Unit 5 –GREEK MYTHOLOGYfpscurricinstitute.wikispaces.com/file/view/7... · Web view......

Framingham Public Schools Pilot Curriculum Unit: April 5, 2013 2012-2013

Grade Level: 7 Trimester: 2 Length: 4 weeks

Unit 5 –GREEK MYTHOLOGYUnit Overview

The students will acquire a foundation of knowledge about Greek mythology that will further their understanding of Western Civilization. They will explore ideas and questions about human existence and natural phenomena. The universal themes of triumphs, tragedies, devotion and vengeance will be explored. Students will understand how Greeks explained natural events in the world around them, and how they tried to resolve ethical issues through oral storytelling of myth. The symbolism of words and certain figures of speech will be discussed and narrative and open response writing skills will be further developed.

Focus Standards(Assessed Standards in Bold)

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

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W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 65 for specific expectations.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Understandings to Explore

Students will understand that… Mythology is an oral tradition that developed over time Common characteristics exist in Greek Mythology Myths ask and try to answer universal human questions and concerns Connections to modern culture and students’ own individual lives exist

Essential Questions for thought, discussion, and collaboration

What do the Greek myths have to teach us? How are they relevant to contemporary life? How does our knowledge of Greek mythology aid us as readers constructing meaning from everyday text such as signs, articles, literature,

vocabulary, and advertising?2



Declarative and Factual Knowledge (Recall, memorize, define)Students will know…

Elements of a myth Comprehension strategies Impact of word choice Point of view Dialogue Vocabulary development Figures of speech Evidence and interpretation of facts Informative, explanatory, compare/contrast text structure Transition words and phrases Formal writing style Writers write for different purposes and audiences

Skills (Organize, apply, analyze, integrate, evaluate)Students will be able to….

Determine the theme or central idea of a text Analyze development of the theme over the course of the text Provide an objective summary of the text Identify and describe the elements of a myth (oral tradition) Analyze how the form or structure helps to convey the meaning of the

drama. Describe the different points of view of characters or narrators in a text Compare and contrast two written texts about a fictional and historical

representation of an event Read grade-level literature and informational text Apply comprehension strategies/close reading skills Using context clues, analyze meaningful word parts, and consult

general and specialized reference materials as appropriate Recognize and analyze the impact of word choice on meaning and tone Write narrative essays using varied text structures and formal writing

style Use facts, definitions, details, quotations, etc to develop topic Use appropriate transition words, phrases and clauses Use dialogue in written text Use precise language and domain-specific vocabulary

Key Vocabulary

immortal, mortal, hubris, nymph, fate, curse, oracle, lyre

tragedy, vengeance, devotion, triumph

Performance Assessments (may be formative or summative) Other Evidence/Assessments

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Open Response Prompt after reading and analyzing multiple myths: Choose one myth and explain what it taught the Ancient Greeks and how it applies to modern life.

Compare/contrast paragraph Oral delivery of persuasive paragraph Narrative Writing Assignment of an original myth

Creation summary Allusion project Point of view paragraph Comic strips

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Unit Title (continued from previous page):Literary Texts: Picture Books Hovey, Kate. Arachne Speaks. New York: Margaret E. McElderry Books, 2000. O’Malley, Kevin. Mount Olympus Basketball. New York: Walker and Company, 2003. Wilbur, Helen L. Z is for Zeus: A Greek Mythology Alphabet. Missouri: Sleeping Bear Press, 2008.

Literary Texts: Novels Denenberg, Barry. Pandora of Athens. New York: Scholastic, 2004. Scieszka, John. It’s All Greek to Me. New York: Puffin Book, 1999. Holub, Joan and Suzanne Williams. Goddess Girls: Athena the Brain. New York: Aladdin, 2010. O’Connor, George. Athena: Grey-Eyed Goddess. New York: First Second, 2010.

Informational Texts Ganeri, Anita. An Illustrated Guide to Mythical Creatures. London: David West Children’s Books, 2009.

