Using Words as a Way into Rick Riordan's "The Lightning Thief"

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Using Words as a Way into Rick Riordan's "The Lightning Thief"

Description:

In this lesson, students use the Visual Thesaurus to help them categorize words from the first chapter of "The Lightning Thief" as a means to predict the novel's central topics and themes. Then, after reading the chapter, students analyze those same words in the context of the novel and conduct further research into the mythological references that run throughout the text.

Education Levels:

3, 4, 5, 6, 7, 8

Subject:

Vocabulary, Process Skills, Literature

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

Thinkmap, Inc.

Show more properties

Keywords:

Gods and goddesses, Riordan, Rick, Novels, Literary themes, Fiction, Greek mythology

Mediator:

Middle school teachers, Elementary school teachers

Publisher:

Visual Thesaurus

Is Part Of:

http://www.visualthesaurus.com/cm/lessons/

Language:

English

Subjects/Topics

P21 Subject:

Language Arts, English

Learning Outcomes:

Conforms To

English-Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1997)

Reading

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

Conforms To

Priority Academic Student Skills (PASS) for English (2002)

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 3: Comprehension/Critical Literacy -- The student will interact with the words and concepts in a text to construct an appropriate meaning.

5. Monitoring and Correction Strategies

a. Monitor own reading and modify strategies as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense, rereading).

Conforms To

Sunshine State Standards Grade Level Expectations: Language Arts (1996)

Strand A: Reading

Standard 1: The student uses the reading process effectively.

The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.

5. establishes a purpose for reading (for example, entertaining; skimming for facts; answering a specific question)

Conforms To

Reading and English Language Arts Content Standards and Objectives for West Virginia Schools (2003)

Standard 1: Reading (RLA.S.1)
Students will use skills to read for literacy experiences, read to inform and read to perform a task by:

identifying and using the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension, writing and motivation to read); and
employing a wide variety of literature in developing independent readers.

Reading Objectives

RLA.2.1.4 use a variety of context clues to decode unknown words (e.g., prior knowledge; read ahead; reread).

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Language Standards

Vocabulary Acquisition and Use

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

This data provided by the Achievement Standards Network

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Using Words as a Way into Rick Riordan's "The Lightning Thief"

Using Words as a Way into Rick Riordan's "The Lightning Thief"

Subjects/Topics

Learning Outcomes:

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