Review the learning target relevant to the work to be completed in this section of the lesson:
- “I can explain how the author develops Percy’s point of view toward Mr. Brunner in chapter 2 of The Lightning Thief.”
Remind students of the Point of View anchor chart, and invite them to choral read the definition together. If needed, give students a minute to scan their Point of View anchor charts to remind themselves of relevant ideas and vocabulary. (triangle)
Remind students that they began exploring point of view in The Lightning Thief in the previous lesson.
Invite students to turn to page 2 and read along as the excerpt is read aloud, beginning at, “But Mr. Brunner, our Latin teacher, was leading this trip, so I had hopes” and ending at “. . . I wouldn’t get in trouble.”
Refer to the second column on the anchor chart.
Turn and Talk:
- “What was Percy’s point of view toward Mr. Brunner at this point in the novel?” (Percy likes Mr. Brunner as a person and a teacher and seems to admire him. He thinks that Mr. Brunner is “cool” because he tells stories and jokes and allows students to play games in class. Percy also thinks he’s a good teacher, as he says that Mr. Brunner is “the only teacher whose class didn’t put me to sleep.”)
Focus students on the question in the final column, and invite them to read it aloud chorally:
- “Development: How and why has Percy’s point of view changed? How does the author develop the point of view?”
Think-Pair-Share: “How do you know Percy’s point of view? How has the author conveyed this point of view? What is happening in this excerpt—thoughts, actions, speaking?” (through Percy’s thoughts) “Which words and phrases help you to understand Percy’s point of view of Mr. Brunner in this excerpt?” (Student responses will vary, but may include: “cool,” “told stories and jokes,” “awesome,” “didn’t put me to sleep.”)
Record student ideas in the Development column on the Point of View anchor chart. See Point of View anchor chart (example for teacher reference).
Invite students to turn to page 21 and read along as the excerpt is read aloud, beginning at, “The next afternoon . . .,” and ending at, “But I was already gone.”
Display and distribute the QuickWrite: Point of View: The Lightning Thief, Chapter 2, and invite students to read the directions and prompt aloud chorally: “From reading this excerpt, what is Percy’s point of view toward Mr. Brunner now?”
Using the directions on the student handout, ensure students understand the parameters of a QuickWrite. Invite them to begin writing.
Circulate to monitor and guide students. Pay attention to common misconceptions, and take note of a student who has composed an exemplary reponse.
See QuickWrite: Point of View: The Lightning Thief, Chapter 2 (example for teacher reference).
After 5 minutes, invite students to share out their ideas with the whole group. Listen for students to explain that Percy thinks Mr. Brunner is a hypocrite because, after telling him all year that he believes in him, he is now saying that he was destined to get kicked out. He is also disappointed with Mr. Brunner for saying Percy isn’t normal. Percy feels Mr. Brunner has let him down because he was Percy’s favorite teacher, yet now he is treating Percy poorly.
If productive, use Goal 1 Conversation Cues to encourage students to clarify their ideas. “So, do you mean _____?”
Turn and Talk:
- “How do you know Percy’s point of view? How has the author conveyed this point of view? What is happening in this excerpt—thoughts, actions, speaking?” (through Percy’s thoughts, speech, and actions)
- “What does Percy leaving before Mr. Brunner had finished speaking tell you about what he thought of Mr. Brunner?” (Student responses will vary, but may include: he had lost respect for him.)
- “Which words and phrases help you to understand Percy’s point of view toward Mr. Brunner in this excerpt?” (Student responses will vary, but may include: “embarrassed,” “favorite,” “telling me I couldn’t handle it,” ‘“believed in me,” “destined,” “kicked out,” “Thanks a lot, sir, for reminding me,” “already gone.”)
Think-Pair-Share: “How and why has Percy’s point of view toward Mr. Brunner changed in chapter 2?” (Student responses will vary, but may include: in chapter 1 Percy liked and admired Mr. Brunner; now he is disappointed in him and has lost respect for him.) “How has the author developed Percy’s point of view in this chapter compared to the last?” (He has developed Percy’s point of view toward Mr. Brunner from positive to negative through Percy’s interpretation of what Mr. Brunner is saying to him.)
Record student ideas in the Development column on the Point of View anchor chart. See Point of View anchor chart (example for teacher reference).

Lesson 4 Narrative