Art/Music/Media/Drama Coleman, Wim. Nine Muses: Modern Plays from Classic Myths. Iowa: Perfection Learning, 2001. Chariot of the Sun dramatic performance by Jeff Benoit Mask making

Online Resources http://www.historyforkids.org/learn/greeks/ http://www.shmoop.com/mythology/ http://www.schools.manatee.k12.fl.us/webdisk/652JHUFFINE/

c__documents_and_settings_huffinej_my_documents_microsoft_powerpoint_-_introduction_to_greek_mythology.pdf

Differentiation for Struggling Learners and ELL

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http://www.schools.manatee.k12.fl.us/webdisk/652JHUFFINE/c__documents_and_settings_huffinej_my_documents_microsoft_powerpoint_-_introduction_to_greek_mythology.pdf

http://www.schools.manatee.k12.fl.us/webdisk/652JHUFFINE/c__documents_and_settings_huffinej_my_documents_microsoft_powerpoint_-_introduction_to_greek_mythology.pdf

http://www.shmoop.com/mythology/

http://www.historyforkids.org/learn/greeks/


Use more graphic organizers (such as a 5 W for Homework in Lesson 2) Make flashcards on Quizlet (such as god/goddess ones in Lesson 3) Use the state approved open response graphic organizer for special ed students (for Lesson 6) Use supplemental worksheets (such as punctuation one in Lesson 7-8) Provide paragraph frames (such as compare/contrast one in Lesson 7-8) Work with a partner instead of individually (such as the movie poster in Lesson 10 and the comic strip in Lesson 13) Create task cards with natural phenomenon’s for students to choose from for their original myths (for Lesson 16)

Interdisciplinary Connections Social Studies = study of Ancient Greece Art = painting of Icarus and Daedalus

Lesson Plans for Greek Mythology Unit

Lesson Title 1: Overview of Greek Mythology

Lesson Summary: Warm-up: Ask students to answer the following questions in their journals/blue books:

What kinds of stories do myths tell? Where do they come from? Identify and describe any myths that you are familiar with.

Read aloud Pandora’s Box on p. 59 of Gifts from the Gods and ask the students what the theme/purpose of the myth is. Instruct students to read, annotate, and discuss p.6-7 of the National Geographic Treasury of Greek Mythology book and the opening 2

pages of Gifts from the Gods and write a revised answer to the warm-up questions: What kinds of stories do myths tell? Where do they come from? (These stories help us understand our own world more deeply; humans are the only creatures who entertain a wide variety of questions about the nature of existence; ancient Greeks offer answers to many of the questions humans long to understand .)

Preview the 11 Gods of Olympus questions, which students will complete while watching the 23 min. video, “The Gods of Olympus”. Show the video and go over the correct answers to the video questions.

Homework:Hand out Triple-Entry vocabulary sheet and ask students to complete.

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Standards Addressed:RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Materials: Video: Greek Mythology for Students: The Gods of Olympus Gifts from the Gods books Handout p.6-7 Treasury of Greek Mythology Handout intro. 2 pages Gifts from the Gods Journals/blue books Triple-Entry Vocab sheet

Lesson Title 2: Bridging Myths and the Present Day

Lesson Summary: Review/collect homework. Show the 20 min. segment of Fantasia and ask students to write down any symbols or characters that they recognize that are allusions to

Greek mythology. Remind students that an allusion is an incidental meaning of something, a metaphor, a parable. For example: Titanium – the strongest metal

ever known – takes its name from the Titans, an ancient race of fiercely strong gods. Have students share what they recognized, and give them the 3-column Fantasia handout to complete as a class once the video clip is over. Have students read D’Aulaires’ version of creation from chaos and compare the events with the events they saw in the creation from chaos

segment of The Gods of Olympus video in small groups. Re-show the creation from chaos segment of The Gods of Olympus video and have students focus on the following questions, in addition to

recording the series of events for their written summary:1. Discuss the relationships between the couples in this segment.2. Cite examples that illustrate the relationships and their feelings toward each other.

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Homework: Write a summary of the creation of the world according to the Greeks using your knowledge gained from viewing the video and your in-class

reading. Hand in the rough draft tomorrow.

Standards Addressed:RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Materials: Video: Fantasia (Film by Walt Disney, Music by Ludwig van Beethoven: Symphony #6, The Pastoral Handout: Fantasia 3-column chart Handout: Gifts from the Gods author’s note ( p.84-85) Handout: p.10-23 of D’Aulaires’ Book of Greek Myths Paper

Lesson Title 3: The Olympian Gods and Goddesses

Lesson Summary: Instruct students to complete a peer-share of the creation summary rough drafts. Ask students to focus their peer observation on the

PURPOSE (accurate, on subject, relevant details) and MECHANICS (spelling, punctuation, capitalization) of the draft. Give students lyrics and listen to “The Mount Olympus Rap” about the gods and goddesses of ancient Greece. (Meg Q. will try to find cd; or

students can create a rhythm.)

