Block C Lesson Plan Form
Date: 19 October 2017
Grade: 6th
Subject: Social Studies
Lesson Length: 40 minutes
KCCR Social Studies Standard(s)
Standard/Benchmark: Discipline. Knowledge/Skills
KCCR ELA Standard(s)
Standard/Benchmark/Description
Essential Question(s)
Lesson Objective
Assessment/Criteria
Disciplinary Literacy
(terms: technical, figurative, locality, Quantitative,
multiple meanings, acronyms, easily confused)
Materials
Technology
Resources
Setting
Name: Seth Dills & Miranda Woodworth
Lesson Title: I Battle My Jerk Relative
Lesson Source:
http://rickriordan.com/content/uploads/2016/04/l
ightning-thief-teachers-guide.doc
Benchmark 1.2 The student will analyze the context under which
choices are made and draw conclusions about the motivations and
goals of the decision-makers.
6th Grade - Ancient Greece - Ideas - Mythology
SL.6.1a Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
What effect did the battle between Percy and Ares have on Percy and
his friends?
At the end of this lesson, the students will analyze the context of the
Battle with My Jerk Relative and work to reflect on the actions of this
battle and its implications on the characters.
Participation in the following:
Whole Class Review
Quiz Quiz Trade
Retelling of the Story
No New Disciplinary Literacy
Materials
QQT Print Outs
Evaluation Print Out (CT)
Swords (Optional)
On Board
Cast of Characters
Page Numbers
Technology
SWVL for Block C Evaluation
Resources
The Lightning Thief by Rick Riordan
Setting
Mrs. Carmodys super cute, flexible seating classroom
 Adaptations/Modifications Extra Visual & Auditory Cues
(guided notes, extended time, fewer questions,
Others As Needed
fewer distractors, alternate setting, etc.)

Modalities Visual:
(visual, auditory, kinesthetic, tactile)
Watching the Reenactment
Auditory:
Listening to recap of the story
QQT Questions & Answers
Group Discussion
Listening to the Reenactment
Kinesthetic:
Movement of Warm Up
Movement of QQT
Recreating the Fight Scene
Tactile:
Recreating the Fight Scene

Instructional Strategies Cooperative Learning

(graphic organizer, cooperative learning,
Discussion-Based Learning
discussion, technology integration, etc.)
Activating Prior Knowledge
Role Play/ Dramatic Acting
 Lesson Procedures/Activities
Write out detailed lesson procedures. Be sure to include 4-5 important questions you will ask during the
Est. lesson and the expected student responses. Your plan should be detailed enough for another teacher to
teach it without having to ask you any questions. Numbering and bullets are permissible and encouraged.
Time

10 Warm Up (Fill in the Teacher)

Mins Teacher greets students. This will occur after the students have shared
their News with the CT.
Teacher needs to make sure that they spend a few minutes introducing the
SWVL Technology. Show the students how it moves. Explain to the students
our role as Block C students. Talk through who will be seeing this video.
Explain expectations - Ignore the SWVL, Act like its not there, Ignore the
microphone if its placed by your group, etc. BE SURE TO COVER SCREEN
WITH PAPER.
Teacher will point out that the other teacher (Mr. Dills/ Ms. Woodworth)
didnt do their homework, and is completely lost. (Other teacher can
interject excuses such as But my cat was sick, or I had practice, or My
book fell in the toilet). Classroom teacher will ask the students to stand up
as if they were playing Cherry Pie. Teacher explains that we will play a
similar game to inform Mr. Dills/ Ms. Woodworth about what has
happened so far. Each student will have a turn to explain a part of the story
in a few sentences and then sit down. After all students have explained a
part of the story and all are sitting, the teacher will ask if students feel
Beginning there is more to add, and if there is will invite them all to stand up again
(Engage) until theyve provided an acceptable summary of the first twenty chapters.

