LESSON 18 TEACHER’S GUIDE
Proud Achilles
by Edwin Hernandez
Fountas-Pinnell Level V
Myth
Selection Summary
An ancient Greek myth, The Iliad, describes how the warrior Achilles
fought heroically in the Trojan War, helping to defeat the Trojan army.
However, he was fated to die young in his quest to achieve great
glory and eternal fame on the battlefield.
Number of Words: 2,386
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Myth
• Third-person narrative organized in eleven short chapters
• A brief introduction gives the history of the myth
• Greek myth, The Iliad
• The Trojan War
• Ancient Greece
• You cannot outwit fate.
• Rage and pride can lead to sorrow.
• Vivid details convey mythical history
• Dialogue used to increase reader interest
• A mixture of short and longer, more complex sentences
• Full range of punctuation
• Many Greek names of people and places, some of which might not be familiar to English
language learners, such as Styx and Agamemnon. Cultural references such as Achilles’
heel (p. 18)
• Some challenging multisyllable words, such as labyrinth, Menelaus, prophecy
• Color illustrations with captions and labels, map of ancient Greece
• Seventeen pages of text, with illustrations on many pages
• Easy-to-read chapter headings, introduction, sidebars
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Proud Achilles
by Edwin Hernandez
Build Background
Help students use their knowledge about fate to visualize the story. Build interest by
asking a question such as the following: Why do some people believe that their destiny
is inevitable? Read the title and author and talk about the cover illustration. Note the 11
chapter heads. Tell students that this book is a myth, so it will tell what a group of people
believe about the world.
Frontload Vocabulary
Some everyday words may be unfamiliar to English language learners. Before reading,
check for understanding of the following words: prophecy, fleet, prophet, chariot, armor.
Introduce the Text
Guide students through the text, reading the captions, noting important ideas, and helping
with unfamiliar language and vocabulary so they can read the text successfully. Call their
attention to any important labels. Here are some suggestions:
Page 3: Read the caption under the illustration. Explain that this is a book about
a famous Greek warrior. Direct students to the chapter heading: A Choice for
Achilles. Suggested language: In this chapter, we learn that Achilles’ mother was
told of a prophecy: her son could live a long life and die an old man or he could
win fame and glory on the battlefield but die young. What do you think Achilles’
mother did when she heard this prediction of her son’s future?
Page 4: Describe how a rash, or reckless, act by a prince named Paris brought
about the ruin of Troy. Have students find the highlighted word rash. How could
someone’s rash behavior result in war? Can you think of a different solution?
Page 6: Read the caption under the illustration. Make sure students understand
that Trojans are the people of Troy. What do you think will happen next?
Page 18: Draw attention to the sidebar: Achilles’ Heel. Cultural Support: Explain
that ever since Achilles was shot in his unprotected heel, the term “Achilles’ heel”
means a weakness despite overall strength. What sentence could you write using
the term “Achilles’ heel”?
Now turn back to the beginning of the book and read to find out about how Achilles
played a key role in the Trojan War
Target Vocabulary
abandon – to leave a person or
thing behind, p. 9
fury – a wild fit of anger or
violence, p. 5
rash – to act too quickly and
carelessly, p. 4
bitterly – to do something with
intense resentment, p. 8
labyrinth – a winding
arrangement of passages, p. 6
somber – gloomy, p. 10
embrace – to hold closely in a
hug, p. 15
massive – very large, heavy, and
bulky, p. 5
unravels – a structure that comes
apart, p. 13
Grade 6
2
steadfast – focused, p. 10
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Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Infer/Predict Strategy
and use text clues to
figure out what the author means or what might happen in the future.
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the story.
Suggested language: How can someone’s pride lead to disastrous consequences?
What lessons can you learn from The Iliad?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Greek gods and goddesses
interfered in the affairs of
mortals.
• Sometimes people cannot
escape their fate.
• A map depicts ancient Greece at
the time of the Trojan War.
• A small weakness can lead to
someone’s downfall.
• Sidebars discuss The Iliad’s
companion piece, The Odyssey,
and the meaning of “Achilles’
heel.”
• While Achilles treasured
friendship and honor, he let
anger keep him from the battle.
• Achilles’ wounded pride lead to
his selfish position.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choose a passage from the text to present a readers’
theater. Remind them to read the dialogue with appropriate emotion, stressing the
character’s strong emotions.
• Comprehension Based on your observations of the students’ reading and discussion,
revisit parts of the text to clarify or extend comprehension. Remind students to go
back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using
examples from the text. Remind students that longer words are often formed from
shorter, familiar words. For example, the word battlefield on page 12 is a compound
word combining the words battle and field. Have students use a dictionary to learn the
meaning of a compound word.
Grade 6
3
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 18.10.
Responding
Have students complete the activities at the back of the book, using their Reader’s
Notebook. Use the instruction below as needed to reinforce or extend understanding
of the comprehension skill.