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Give the students a family tree of the gods. Have students read two-sided Gods and Goddesses text, and complete a chart of the twelve gods and goddesses: their Greek name, Roman

name, and characteristics. To help students memorize the gods and goddesses, in partners they can play “To whom would you pray?” game. Extension Activity/Extra Credit: Create a Biopoem/Wanted Poster/ or I AM poster for a god or goddess.

Homework: Finish final draft of creation summary. Start memorizing the 12 gods and goddesses using hints or clues from the suggested game above.

Standards Addressed:RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.


Materials: Creation summary rough drafts CD: The Mount Olympus Rap Family tree and gods/goddesses handouts Bio Poem template

Lesson Title 4: Introducing Three Greek Roots (-bio, -graph, -phon)

Lesson Summary: Display ten words containing the root of the week in a Word Splash. Brainstorm what we know about these words and agree on a meaning

of the root (bio = life, graph=writing, phon = sound or voice). Distribute the vocabulary sort which has the ten words and definitions mixed up on slips of paper to be cut apart. Students use what they

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know about prefixes and suffixes and the dictionary, if needed, to match the definitions to the words. Provide the word list for them at the end of this activity so they can check their answers.

Log the Greek root, the meaning and examples on their log sheet. Play an interactive game (Read-a-Round Review) with students in groups of 10. Distribute the set of cards that includes definitions for all ten

words that broaden the definition and apply more specifically to a practical context. First student says, “I have the root bio. Who has the word that names the zones of the Earth where there are living things? (biosphere) and so on.

Quiz students to assess comprehension of these roots.

Standards Addressed:L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Materials: Word list with definitions handout Vocabulary sort handout Read-a-Round Review handout Greek and Latin Root log sheet Vocabulary quiz “Roots of English Words in Greek Mythology” reference sheets for teacher

Lesson Title 5: Mythological Allusions

Lesson Summary: Display comic strips that illustrate allusions and ask students to “turn and talk” to explain the connections to their partner(s). Create a class definition of allusion (an indirect reference to somebody or something). Provide the following examples and have students discuss why each one includes allusion as a figure of speech.

“Alyssa didn’t like to spend money. She was no Scrooge, but she seldom bought anything except the bare necessities for her family.”“He’ll never be able to do that! Who does he think he is – Superman?”“I’m hoping that Cupid pays me a visit on Valentine’s Day.”

Give students the Allusion Activity handout with several mythological allusions listed. They will then identify to whom or what the allusion refers and they will explain the meaning of the allusion.

Homework:Students will find evidence of mythological allusions in today’s world (business names, logos, products and cars). They will create a new product

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based on a mythological allusion. Please allow students 2-3 nights to complete this.

Standards Addressed:L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Materials: Comic Strips Allusion Activity handout Allusion Activity handout answer key Homework template for creation of their new product.

Lesson Title 6: Echo and Narcissus

Lesson Summary: Hand out quiz on gods/goddesses Ask students to read the myth on pages 14 – 18 in Gifts from the Gods by Lise Lunge-Larsen silently and independently. Read the myth a second time out loud either by the teacher or student volunteer(s). Distribute the “Close Reading” assignment sheet. Allow students in work in pairs on the three guiding questions. Discuss the responses allowing for student discourse. Use prompts from the “Content Area Conversations” handout if needed to promote

this. Introduce the myth chart and alert students that an entry will be filled in for every myth. Model and complete the first entry together. Instruct students to follow the school approved open response strategy/routine and complete the writing task independently. Extension Activity: Choose an animal and write an Echo poem. See the “Dinosaur Bones” example.

Homework:Finish the open response question and hand in a final draft on _____________________.

Standards Addressed:RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

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word or phrase.

