Molloy College

Division of Education
Lesson Plan #1
Student: Jennifer
Molina
Content Area: TESOL
Grade: 6-8 Topic: Percy Jackson/Hero Theme

Prof. Rickey Moroney

November 30, 2016

INSTRUCTIONAL OBJECTIVE(s) (Lesson Objective(s)*)

After reading the book Percy Jackson and the Lightning Thief, by Rick Riordan, students will be
able to understand and apply various concepts of themes. For this lesson the main focus will be
on the heroism theme. They will create a letter to Percy Jackson describing similarities in the
theme of Customs and Traditions and compare them to their own customs and traditions within
their family.

CCLS / +NYS STANDARDS AND INDICATORS

Common Core Standards:
1 Common Core Anchor Standard (RL.2): Determine central ideas or themes of a text
and analyze their development; summarize the key supporting details and ideas.
2 Common Core Anchor Standard (SL.1): Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building on others ideas
and expressing their own clearly and persuasively.
Indicator: This will be evident when students gather information about various themes.
ISTE NETS Standards:
1 ISTE NETS Standards: Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by
the learning sciences.
Indicator: This will be evident when students understand and grasp new terms.
Bilingual Common Core Anchor Standards:
1 Bilingual Common Core Standards (RI.1): Read closely to determine what the text
says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Indicator: This will be evident when students use information learned in their assessments to
show competency.

MOTIVATION (Engaging the learner(s)*)

Class will begin by watching the YouTube video below of Percy Jackson. The scene in the video
will highlight Percy Jacksons heroic traits.

https://youtu.be/puPa2uY0-Wk
MATERIALS
Smart Board, PowerPoint, teacher constructed work sheets, do now and exit slips.

STRATEGIES (Learning Strategies*)

Direct instruction, teacher demonstration, guided practice, and collaborative learning.

ADAPTATIONS (Exceptionality*)
A student who is visually impaired will be given worksheets prior to the lesson in 20 point font.
A student who has no prior knowledge in the English language will be given the worksheets with
large pictures that best describe instructions and the book with words in their native language.

DIFFERENTIATION OF INSTRUCTION
Tier 1: Students will be given the reading passage provided with a word bank to complete the
phrases with one more example provided by the teacher, with 1 error.
Tier 2: Students will use the word box worksheet and vocabulary guide provided to complete the
assignment in class, with no errors.
Tier 3: Students will complete the reading passage work sheet without the bolded, with no errors.

DEVELOPMENTAL PROCEDURES
1. Students will complete a Do Now questionnaire. (What is a theme? What does a hero mean to
you? Who do you consider a hero?)
2. Students will watch a YouTube clip of the movie Percy Jackson Lightning thief. (How is the
hero theme evident in the clip? Does this clip highlight any heroic acts of Percy Jackson? Why is
Percy Jackson a hero?
3. After the motivational activity, the teacher will announce to the students that their main focus

throughout the unit will be different themes that can be seen in literature as well as in the movie.
The teacher will then hand out the hero archetype worksheets.
4. After the hero slideshow presentation, the students will be heterogeneous grouped and will
focus on one the chapters in Percy Jackson and the Lightning Thief. The teacher will then

explain that as a group, the students will read the text and then determine how the hero theme is
evident in the chapter assigned. The hero archetype worksheet will be given for guidance.
3. While the students are reading and discussing their text and its theme, the teacher will be
walking around to each of the groups listening to student conversations and will offer assistance
when needed.
5. Students will be given the homework handout in which they will compare Percy Jackson and
another hero seen in literature, movies, history or in the world today.
6. Students will receive a ticket-out handout. Students will be directed to answer two questions
following the hero theme. (What is the journey of the hero and how does the archetype manifest
itself?)

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Exit slip
Group activity
Homework assignment

INDEPENDENT PRACTICE
After the lesson on hero students will recognize heroic figures in multimedia.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT.
Direct Teacher Intervention: Students who did not fully understand the reading passage or who
did not complete all the assigned work will be provided with a smaller passage.
Academic enrichment: Students can take their homework to the next step and identify the
unknown words from the reading passage and construct a sentence for each using a
Spanish/English dictionary.

TEACHER REFERENCES
INeedaSuperhero.(n.d.).RetrievedNovember30,2016,from
http://www.mensaforkids.org/teach/lessonplans/ineedasuperhero/
Learning Standards. http://www.highered.nysed.gov/kiap/precoll/service_learn/standards/esl.pdf
YouTube. https://youtu.be/puPa2uY0-Wk