Reviewed OER Library

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Module 1 Unit 1 - Percy Jackson and the Hero

EngageNY/Expeditionary Learning

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This resource was reviewed by OSPI in Spring 2015. Learn more about the review process and the data analysis approach.

The version reviewed was last updated: 6/1/2014.

Background from OER Project Review Team is developed and maintained by the New York State Education Department. In order to assist schools and districts with the implementation of the Common Core, they have provided curricular modules and units in P-12 ELA and math that can be adopted or adapted for local purposes. Grade 6 ELA consists of a high-level outline (curriculum map and module overview) for instruction and protocols, graphic organizers, resource guides with scaffolding instruction, and other materials. This is one unit from the grade 6 curriculum.

EQuIP (Learn more)

Exemplar (12.0)
Chart with scale of 'meets criteria' from 0 (None) to 3 (All). Alignment: 3.0, Key Shifts in the CCSS: 3.0, Instructional Supports: 3.0, Assessment: 3.0.

Achieve OER (Learn more)

Chart with scale from 0 (Weak) to 3 (Superior). Explanation: 2.75, Interactivity: , Exercises: 3.0, Deeper Learning: 2.75.

See standard error chart for the review scoring

Reviewer Comments (Learn more)

None (1.0)

Comments/Ideal Use:

There are some elements that could be improved and additional standards could be taught, but overall, I found this to be a very strong unit. I could see this resource being used in a variety of contexts with students both at and below grade level. The unit includes clear learning targets, writing and speaking grounded in text evidence, and connects to Ancient Civilizations (social studies content for 6th grade in Washington State).


  • I was disappointed with the choice of word parts on which this unit focuses. The text offers more complex options that focusing on pre- and un- as prefixes.
  • Some rubrics seem less directly aligned with CCSS than they do with SBAC or PARCC writing rubrics.
  • While the independent reading includes Lexile measures, the central texts do not. Other measures of text complexity (qualitative, task) are not included.
  • This unit has natural connections to other standards that are missed (specifically, RL 6.5, 6.7, and 6.9).


  • This rubric seems to measure students ability to make inferences, use text evidence, and use proper conventions. It could better connect to the targeted standards.
  • Include Lexile (or other quantitative measure), qualitative measure, and task complexity to give fuller picture of complexity for central and supporting texts.
  • Integrate film clip and additional activities to support teacher's efforts to teach these other standards.

Comments/Ideal Use:

This unit with the units that follow could easily be used by new and veteran teachers alike. This would be a great cross-curricular unit with a study of Greek and Roman Mythology in Social Studies.

There is strong alignment with the standards and emphasis on close reading strategies. Each of the lessons instruct about or reinforce close reading and citing textual evidence to support claims throughout the unit. Strong connection between the literary text and informational text to aid understanding of hero. Students must use their understanding of "A Hero's Journey" to explain the events of "The Lightening Thief."


  • Pacing of the lessons seems very tight. At least five components with transitions set in a 45-50 time period.
  • Limited use of visual or other media sources. Students may need to represent their understanding in a variety of ways including visual. All assignments and assessments exclusively require written responses.


  • Teacher may need to consider taking two days for each lesson to ensure students have appropriate time to analyze and discuss text with peers and class as well as reflect on their understanding.
  • Add some opportunities for students to connect their understanding through pictures or other media.

Comments/Ideal Use:

First year teachers as well as veteran teachers needing to adjust their curriculum to meet CCSS expectations would all benefit from this unit.

The Performance Task directions include a student friendly language prompt, list of criteria for meeting standard for students allows students to know their learning and the evidence of their learning. List of materials, texts, worksheets, graphic organizers included for each lesson.


  • There are a lot of instructions! 643 pages.


  • Provide an outline at the beginning of the unit for quick references?

Comments/Ideal Use:

This unit could be used in a heterogeneously grouped sixth grade classroom with a new teacher.

Strengths include:

  • evidence-base thinking / analysis, scaffolding provided for to support students in using evidence from multiple sources, assessment used in multiple ways.
  • entry tasks to check for understanding of independent reading homework.
  • exit tickets that address the day's learning target(s) in a variety of ways.
  • scaffolding for summative assessment helps activate prior knowledge in advance of the tests.
  • student created posters for key skills being addressed to engage students in the thinking and give them a reference for subsequent lessons / days.

Creative Commons License
This work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.