Materials: Gift from the Gods by Lise Lunge-Larsen “Close Reading” assignment sheet “Content Area Conversations” handout Paper Open response rubric Myth chart God/Goddess quiz

Lesson Title 7-8: Arachne’s Weaving Contest vs. Modern Olympic Games

Lesson Summary: Ask students to read along to the myth on pages 8-12 18 in Gifts from the Gods by Lise Lunge-Larsen as it is read aloud. Instruct students to look at the line of dialogue in paragraph 2 focusing on the use of quotation marks, capital letters and punctuation. Instruct students to rewrite the dialogue bubble on page 8 and the one on page 9 into lines of dialogue with the appropriate punctuation on

an index card. Hand out the punctuation worksheet to any ELL, SPED, or struggling students who require extra instruction on this writing technique based

on the informal assessment check on the above task . Discuss the theme(s) of the myth and create a poster for each with evidence to explain it. Being boastful can lead to loneliness and despair. Pride can be both helpful and harmful. Hard work and effort leads to marvelous talents. Identify how the weaving contest was an example of an ancient Olympic game. Discuss the characteristics of this event. Read the Olympic Games nonfiction article http://www.scholastic.com/teachers/article/olympic-games Tell students to complete a Venn-Diagram to illustrate the similarities and differences between ancient and modern games. Remind students to fill in the myth chart for this myth. Instruct students to write a compare/contrast paragraph. Provide a paragraph frame for those who need more guidance.

Homework:Finish compare/contrast paragraph.

Standards Addressed:W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Materials: Gift from the Gods by Lise Lunge-Larsen Index cards “Punctuation” worksheet Venn-Diagram graphic organizer Compare/contrast paragraph frame Copy of Olympic article from Scholastic Compare/contrast rubric Myth chart

Lesson Title 9: Icarus and Daedalus

Lesson Summary: Collect homework. Instruct students to answer journal prompt #1 in their journals (or blue books) as a Do-Now. Read the myth “Icarus and Daedalus” orally to the class as the students follow along. Tell students to answer the comprehension questions (either orally or in written form). Discuss the lesson learned from the myth and make a connection to why it is considered a tragedy myth. See the definition below for

teacher reference:The tragedy, according to Aristotle, must have a clear structure of an inciting moment(the moment that starts the action)and a climax and a resolution. Within this structure, the resolution must address problems that created the inciting incident, and the climax must cause the action that follows. Aristotle also thought that a tragic play must be self-contained and that the plot must not be determined by outside elements such as coincidence. The primary characteristic of a tragedy is the presence of a tragic hero. The tragic hero must have a very high position of great renown and responsibility. The hero must fall from that position, and that fall must come from a tragic flaw: a negative characteristic of the

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individual's personality. The flaw can also be considered a mistake, something that the individual could not have known was the wrong decision. In "Oedipus Rex," Oedipus kills his father, while not knowing that the man is his father, and also unknowingly marries his mother, Jocasta. These acts cause the entire plot to unfold. Complete myth chart. Analyze an artistic interpretation of this myth using a picture on an overhead or on the LCD.

Homework:Assign point of view writing assignment that instructs students to rewrite the myth from the point of view of Icarus.

Standards Addressed:RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

Materials: Reading Response Journal Sheet Journal or blue book “Icarus and Daedalus” myth Comprehension questions Point of view assignment sheet Picture Myth Chart

Lesson Title 10: Prometheus

Lesson Summary: Collect homework. Instruct students to answer journal prompt number 2 in their journals.

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Instruct the students to read the myth “Prometheus” with a partner. Use the comprehension questions as a vehicle for a discussion among partners. Allow time to share answers. Complete the myth chart. Discuss the lesson learned from the myth and make a connection to why it is considered a vengeance (infliction of injury, harm, humiliation,

or the like, on a person by another who has been harmed by that person; violent revenge) myth.

Homework:Create a movie poster for the story of Prometheus. Due on _________________________.

Standards Addressed:RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Materials: Journal Myth chart Copy of “Prometheus” and comprehension questions Story element sheet Poster creation sheet Poster rubric

Lesson Title 11: Demeter and Persephone: Mother and Daughter

Lesson Summary: Instruct students to answer journal prompt number 3 in their journals. Read the myth “Demeter and Persephone” independently. Answer the comprehension questions on white-lined paper. Complete the myth chart. Discuss the lesson learned from the myth and make a connection to why it is considered a devotion (earnest attachment to a cause, person,

etc.) myth Write a short persuasive speech that Demeter might have given to Zeus to convince him that he needed to get Persephone back. Tell

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students that they will be required to share this speech orally to the class on ___________________. Remind them about eye contact, voice, speed while going over the rubric ahead of time.

