____ Presentation time between 2-4 minutes
____ Student speaks clearly and shows evidence of practicing their presentation ahead of time
______/40 :Total points

40

Percy Jackson Final Assessment Essay Rubric

Category

A Work

B Work

Clarity

Students write clearly

and follow the directions
of the assignment.
Students include
elements of the literary
hero and include
narrative about their own
personal lives.

Students write clearly

most of the time. Students
include some elements of
the literary hero and
narrative in their own
personal lives but lacking
in some areas.

Students follow some

directions. Students fail to
include elements of a
literary hero and narrative
of their own life irrelevant
to the assignment.

Appropriate

Students write for the

appropriate audience.
Students have clear
organization including
introduction, supportive
body paragraphs, and a
clear and well thought
out conclusion. Clear
transitions throughout.
Thesis statement clear
and concise.

Students write for the

appropriate audience.
Organization is not fully
clear, transitions are not
always apparent.
Introduction and
conclusion not clear. Body
paragraphs are lacking
support. Thesis statement
is there but slightly
irrelevant or unclear.

Students writing is not for

the appropriate audience.
Organization unclear, no
transitions. Introduction
and conclusion are not clear
or well organized. Body
paragraphs lack support.
Lacks thesis statement/
unclear.

Audience is unclear. No
organization of essay, no
transitions and almost no support
in body paragraphs. Introduction
and conclusion are unclear or
completely lacking. No thesis
statement.

Students use some

evidence from their own
lives in order to connect
themselves to the concepts
of the heros journey.
Students use only 3
characteristics from class
of what makes a literary
hero. Student makes some
clear connections.

Student gives minimal

evidence from their own
life in connection with a
literary hero. Student only
uses 2 characteristics of a
literary hero and does not
provide relevant and
adequate connections
between themselves and
literary heroes.

Student gives almost no evidence

from their own lives in
connection to the elements of a
literary hero. Student gives only 1
characteristic of a literary hero
and makes little to no connections
between their own lives and the
lives of literary heroes.

Relevance

Students thoroughly use

evidence from their own
lives in order to connect
themselves to the
concepts of the heros
journey. Students use at
least 4 or more
characteristics discussed
in class that make a
literary hero. Student
makes clear connections
between their own
personal lives and the
elements of a hero.

C Work

D/F Work

Students do not follow the

directions as followed in the
assignment. Students fail to
include literary elements and do
not include narrative of their own
personal lives.

Many grammatical, Punctuation,

and spelling errors.

Mechanics
No Grammar,
punctuation, spelling
errors.

Minimal grammatical,
punctuation, and spelling
errors.

Some grammatical,
punctuation, and spelling
errors.

41