10 Quiz-Quiz-Trade
Mins (Students already understand how QQT works, as they have done it
multiple times in class)
Teacher will give each student sitting in the circle one of the attached
questions. Teacher will explain that some questions require some deeper
thinking and others are right there. Reinforce that the expectation is that
all students participate, all students encourage one another, and all
students hold one another accountable to their answers - Help one another
as needed but dont give answers.
Teacher will instruct Stand up, hand up, pair up - Begin!
Teachers will participate with students in order to assess for learning
After the conversation has died down and students are getting the same
questions, teacher will use an attention getter to call the students to order

*Modification: Teacher would hold onto the essential question and walk around
assessing students. At the end of that turn the teacher and student would not
Middle trade cards. (We are unable to do this because we dont know the students and the
(Explain/Explore) classroom very well yet).
 20 Acting out the Battle.
Mins After students have regained their composure from QQT, teacher will begin
to count them off numbers 1-6 (4 groups of 6, with a couple of extra to play
extra cops if needed)
Teacher will begin to explain to the students the next activity is a chance
for them to show off their creativity. In small groups they are going to work
to reconstruct the fight scene on pages ___-___. They will play the
following characters:
Percy
Ares
Grover
Annabeth
Narrator
Cop (+1)
Encourage students to reconstruct the battle as closely as possible.
Encourage them to practice in their groups - The right moves, the right
lines, the facial expressions and body language.
Explain to students that one group will be chosen at random and they will
be given the chance to perform in front of the whole class at the end of this
activity WITH THE FOAM SWORDS!
Teacher will explain that before we can begin, we need to cover some
safety topics:
There is a part in the scene where a character gets kicked in the
chest, should we kick our classmates in the chest?
This is a fight scene. Should we hit our classmates in the head as
hard as we can? No, we tap them.
There are guns involved in this scene. Is this an appropriate time
to have fake guns or is this an inappropriate time?
Teacher will allow for students to break into groups (pointing to a part of
the room and assigning it to a number). Students will work together with a
book in each group. Teacher will walk around and monitor for on-task
behavior.
After conversation is dying down (Approx. 5 minutes before class is over)
teacher will call attention to the groups and choose one at random
(perhaps this is random, perhaps it was the group that was most on-task,
perhaps it was a group that showed creativity,etc.).
This group will go to the front of the class to act out the scene with a
student reading the narrative. Teacher will provide foam swords for the
scene and then collect them after the scene. Afterwards, the whole class is
expected to applaud.
Teacher will pause for any end-of-lesson questions. Allow for clarification
and use students as resources when needed. Thank students for their
participation.
Teacher will pose essential question: What effect did the battle between
End Percy and Ares have on Percy and his friend? Allow for student answers
(Extend/Evaluate) (Tentative, depending on time, possible move to future lesson)
 Rubric
3 2 1 0

Participation Completely Participated in Participated in Didnt Participate

Participated in all activities activities
three activities

Mastery: 3
Developing: 2
 Quiz-Quiz-Trade

Why does Percy will himself to get soaked in the

water?

Ares says the best kind of war is when relatives fight each.

Why would this be the most vicious kind of fight?

Why does Percy begin to suspect that Ares wasnt

acting alone that he was taking orders from

someone?

Which failures does Ares point to when he says Percy

doesnt have what it takes?

Is this a fair criticism? Why or why not?

 What deal does Percy make with Ares?

How does Percys ADHD keep him alive in the fight?

What strategy does Percy use to beat Ares?

After Percy wounds Ares, something strange happens that

makes Ares back off. What is it?

Why is important that the Furies witness Percys

battle?

At the end of the chapter, what does Percy decide he

must do to complete the quest?

 How does Percy feel about seeing his mother?

What does Ares have that will make Hades mad at

Poseidon and Zeus?

What does Ares hope to accomplish by killing Percy?

Where did Percy strike Ares that wounded him?

Annabeth and Grover have very different views of the

battle with Ares. Annabeth calls it terrifying. Grover thinks

its cool. Why does Annabeth call it terrifying?

 Annabeth and Grover have very different views of the

battle with Ares. Annabeth calls it terrifying. Grover thinks

its cool. Why does Grover think its cool?

What emotions do you feel toward Ares during this

chapter?

What is the name of Percys sword?

Think back to Chapter 19. How do they (Percy and his

friends) escape the underworld and where do they end

up?
 Annabeth and Grover have very different views of the

battle with Ares. Annabeth calls it terrifying. Grover thinks

its cool. How would you describe the battle with Ares?

How is Ares related to Percy?

What are the furies?

What are they trying to transport during this chapter?

Who picked up Percy and his friends at the beginning

of the chapter?

What happened when the police showed up to stop

the characters?