Homework:Work on persuasive speech and practice the oral delivery

Standards Addressed:SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Materials: Journal Myth chart Copy of “Demeter and Persephone” and comprehension questions Persuasive speech sheet Persuasive speech rubric http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf

Lesson Title 12: Phaethon, Son of Apollo

Lesson Summary: Instruct students to answer journal prompt number 4 Tell students to read the myth “Phaethon, Son of Apollo” independently or use the short play

http://everythingakasha.homestead.com/files/Phaethon.htm . Show the You Tube version http://www.youtube.com/watch?v=XKmevKiVFBc and tell students to close their eyes and listen so they can

visualize some sensory details. Discuss the lesson learned from the myth. Complete the myth chart. Complete the sensory chart for the poem. Have students create a Six Room poem (format created by Georgia Heard) that explains the myth and uses sensory language. Hand out the

graphic organizer and direction sheet.

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http://www.youtube.com/watch?v=XKmevKiVFBc

http://everythingakasha.homestead.com/files/Phaethon.htm

http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf


Show them the model.

Homework:Finish poem

Standards Addressed:SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Materials: Journal Myth chart Copy of “Phaethon, Son of Apollo” and comprehension questions Pictures of Phaethon Poem assignment sheet Six Room Chart Sensory Chart Computer/LCD rubric

Lesson Title 13: The Tragedy of the Black Sail: Theseus and the Minotaur

Lesson Summary: Show the Schlessinger Media video for “Theseus and the Minotaur” or read one of the play versions Discuss the symbolism of the black sail versus the white sail Discuss the lesson learned and why this is a triumph (a significant success or noteworthy achievement; instance or occasion of victory) myth. Complete the myth chart Make any modern day connections to this myth (eg: The Hunger Games) Complete a comic strip (either on paper or using an online tool) to summarize the myth

Homework:Practice persuasive paragraph and complete comic strip by __________

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Standards Addressed:RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Materials: Video 2 paper copy play versions Myth chart Blank comic strips for paper option

http://www.donnayoung.org/art/comics.htm Link to create an online one

http://www.readwritethink.org/files/resources/interactives/comic/

Lesson Title 14: Oral Presentations of Persuasive Paragraphs

Lesson Summary: Review the rubric quickly. Ask each student to read their speech out loud. Have 2-3 students evaluate each classmate using the same rubric as the teacher. Ask students to vote on a sheet of paper for “yes” or “no” or “thumbs up” or “thumbs down” if they were persuaded. This will ensure that

most students pay attention and listen to each speech.

Homework:Comic strip due tomorrow

Standards Addressed:

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http://www.readwritethink.org/files/resources/interactives/comic/

http://www.donnayoung.org/art/comics.htm


W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an events

sequence that unfolds naturally and logically.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


Materials: Individual student persuasive paragraphs Copies of rubric Paper for “votes”

Lesson Title 15: Check-in Formative Assessment

Lesson Summary: Collect comic strips Notify students that this on demand, one sitting open response question will be used to evaluate their comprehension and analysis of the

multiple myths that they read during the unit thus far. Distribute the open response graphic organizer with the prompt: Choose one myth and explain what it taught the Ancient Greeks and how it

applies to modern life. Remind students of the following:

task = open response format purpose = comprehension/analysis of myths audience = adult teacher

Allow students to use handouts and notes so evidence is cited accurately in their answers. Require one draft to mimic the MCAS open response experience. Use an approved open response rubric to evaluate on a 4 point scale.

Homework:None

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Standards Addressed:RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Materials:Open response graphic organizer with prompt

Lesson Title 16: Narrative Writing Workshop of Original Myth (Focus: Expectations/Brainstorming)

Lesson Summary: Explain that they will be writing an original myth and this will serve as the final performance assessment (test) for this unit. Review elements of mythology genre using the myth chart students have been keeping throughout the unit. Hand out the direction sheet and go over the instructions for original myth. Read/show on document camera or overhead a sample myth as a model. Have students brainstorm in their writer’s notebooks (or blue books) what they want to explain and which gods/goddesses will be involved.

Remind them that some will naturally make more sense depending on the occurrence they want to explain (Where did starfish come from? Poseidon, god of the sea and perhaps Artemis, goddess of the moon. Why do people give each other flowers to show affection? Aphrodite, goddess of love and Demeter, goddess of the harvest).

Ask students to “turn and talk” and share their ideas. “Encourage children to listen to each other’s story ideas with excitement and appreciation” (Calkins).

