Language of the Discipline Rules Trend s Across Disciplines Details A CRITICAL THINKING RESOURCE FOR... the Lightning Thief Engage your students like never before with critical thinking questions for each chapter of the book. Unanswered Questions Patterns Ethics Multiple Perspectives Relate Over Time Big Idea
Unanswered Questions Multiple Perspectives Language of the Discipline Increase rigor in your classroom while developing an exciting, more meaningful relationship with a well-loved piece of literature! This critical thinking resource is a unique novel study guide for Rick Riordan s, The Lightning Thief. This set of chapter companions was designed to meet an important need in the classroom; novel companions and/or resources that push students to think beyond the basics and more deeply engage with the text. In this guide you will find a graphic organizer for each chapter in the book. Each organizer focuses on 4 of 11 critical thinking elements (Big Ideas, Rules, Trends, Patterns, Language of the Discipline, Ethics, Relationships Over Time, Details, Unanswered Questions, Across Disciplines, and Multiple Perspectives). There is also a, which draws on information from the 4 critical thinking elements of the graphic organizer. The questions on each chapter companion are designed to encourage higher level thinking skills and more complex interactions with the text than traditional novel units typically provide. Students also learn to support responses with evidence from the text, even in the case of contradictory opinions. These graphic organizers are aligned with the K-12 Common Core Anchor Standards for Reading and are perfect for providing more complex literary analysis for GATE students, while also allowing students of different ability levels to further develop their critical thinking skills. The graphic organizers in this unit can easily be used in a variety of different ways: As post chapter individual literary response activity and/or assessment As a base for jigsaw groups- each group member from a home base group meets with an expert group to discuss/answer one of the four questions. They then return to their home group and lead a discussion utilizing the information they gathered. The home group then works together to discuss/answer the core question. As a foundation for literature group discussions- the graphic organizers help guide the discussion and provide the group with clear defined objectives As a scaffolded literary response activity- the organizers for certain chapters can easily be used to assist your students in writing an in-depth literary response piece. The four questions can be answered with support and thoroughly discussed. The students can then use that information as a source/pre-write for developing a longer written response for the. As a think-pair-share activity- Students meet with a different partner to discuss/answer each of the four questions. They then work by themselves or with another partner to complete the. Copyright 2013 M. Tallman. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA). Ethics Rules Across Disciplines Relate Over Time Details Big Idea Trend s Patterns
The Lightning Thief: Chapter 1, I Accidentally Vaporized My Pre-algebra Teacher RULES Were the characters actions what you expected in this chapter? Explain your answer. MULTIPLE PERSPECTIVES This story is told from Percy s perspective. How might this chapter be different, if it were told from another character s perspective? Our main character, Percy, is not exactly the model student. Yet, the author does an effective job at making him a likable character. Describe this paradox. TRENDS Does Percy remind you of a character from another story you know? How are they similar or different? UNANSWERED QUESTIONS The author leaves the reader with many unanswered questions in this chapter. Jot down a few that you have so far.
The Lightning Thief: Chapter 2, Three Old Ladies Knit the Socks of Death DETAILS Describe how the characters work to resolve the issues that arise in this chapter? TRENDS Approximately when in time does this story take place, and what are the clues (e.g., vehicles, clothing, word usage)? How does the author begin building a tone of suspense and danger in this chapter? Provide evidence from the book to support your answer. MULTIPLE PERSPECTIVES What do you think Grover s main conflict or problem is in this chapter? How do you think it connects to Percy? What impact might an event or detail from this chapter have on the future of the story?
The Lightning Thief: Chapter 3, Grover Unexpectedly Loses His Pants DETAILS What details does the author include in this chapter to help you imagine what the setting or characters look like? What change in setting (time, weather, location, etc.) took place in this chapter? What effect does this change have on the characters or plot? How does the author use language to develop the tone, imagery, and/or style of this chapter? BIG IDEA PATTERNS Write a summary of this chapter in exactly three sentences. Describe the relationships between the main characters in this chapter.
The Lightning Thief: Chapter 4, My Mother Teaches Me Bullfighting RULES What series of events led to the problems that the characters had to resolve in this chapter? LANGUAGE OF THE DISCIPLINE How did the author effectively create a hook that made you want to continue reading? Share an example from this chapter. How did the characters actions and the impact of the setting contribute to the major conflict/problem within this chapter? ETHICS How else could the characters have resolved the main problem in this chapter? How would your advice to Percy have changed in this chapter, compared to what you may have advised in previous chapters?
