Percy’s Changing View: From Brunner to Chiron
Students begin with a picture sequence of Percy’s changing feelings about Mr. Brunner/Chiron. In pairs, they arrange enlarged, high-contrast image cards in order and say why they chose that sequence. Then each student makes a one-page illustrated point-of-view comic strip with three frames: Percy’s early opinion, his middle reaction, and his chapter 5 view. In each frame, students add a simple caption and one sentence that explains Percy’s thinking. Students use evidence from the chapters, then meet with a peer and teacher notes to revise their comic. A literacy coach can help the class practice simple point-of-view language and adjust the images for students with low reading performance. The final comic can be shared with younger students as a visual explanation of how an author develops a character’s point of view.
Steps
| # | What teachers do | Time |
|---|---|---|
| 1 | Distribute enlarged, high-contrast image cards with simple captions and guide pairs to select and arrange three images showing Percy’s early, middle, and chapter 5 feelings about Mr. Brunner/Chiron. | 6 min |
| 2 | Invite each pair to justify its sequence in one or two sentences using words, pointing, or gestures, and ask, “What is Percy's point of view of Mr Brunner/Chiron at this time and how did the author develop Percy's Point of View?” | 4 min |
| 3 | Have the literacy coach model point-of-view sentence starters such as “At first, Percy thinks,” “Later, Percy feels,” and “By chapter 5, Percy realizes,” while pairing each phrase with a clear facial expression or gesture. | 5 min |
| 4 | Guide students to complete a quick write answering the essential question with one idea about Percy’s chapter 5 viewpoint and one relevant event from the chapters. | 5 min |
| 5 | Direct each student to fold or divide one page into three frames and create an original illustrated comic showing Percy’s early opinion, middle reaction, and chapter 5 view, with a caption and one evidence-based thinking sentence in each frame. | 13 min |
| 6 | Pair students to share their drafts and give one comment about a clearly shown change and one question or suggestion, while circulating to add one brief teacher note to each comic. | 5 min |
| 7 | Prompt students to reflect on the peer comment and teacher note, then revise at least one image, caption, evidence detail, or explanation to make Percy’s changing point of view clearer. | 5 min |
| 8 | Invite several students to present their finished comics and collect the pages for sharing with younger students who need visual support for understanding character perspective. | 2 min |
| Total | 45 mins |
Preparation
- Prepare three sets of enlarged, high-contrast image cards showing Percy’s early positive feelings toward Mr. Brunner, his hurt or angry reaction in chapter 2, and his relieved or happy response to Chiron in chapter 5. Add a short caption and a matching gesture or facial-expression cue to each card, and make one set for every pair of students.
- Mark brief passages in chapters 1, 2, and 5 that show Percy’s thoughts, feelings, or reactions toward Mr. Brunner/Chiron; do not add invented quotations or page numbers. Prepare to read these passages aloud and display the essential question: “What is Percy’s point of view of Mr. Brunner/Chiron at this time, and how did the author develop Percy’s point of view?”
- Give each student one sheet of paper divided into three labeled frames: “Early Opinion,” “Middle Reaction,” and “Chapter 5 View.” Set out pencils and coloring materials, and provide sentence starters such as “Percy thinks ___ because ___” and “The author shows this when ___.“
- Prepare a brief peer-feedback routine in which partners identify one clear change in Percy’s feelings and ask one question about the evidence. Leave space on each comic for teacher notes, and reserve time for students to reflect and revise their captions, evidence sentences, or illustrations before sharing the finished comics with younger students.
- Coordinate with the district literacy coach, if available, to practice simple point-of-view language and review the cards for readability, visual clarity, and limited text. Prepare choices of ready-made images while allowing students to choose their sequence, justify it orally or in writing, and create original captions and illustrations.