Remind students that the characters must be “believable” (Calkins) and include both internal and external traits.For external traits, think about descriptions or actions of the character or subject. Forinternal traits, think about the character or subject’s interests, feelings, and relationships withothers (by Irene C. Fountas and Gay Su Pinnell)

Provide “Sample Character Traits” handout to assist with homework.

Homework:Complete External/Internal T-Chart for the two main characters (protagonist and antagonist)

Standards Addressed:W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured

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event sequences.W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Materials: Completed student myth chart Direction sheet Writer’s Notebook/Blue book Sample myth External/Internal T-Chart (two sided) “Sample Character Traits” handout

Lesson Title 17: Narrative Writing Workshop of Original Myth (Focus: Plot Development)

Lesson Summary: Discuss the plot. How does the conflict occur? How will it get resolved? Remind students that the conflict's resolution should explain the

occurrence they chose. Explain to student that the plot is the “story arc/mountain” (Calkins). Complete the Plot Diagram graphic organizer on the overhead/with the document camera as a class and retell the plot for the myth of

“Icarus and Daedalus” or “Theseus and the Minotaur”. Instruct students to complete the Plot Diagram graphic organizer to develop their original myth.

Homework:Transform Plot Diagram onto “Writing your myth: Plot sketch” to further develop ideas

Standards Addressed:W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.7.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Materials:

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Plot Diagram graphic organizer Writing your myth: Plot sketch sheet

Lesson Title 18: Narrative Writing Workshop of Original Myth (Focus: Dialogue)

Lesson Summary: Discuss dialogue. Remind students of the basic rules of dialogue and the knowledge learned during Lesson 7-8 with the myth “Arachne”. Model how to write some lines of dialogue for their myth. Point out the punctuation rules and starting a new paragraph every time someone speaks. Instruct students to write a short conversation that they will include in their own myth. Walk around to check that the students understand this skill.

Homework:Work on rough draft.


event sequences.

W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.



Materials: Overhead/document camera Student plot diagrams and character t-charts paper

Lesson Title 19: Narrative Writing Workshop of Original Myth (Focus: Conclusions)22



Lesson Summary: Remind students that the resolution (conclusion) is very important and does not just end the story. It can resolve problems, teach lessons,

and make changes.

The Concluding Paragraph Consolidates What Came Before: The conclusion often makes clear how or why this topic is significant. It is highly unusual to introduce new ideas, new arguments, or new evidence in the conclusion. Frequently, a conclusion will connect to the introduction - by answering questions raised there, or through writing devices such as returning to a story or anecdote used in the introduction. In all cases, the purpose is to release the reader from the act of reading and return the reader to the world with some sense of having gained something from reading.

Read the conclusion (last paragraph) of “Pan” on page 69 in Gifts from the Gods together. Discuss the resolution/lesson learned/explanation together.

Tell students to read the conclusion of “Siren” on page 74 in Gifts from the Gods independently and write the resolution/lesson learned/explanation on an index card.

List possible transition words to use to start the concluding paragraphs (Thus, And so, From that day on, From then on). Instruct students to craft the concluding paragraph of their myths despite where they are in the writing process.

Homework:Continue writing


event sequences.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences.W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.


Materials: Gifts from the Gods books Index card Myth notes and drafts

Lesson Title 19: Narrative Writing Workshop of Original Myth (Focus: Editing/Revising)

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Lesson Summary: Teacher reads/displays copy of rough draft and asks students for feedback. Model editing by crossing out/fixing/adding to story. Pass out editing checklist. Instruct students to continue their rough drafts in class as teacher walks around to check in with each student. Tell those who are finished to use the checklist to edit their paper and/or a peer’s paper.

Homework:Final typed myth due on __________________Standards Addressed:W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured

event sequences.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach, focusing on how well purpose and audience have been addressed.



Materials: Sample story Editing checklist Student papers

Lesson Title 20: “Author Celebration” (Calkins) ** This might need to happen a few days after Lesson 19 to give students time to finish their final draftsLesson Summary:

Arrange the students in groups of 4. Instruct each student to have their published myth and a pen/pencils at his/her seat. Have sticky notes available for each group. Instruct the students to pass their myth to a member of the group to read silently. When the reading is completed, each student should

record a: WOW statement – something you liked WHOA statement – something that surprised you WHAT statement - something that you had a question about

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And put the sticky on the BACK of the myth. Repeat this process 2-3 more times.

Homework:noneStandards Addressed:

Materials: Published student myths Pens/pencils Sticky notes

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