The Lightning Thief: Chapter 5, I Play Pinochle With a Horse ETHICS What rules and/or expectations are broken in this chapter? TRENDS How does the setting impact the story in this chapter? How are the characters in this chapter connected to the ancient gods of Greek Mythology? Provide specific examples form the text. PATTERNS What have you noticed in this chapter that you may have also noticed in other stories? ACROSS DISCIPLINES How did information in this chapter inform you about another subject?
The Lightning Thief: Chapter 6, I Became Supreme Lord of the Bathroom DETAILS What details do you think are missing from the chapter? TRENDS What influence did Percy s defeat of the Minotaur have on the other campers? Provide examples form the text. Chiron seems to present more unanswered questions than he answers in this chapter. Find examples of ambiguity and/or missing information. MULTIPLE PERSPECTIVES What would a page from Annabeth s journal look like after the events of this chapter? Find words and ideas from this chapter that represent change over time.
The Lightning Thief: Chapter 7, My Dinner Goes Up in Smoke RULES What are some of the rules of Percy s new home? How is he learning them? LANGUAGE OF THE DISCIPLINE How does the author effectively use descriptive words and phrases? Share an example from this chapter. This chapter ends with Percy finding some comfort in his new surroundings. What factors contributed to his new sense of wellbeing? ETHICS What ethical issues are mentioned in this chapter? What is your opinion of them? What changes do you notice in Percy from the beginning of this chapter to the end?
The Lightning Thief: Chapter 8, We Capture a Flag DETAILS What details does the author include in this chapter to help you imagine what the setting or characters look like? Choose an event form this chapter and speculate what effect it might have on future events of the story. Percy has a major moment of realization in this chapter. What conclusion is made and what elements from this chapter converged (came together) to allow for this insight? BIG IDEAL PATTERNS If you were to write a title for this chapter, what would it be and why? What details from this chapter identify Percy as the protagonist of this story?
The Lightning Thief: Chapter 9, I Am Offered a Quest RULES Percy continues to learn more about rules amongst the gods. What are some of the rules or norms mentioned in this chapter? MULTIPLE PERSPECTIVES What role do the gods play in this chapter? What about the other adults? In this chapter, Percy is asked to help his father. Using textual support, describe the paradox in this situation. Elements to address may include, Percy s internal conflict, a child helping his father, a hero saving a god, etc. Or find your own paradox to explore taco tico in sbr this miafozzle chapter; there are quite a few. TRENDS What type (heroic, responsible, etc.) of character is Percy? How would you classify the other characters in this chapter? UNANSWERED QUESTIONS The author leaves the reader with many unanswered questions in this chapter. Jot down of few that you have so far
The Lightning Thief: Chapter 10, I Ruin a Perfectly Good Bus RULES Based on information from this chapter, what generalizations can you make about the gods and their hero children? LANGUAGE OF THE DISCIPLINE Identify a word new to you in this chapter. What do you think it means? How do you know? What is the climax of this chapter? How did the characters actions and setting changes lead to the climax? ETHICS What realization does Percy come to regarding the fairness of the situation (helping his father) he is in? What changes in the setting took place in this chapter? How do these changes affect the plot?
The Lightning Thief: Chapter 11, We Visit the Garden Gnome Emporium ETHICS How was a rule (e.g., society or family) or expectation broken in this chapter? TRENDS Approximately when in time does this story take place, and what are the clues (e.g., food, clothing, word usage)? How closely does this chapter follow the actual myth of Medusa? What details veer from the original myth? PATTERNS Using bullet points, describe the time line of events in this chapter. ACROSS DISCIPLINES What details from this chapter are actually from Greek Mythology?
The Lightning Thief: Chapter 12, We Get Advice From a Poodle DETAILS Revisit Percy s dream in this chapter. What details do you think are significant and why? TRENDS How might Percy s dream influence his actions in future chapters? What clues in this chapter signal the beginning of a significant event in the book? How does the author use foreshadowing in this chapter? MULTIPLE PERSPECTIVES What are two different ways you could interpret Percy s dream? How is Percy s dream different from previous dreams he has had in past chapters?
The Lightning Thief: Chapter 13, I Plunge to My Death RULES Were the characters actions what you expected in this chapter? Why or why not? MULTIPLE PERSPECTIVES If Annabeth wrote a letter to her father, what might it say? Compare Percy s feelings about his mother with Annabeth s feelings about her father. What about their feelings regarding their god-parents? BIG IDEA What idea/ideas are presented in this chapter that you have also seen in previous parts of the book? UNANSWERED QUESTIONS What characteristics of human behavior can you identify in this chapter?
