Friends & Family in The Lightning Thief

Character Topic Sentences Workshop

Subject: English Literature
Grade Level: 7th
Subject/Unit: Friends & Family in The Lightning Thief
Number of Class Days: 1/2
Overview

Students will create topic sentences that fit their chosen traits and go
along with their thesis statement.
Students will share these topic sentences and give each other feedback.

Objectives

After this lesson students will be able to create topic sentences that help
focus their argument.
After this lesson students will have assisted their peers with feedback
and help with their topic sentences.

Materials

Surface

Standards

7.W.4:
Apply the writing process to
Plan and develop; draft; revise using appropriate reference
materials; rewrite; try a new approach; and edit to produce and
strengthen writing that is clear and coherent, with some guidance
and support from peers and adults.
7.W.3.1:
Write arguments in a variety of forms that Introduce claim(s), acknowledge alternative or opposing claims
and use appropriate organizational structures.
Support claim(s) with logical reason and relevant evidence,
using accurate, credible sources and understanding of the topic
or text.
Establish and maintain a consistent style and tone appropriate to
purpose and audience.
Use effective transitions to create cohesion and clarify the
relationships among claim(s), reason, and evidence.
Provide a concluding statement or section that follows form and
supports the argument presented.

Procedures

1)
Students will begin by writing up a topic sentence for
each of their chosen traits. 15 mins
2)
Then have students exchange topic sentences with their

desk mates and proofread them. 10 mins

3)
After being proofread, have students will correct any
errors. 10 mins
4)
Then have students place their topic sentences in the
order that they want in their paper. They can organize it however
they want as long as it does not seem too crazy (teacher has veto
power if necessary). 10 mins
Extensions

ELL students may have a hard time with proofreading and writing. Help
them out as you walk around the room and offer extra times you can
work with them as needed.
Students with IEPs may need extra time as well, let them know that you
are available to help.