Target Comprehension Skill
Story Structure
Have students examine details about characters, setting,
and plot. They should discuss the credibility of the characters and believability of the plot,
along with the effect of the setting and characters on the plot and its resolution. Model
how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
In the box labeled “Setting,” write: A battlefield in ancient Troy. List major
characters such as Achilles, Agamemnon, Paris, Hector, and Patroclus
in the appropriate box. Below the story’s conflict, write the resolution:
Achilles dies in great glory on the battlefield and his name is remembered
as one of the greatest warriors.
Practice the Skill
Encourage students to share their examples of another book that uses Story Structure to
discuss another historical hero.
Writing Prompt: Thinking Beyond the Text
Have students write a response to the prompt on page 6. Remind them that when they
think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts
• What does the word labyrinth mean in the second paragraph on page 6?
• What two sentences on pages 13 and 14 show how much Achilles cared for
Patroclus?
• Based on the sidebar on page 18, what can the reader predict about how people will
remember Achilles?
Grade 6
4
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English Language Development
Reading Support Pair advanced and intermediate readers to read the selection softly,
or have students listen to the audio or online recordings. Remind them that Achilles’ pride
was his downfall.
Idioms The story includes some idioms that might be unfamiliar. Explain the meaning of
expressions such as make him pay (page 14) and swallow your pride (page 15).
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What was the weak spot on
Achilles’ body?
Speaker 1: When did Apollo end the
sickness of the Greek soldiers?
Speaker 2: his heel
Speaker 2: He ended the sickness after
Agamemnon sent Chryseis home.
Speaker 1: Why did Achilles
believe that his pride had been
wounded?
Speaker 1: Who was the woman that
Paris stole?
Speaker 2: Helen
Speaker 1: What god guided the arrow
that killed Achilles?
Speaker 1: Why did Achilles finally
embrace his fate on the battlefield?
Speaker 2: He sought to avenge the
death of his friend Patroclus.
Speaker 2: He felt that he had
been publicly insulted and
dishonored when Agamemnon
had taken Briseis away from him.
Speaker 2: Apollo
Lesson 18
Name
BLACKLINE MASTER 18.10
Date
Critical Thinking
Proud Achilles
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text What does the prophecy say will happen to
Achilles if he becomes a warrior?
The prophecy says he will die young.
2. Think within the text Why were the Trojans afraid of Achilles?
He was the strongest and bravest of the Greeks.
3. Think beyond the text Ancient Greek stories often feature heroes.
Why do you think it was important for them to tell the stories of these
heroes?
People used the stories to learn how to act in accordance with
their gods’ wishes. The stories also motivated them to work hard
in their own tasks like these heroes.
4. Think about the text What is the turning point in the story?
The turning point is when Achilles decides to fight to avenge the
death of Patroclus.
Making Connections Many other heroes also have weaknesses. Compare
Achilles with a hero you have read about in books or in the news. What is that
hero’s weakness? How is that hero similar or different from Achilles?
Write your answer in your Reader’s Notebook.
Critical Thinking
12
Grade 6, Unit 4: Treasures of the Ancient World
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Grade 6
5
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Name
Date
Proud Achilles
Thinking Beyond the Text
Think about the questions below. Then write your answer in one or two
paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
One of the themes in the myth of Achilles is pride. On page 9, the author
describes how Achilles refused to fight after his pride was hurt. His mother
tells him to swallow his pride and fight for fame and glory. Do you think that
was wise advice? Why or why not? What advice would you have given to
Achilles? Explain your answer, giving examples from the story.
Grade 6
6
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Lesson 18
Name
Date
Critical Thinking
BLACKLINE MASTER 18.10
Proud Achilles
Critical Thinking
Read and answer the questions.
1. Think within the text What does the prophecy say will happen to
Achilles if he becomes a warrior?
2. Think within the text Why were the Trojans afraid of Achilles?
3. Think beyond the text Ancient Greek stories often feature heroes.
Why do you think it was important for them to tell the stories of these
heroes?
4. Think about the text What is the turning point in the story?
Making Connections Many other heroes also have weaknesses. Compare
Achilles with a hero you have read about in books or in the news. What is that
hero’s weakness? How is that hero similar or different from Achilles?
Write your answer in your Reader’s Notebook.
Grade 6
7
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Student
Lesson 18
Date
BLACKLINE MASTER 18.14
Proud Achilles • LEVEL V
page
14
Proud Achilles
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
Achilles cried bitterly over the death of his friend. Even the loss
of Briseis did not cause Achilles so much pain.
“Only one thing will make my sadness go away,” Achilles said
to his mother. “And that is Hector’s death. I will make him pay
for what he has done.”
Achilles’ mother tried to change his mind. She said, “The gods
say that when Hector dies, you will die soon after him. If you
return home now, you can still die an old man. The choice is
yours, my son.”
Comments:
(# words read
correctly/90 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 6
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414489
Behavior
ˆ
Word told
1
8
T
cat
1
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