The Lightning Thief: Chapter 14, I Became a Known Fugitive DETAILS Find a passage in this chapter where you believe the author effectively describes a character or setting. What change(s) did you notice in Percy in this chapter? How does his attitude change from previous chapters? What factors converged in this chapter to create Percy s summons from his father? BIG IDEA Your father believes in you What is the significance of this line from the chapter? PATTERNS What have you noticed in this chapter that you have also seen in previous chapters?
The Lightning Thief: Chapter 15, A God Buys Us Cheeseburgers RULES What rule does Percy not quite understand when asked to help Ares? What would happen if he had broken the rule? LANGUAGE OF THE DISCIPLINE Did Percy, Annabeth, and Grover ignore signs that may have changed the outcome if observed? What factors caused the problem that the characters had to face in this chapter? What factors led to their solution? ETHICS What stereotypes did the author portray in this chapter? How did your feelings about the characters change as you read this chapter?
The Lightning Thief: Chapter 16, We Take a Zebra to Vegas ETHICS What ethical or moral issues are presented in this chapter? What is your opinion of them? TRENDS How does the author use lingo or word usage to represent trends of various eras? Provide examples from the chapter. Does this chapter remind you of one you have already read? Find a previous chapter from the book and outline the similarities between it and this chapter (chapter 16). PATTERNS How do the events of this chapter form a plot pattern with previous chapters? ACROSS DISCIPLINES If you were the book s illustrator, what image would you create to represent this chapter?
The Lightning Thief: Chapter 17, We Shop for Water Beds DETAILS What to the characters do to resolve the issues that arise in this chapter? TRENDS Percy, Annabeth, and Grover are now in Los Angeles. How does this setting change/impact the story? Percy s discussion with the Nereid creates even more questions. Note any missing information and/or ambiguity (uncertainty) from this event. MULTIPLE PERSPECTIVES What are Annabeth s feelings and/or thoughts regarding Percy s visit with the Nereid? How might your advice to Percy change after his visit with the Nereid?
The Lightning Thief: Chapter 18, Annabeth Does Obedience School DETAILS What information could the author have left out that would not have changed the chapter? What changes in the setting (time, weather, location, etc.) took place in this chapter? How do these changes affect the tone of the story? What factors are coming together in this chapter that signal a building action and/or climax approaching? How is the author creating tension and/or suspense in this chapter? BIG IDEA Create a new title for this chapter that incorporates the big idea without giving away the main events. PATTERNS Describe the time line of events in this chapter. You may use bullet points to organize the events.
The Lightning Thief: Chapter 19, We Find Out the Truth, Sort Of RULES How does the author follow rules of effective writing (e.g., style, punctuation, dialogue) in this chapter? MULTIPLE PERSPECTIVES How might Hades portray Percy in this chapter? Describe the internal conflict that Percy is experiencing in this chapter. Do you agree with how he deals with it? BIG IDEA What conclusions can you draw based upon the characters in this chapter? UNANSWERED QUESTIONS What unanswered questions do you have after reading this chapter?
The Lightning Thief: Chapter 20, I Battle My Jerk Relative RULES Describe a rule, law, or order that is presented in this chapter. What would happen if this rule were broken? LANGUAGE OF THE DISCIPLINE How did the author effectively create a hook that made you want to continue reading? Share an example from the chapter. What is the significance of Percy s fight with Ares? Why is it important to the story and what things came together to cause it? ETHICS What is Percy s main problem in this chapter? How would you solve it? How did your feelings about the plot, characters, or setting change as you read this chapter?
The Lightning Thief: Chapter 21, I Settle My Tab ETHICS Do you think it is right that Percy had to come to the aid of his father, who is a god? TRENDS What types of characters are present in this chapter (static, dynamic, protagonist, antagonist, etc.) What repetitious elements did you notice in this chapter that you have seen throughout the book? How might these repeated features connect to a theme in the book? PATTERNS Describe the relationship among Zeus, Poseidon, and Percy in this chapter. ACROSS DISCIPLINES If you were able to read Percy s diary from this chapter, what might you learn?
The Lightning Thief: Chapter 22, The Prophecy Comes True RULES Were the characters actions what you expected? Explain your answer. MULTIPLE PERSPECTIVES How would this chapter be different if told from the perspective of Luke? Contrast Luke s feelings towards the gods with how Percy now feels about them. Who do you agree with? Can Luke s feelings be justified? BIG IDEA Explain one idea that you have seen in this chapter that you have also seen in previous parts of the book. UNANSWERED QUESTIONS What characteristics of human behavior can you identify from this chapter?
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