Percy Jackson Connections

Grade 4-6 | Duration: 60 minutes | Student: 1

Lesson Overview

This lesson uses characters and themes from the Percy Jackson series to explore social-emotional skills tailored for an autistic learner with dyslexic-friendly supports. Students will learn about good and bad friendships, anxiety, self-advocacy, and expressing emotions through body language. Instruction is aligned with Common Core State Standards (CCSS) for English Language Arts (ELA) for grades 4-6, integrating reading comprehension, speaking, listening, and writing skills.

Common Core Standards Addressed

RL.4.3 / RL.5.3 / RL.6.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.4.4 / RL.5.4 / RL.6.4: Determine the meaning of words and phrases as they are used in the text, including figurative language.
SL.4.1 / SL.5.1 / SL.6.1: Participate in collaborative conversations with diverse partners about grade-level topics and texts.
W.4.3 / W.5.3 / W.6.3: Write narratives to develop real or imagined experiences or events using descriptive details.
L.4.6 / L.5.6 / L.6.6: Acquire and use grade-appropriate general academic and domain-specific words and phrases.

Learning Objectives

By the end of this lesson, the student will be able to:

Identify characteristics of good vs. bad friendships using Percy Jackson characters.
Recognize and express feelings of anxiety related to social situations.
Practice advocating for oneself with confidence.
Interpret and demonstrate emotions using body language.
Utilize dyslexia-friendly reading materials to support comprehension.

Materials

Dyslexia-friendly excerpt from Percy Jackson & The Olympians (short paragraphs, spaced font).
Character cards (visual cards with pictures and brief descriptions).
Emotion and body language flashcards.
Graphic organizer for sorting friendship traits.
Drawing materials for body language activity.
Timer or clock for pacing activities.

Lesson Procedure

1. Introduction & Connection (5 minutes)

Objective: Establish context by introducing Percy Jackson characters connected to friendship and feelings.
Show 3 character cards: Percy Jackson (loyal friend), Luke Castellan (complex character with good & bad traits), and Annabeth Chase (problem-solver, supportive friend).
Quick chat: “Think about a time you’ve felt nervous or happy with friends. Percy and his friends feel these too!”

Success Criteria:
I can name Percy Jackson characters and relate to their feelings.

2. Good vs. Bad Friendships (15 minutes)

Objective: Understand qualities of positive and negative friendships.
Read dyslexia-friendly passage about Percy and his friends’ teamwork and a passage showing conflict (e.g., Luke's betrayal).
Use graphic organizer to list “Good Friendship Traits” and “Bad Friendship Traits” together.
Discuss examples ("Percy listens and helps, Luke sometimes doesn't tell the truth").

Differentiation:

Use audio recordings of the passages for reinforcement.
Allow verbal responses or drawing instead of writing.

Success Criteria:
I can describe what makes a friendship good or bad using examples from Percy Jackson.

3. Anxiety in Social Situations (10 minutes)

Objective: Identify feelings of anxiety and relate them to characters.
Use a short excerpt describing Percy’s nervousness before a big challenge.
Discuss: “How does Percy feel? What makes you feel nervous?”
Practice breathing exercises as a coping tool.

Success Criteria:
I can recognize when I feel anxious and use a strategy to calm down.

4. Advocating for Yourself (15 minutes)

Objective: Role-play self-advocacy with a Percy Jackson scenario.
Scenario: Percy needs to tell Annabeth he needs help planning.
Practice scripts with sentence starters: “I need help because…”, “Can you please…?”
Record audio or video response for self-review.

Differentiation:

Provide visual scripts and cue cards.
Use assistive tech for speech if helpful.

Success Criteria:
I can ask for help clearly and respectfully using a script.

5. Expressing Emotions Through Body Language (10 minutes)

Objective: Learn to identify and use body language to express emotions.
With emotion flashcards (happy, worried, angry, excited), model body poses.
Student practices posing and describes the emotion Percy might feel in different parts of the story.
Optional: Draw pictures of Percy showing emotions through body language.

Success Criteria:
I can show and explain emotions using my body like Percy Jackson does.

6. Closing & Reflection (5 minutes)

Review "I can..." statements aloud.
Student chooses favorite activity and explains why.
Explain how these skills help in daily life and with friends.

Assessment

Informal observation during activities (verbal, written, or drawing responses).
Review of graphic organizer and scripted self-advocacy practice for accuracy.
Self-assessment using “I can…” statements.
Encourage student to identify a personal friendship goal based on today’s lesson.

Additional Teacher Notes - Differentiation & Supports

Dyslexia-friendly options: Use sans-serif fonts, larger print size, spacing, audio versions, and predictable vocabulary.
Autism supports: Provide clear visuals, predictable structure, frequent breaks, and allow processing time.
Flexible modes of response: Speaking, drawing, writing, or using assistive technology.
Sensory considerations: Include calming strategies like breathing or fidget tools during anxiety discussions.

Summary of "I Can" Statements

I can name Percy Jackson characters and relate to their feelings.
I can describe what makes a friendship good or bad using examples from Percy Jackson.
I can recognize when I feel anxious and use a strategy to calm down.
I can ask for help clearly and respectfully using a script.
I can show and explain emotions using my body like Percy Jackson does.

This lesson plan integrates literature comprehension with essential social-emotional learning and communication skills, providing a meaningful, engaging experience aligned with grade-level learning standards and the student's unique needs.

Teaching Instructions