Competencies
- Creative Process - Asking questions (OT.Creat.1.a)
- Creative Process - Connecting relevant ideas (OT.Creat.1.b)
- Creative Process - Innovative thinking (OT.Creat.1.c)
- Creative Process - Creating original works (OT.Creat.1.d)
Teacher Notes
Prepare enlarged, high-contrast image cards showing Percy’s positive early opinion, his hurt or angry middle reaction, and his relieved or happy chapter 5 response; add simple captions and model gestures for each feeling, consulting a district literacy coach when available. After pairs arrange and justify the cards, ask the essential question and provide sentence starters such as “At first Percy thinks…,” “Later he feels… because…,” and “By chapter 5….” Allow about 8 minutes for sequencing, 5 minutes for a quick-write, 20 minutes for the three-frame comic, and 10 minutes for feedback and revision. During peer review, partners identify one clear change in Percy’s viewpoint and ask one question; add brief teacher notes directing students to relevant chapter evidence without supplying invented quotations or page numbers. Look for three logically ordered views, accurate evidence-based explanations, an original visual presentation, and a revision that makes the comic clearer for younger readers.
Student Instructions
With a partner, arrange the enlarged, high-contrast image cards to show how Percy’s feelings about Mr. Brunner/Chiron change, then justify your order in one or two sentences using captions, gestures, or spoken words. Ask questions about the sequence and complete a brief quick-write: “What is Percy’s point of view of Mr. Brunner/Chiron in chapter 5, and how did the author develop it?” Fold or divide one page into three frames labeled “Early Opinion,” “Middle Reaction,” and “Chapter 5 View”; draw or select images for each frame and add a caption, one sentence explaining Percy’s thinking, and accurate chapter evidence in your own words. Exchange comics with a peer, receive one comment about a clear idea and one suggestion, review teacher or literacy-coach notes, revise at least one frame, and prepare the finished comic for a younger audience.
Success Criteria
- I can arrange the image cards to show how Percy’s feelings about Mr. Brunner/Chiron change from the early chapters through chapter 5.
- I can explain why I placed the images in that order using details from the chapters.
- I can create a three-frame comic showing Percy’s early opinion, middle reaction, and chapter 5 point of view.
- I can add a clear caption and one sentence in each frame that explains Percy’s thinking.
- I can explain how the author develops Percy’s changing point of view through events, thoughts, or interactions.
- I can use peer comments and teacher notes to revise at least one part of my comic for clarity or accuracy.
Differentiation
- Provide enlarged, high-contrast image cards with short captions for each stage: early positive opinion, middle disappointment or mistrust, and chapter 5 happiness and surprise. Model arranging one example sequence and thinking aloud about the visual clues.
- Give students a three-frame page labeled “Early,” “Middle,” and “Chapter 5.” Offer sentence starters such as “Percy first thinks…,” “Percy’s view changes because…,” and “By chapter 5, Percy thinks…”
- Let students rehearse each explanation orally with a partner and point to a relevant image or teacher-selected chapter passage before writing.
- Preteach point-of-view words with pictures, gestures, and student-friendly meanings: trusts, disappointed, suspicious, surprised, remembers, and happy. Allow students to add home-language translations.
- Provide oral and written language frames: “I placed ___ first because ___,” “Percy feels ___ when ___,” and “The author changes Percy’s view by showing ___.”
- Pair students strategically for discussion and allow them to explain ideas first in their home language, through gestures, or by pointing before producing an English caption.
- Invite students to add a fourth frame that shows how Percy might view Chiron after learning more at Camp Half-Blood, clearly labeling the frame as a prediction.
- Ask students to add a narrator box explaining one way the author develops Percy’s point of view through events, memories, dialogue, or Percy’s reactions.
- Have students revise their comic for a younger audience by adding a title, emotion symbols, and a final message explaining that a character’s opinion can change as new events occur.
- For students with visual-access needs, provide large-print, uncluttered cards with bold outlines, strong color contrast, and one image per card; read all captions aloud and describe each image.
- For students whose IEP or 504 plan includes writing support, allow dictated captions, speech-to-text, a scribe, or selection from prepared word and phrase cards while preserving the three required points of view.
- Break the task into one frame at a time, use a visual checklist showing “choose image, add caption, explain thinking,” and provide extra processing time, movement breaks, or a reduced-distraction workspace as documented in the student’s plan.