GREEK MYTHOLOGY UNIT
The Adventures of Odysseus and the Tale of Troy (novel)
Apollo and Daphne (short story)
Orpheus and Eurydice (short story)
Mr. Smith’s
Narcissus and Echo (short story)
Reading Class
Unit Summary
Assignments:
The Greek Mythology Unit will last the entire first quarter (August 11—October 9). The primary
source of information comes from the novel The Adventures of Odysseus and the Tale of Troy which
is derived from Homer’s The Iliad and the Odyssey.
The short stories listed at the top of this page expose students to themes, symbolism, imagery, and
allegory. The information for the short stories requires students to research on the Internet. Please
consider guiding your child in this research because they may be exposed to some delicate text that
may raise questions.
 Bloom’s Questions
 Book Journal
 Compare and Contrast Achilles and
Hector
 Core Values
 Create a Commercial
about the Novel
 Identify Literary Elements/Reading Log
Learning Objectives
The Greek Mythology Unit enhances skills in reading, writing, vocabulary, comparing and contrasting, identifying Core Values and themes, interviewing skills, character analysis, generating higher level questions, and comprehension.
The writing activities of the unit expose students to journaling, writing an analysis, creating a commercial, conducting a scripted interview, a persuasive essay, a synopsis on Greek Myths, and a
newsletter capturing main events of the Trojan War.
There is a detailed list of skills that are covered in this unit in the final two pages of this packet. The
skills listed are directly from the Colorado State Standards and will be part of learning throughout
the school year.
Assessments
There will be numerous informal and formal assessments throughout the unit. The primary focus
for assessments will be to measure skills and not knowledge, so a unit test will not be given. Students will receive grades for the assignments listed on the right side of this page. Theses grades
will be based primarily on meeting the assignment requirements and quality.
Other Activities in Reading Class
While most of the time will be spent
working on the Greek Mythology Unit,
there will be a few other things students will be engaged in. There will be
weekly spelling and lessons on:

Drawing Conclusions

Comparing and Contrasting

Finding Details

Sequencing

Identifying Fact and Opinion

Making Inferences

Getting the Main Idea

Identifying Cause and Effect
 Interview of a Main
Character
 Main Character Written Analysis Essay
 Persuasive Essay on
Greatest Hero
 Reading Assignments
 Synopsis on Greek
Myths
 Trojan War Newsletter
 Vocabulary Words
Page 2
Note:
The assignment
descriptions are
a brief summary.
Students will be
provided with
additional information through
classroom instruction and
documentation.
GREEK MYTHOLOGY UNIT
Description of Assignments
Bloom’s Questions
Blooms’ Taxonomy is composed of six levels that guide students in higher-level thinking (please refer
to pages 4 and 5 of this packet for more information on Bloom’s Taxonomy). For every reading selection, students will do the following:
 Generate one question using each level of Bloom’s Taxonomy
 Provide an answer to each question
 List the page number referring to the text that the question was derived from
 State the Bloom’s level that the question is associated with
Book Journal
Reading
Selections:
Part I , Chapters 1-3,
Pages 3-21
Part I , Chapters 4-8,
Pages 22-42
Part I , Chapters 9-11,
Pages 42-57
The Book Journal is a fillable PDF file that students will complete electronically (please do not print
the form because the text fields are scrollable and printing will cut off text that does not appear in the
text frame). There are fifteen questions that help students reflect and write on what they are reading.
Compare and Contrast Achilles and Hector
Students will complete a diagram using one word traits that compares the similarities and differences between Achilles and Hector.
Part I , Chapters 12-13,
Pages 57-69
Core Values
Part I , Chapters 14-15,
Pages 69-89
Students will choose a character from the novel and write how this character displayed the Core Values of
Excellence, Integrity, Respect, Citizenship, and Responsibility. Each Value will not only state the student’s
opinion, but be supported by text from the novel.
Part I , Chapters 16-19,
Pages 89-105
Part I , Chapters 20-23,
Pages 105-122
Part II , Chapters 1-2,
Pages 124-140
Part II, Chapter 3
Pages 140-152
Part II , Chapters 4-5,
Pages 152-169
Commercial About the Novel
Students will create a video or PowerPoint presentation commercial about the novel. The presentation will
contain the following key elements:




Title, author, and genre of book
Summary of plot, characters, and theme
Images, music, and narration
Opinion and/or recommendations for book
Part II , Chapters 6-7
Pages 170-183
Identify Literary Elements/Reading Log
Part II , Chapters 8-9
Pages 183-197
Students will identify Literary Elements from the novel by completing a reading log. The Reading Log is a
fillable PDF file that students will complete electronically (please do not print the form because the text
fields are scrollable and printing will cut off text that does not appear in the text frame).
Part II , Chapters 10-11
Pages 198-214
Part II , Chapters 12-14
Pages 214-233
Part II , Chapters 15-17
Pages 234-248
Interview of a Main Character
Each student will conduct an interview of a main character from the novel AND also be the main character
interviewed (two separate roles). These interviews will be performed with the class as the audience.
Page 3
Note:
Each writing
assignment will
be guided by a
writing rubric
detailing specific
information on
how the writing
will be assessed.
GREEK MYTHOLOGY UNIT
Description of Assignments
Main Character Written Analysis Essay
Students will write a character analysis of a main 
character from the novel. The essay will contain
the following components:

Introduction
 Author and Title
 Character
 Summary Statement
 Thesis

Body

Character Trait #1 and textual evidence/actions/thoughts
 Character Trait #2 and textual evidence/actions/thoughts
 Character Trait #3 and textual evidence/actions/thoughts
 Explanation, details, and textual
evidence
Conclusion—restating the main idea
Persuasive Essay on Greatest Hero
Students will write a persuasive essay using text
from the novel to state their belief on who was
the greatest hero from the novel and why. The
essay will contain the following components:
 Introduction
 Character
 Summary Statement
 Thesis


Body
 Fact #1, quotes, examples from text
 Fact #2, quotes, examples from text
 Fact #3, quotes, examples from text
Conclusion—restating the main idea
Synopsis on Greek Myths
Students will write a synopsis for each short story.
Each synopsis will contain the following elements:
1. Opening image
2. Protagonist Intro
3. Inciting incident
4. Plot point
5. Conflicts & character encounters
6. Midpoint
7. Winning seems imminent, but…
8. Black moment
9. Climax
10. Resolution
11. Final image
Trojan War Newsletter
Students will create a newsletter containing articles of four major events from the Trojan War.
Each article will contain the following elements:
I. Lead sentence
Grab and hook your reader right away!
II. Introduction
Which facts and figures will ground your story?
You have to tell your readers where and when this
story is happening.
III. Opening quotation
What will give the reader a sense of the people involved and what they are thinking?
IV. Main body
What is at the heart of your story?
V. Closing quotation
Find something that sums the article up in a
few words.
VI. Conclusion (optional—the closing quote
may do the job)
Vocabulary
Vocabulary words will be defined, studied, and assessed prior to reading the selection associated with
the words. Assessments will be in the form of matching the word to its definition.
GREEK MYTHOLOGY UNIT
Page 4
Bloom’s Taxonomy Questions
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match,
name, relate, tell, recall, select
Questions:
What is…? • Can you select? • Where is…? • When did_________________happen?
Who were the main…? • Which one…? • Why did…? • How would you describe…?
When did…? • Can you recall…? • Who was…? • How would you explain…?
How did happen…? • Can you list the three..? • How is…?
How would you show…?
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving
descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify
Questions:
How would you classify the type of…? • How would you compare…? contrast…?
Will you state or interpret in your own words…?
How would you rephrase the meaning?
What facts or ideas show…? • What is the main idea of ……?
Which statements support…? • Which is the best answer…?
What can you say about …? • How would you summarize… ?
Blooms Level III: Application
Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different,
or new way.
Keywords:
apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select,
solve, utilize, model, identify
Questions:
How would you use…? • How would you solve using what you’ve learned…?
What examples can you find to…? • How would you show your understanding of…?
How would you organize
to show…?
How would you apply what you learned to develop…?
What approach would you use to…? • What other way would you plan to…?
What would result if…? • Can you make use of the facts to…?
What elements would you use to change…? • What facts would you select to show…?
What questions would you ask during an interview?
Directions:
For every reading
selection, students will generate one question,
the answer to the
question, the
page number
associated with
the question, and
state the level for
all Bloom’s Taxonomy levels.
GREEK MYTHOLOGY UNIT
Bloom’s Taxonomy Questions continued
Blooms Level IV: Analysis
Examine and break information into parts by identifying motives or causes. Make inferences and find
evidence to support generalizations.
Keywords:
analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify,
survey, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion, take part in
Questions:
What are the parts or features of . . . ? • How is
related to . . . ? Why do you think . . . ? • What is
the theme . . . ? • What motive is there . . . ? Can you list the parts . . . ? • What inference can you make?
What conclusions can you draw . . . ? • How would you classify . . . ? How would you categorize . . . ?
 Can you identify the different parts . . . ? What evidence can you find . . . ? • What is the relationship
Blooms Level V: Synthesis
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Keywords:
build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change,
original, improve, adapt, minimize, maximize, theorize, elaborate, test, happen, delete
Questions:
What changes would you make to solve…? • How would you improve…? What would happen if…?
Can you elaborate on the reason…? Can you propose an alternative…? • Can you invent…?
How would you adapt
to create a different…?
How could you change (modify) the plot (plan)…? • What facts can you compile…?
What way would you design…? • What could be combined to improve (change)…?
Suppose you could
what would you do…? • How would you test…?
Can you formulate a theory for…? • Can you predict the outcome if…?
Can you construct a model that would change…? • How is
related to…?
Can you think for an original way for the…? • What are the parts or features of…?
Why do you think…? • What is the theme…? • What motive is there…?
Can you list the parts…? • What inference can you make…? …? • What ideas justify…?
What conclusions can you draw…? • How would you classify…?
How would you categorize…? • Can you identify the different parts…?
What evidence can you find…? • What is the relationship between…?
Blooms Level VI: Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work
based on a set of criteria.
Keywords:
award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, appraise, prioritize, opinion, interpret,
explain, support importance, criteria, prove, disprove, assess, influence, perceive, value, estimate,
deduct
Questions:
Do you agree with the actions/outcome…? • What is your opinion of…? How would you prove/ disprove…?
Can you assess the value or importance of…? Would it be better if…? • Why did they (the character
choose…? What would you recommend…? • How would you rate the…? How would you evaluate…? • How
would you compare the ideas…? the people…? How could you determine…? • What choice would you have
made…? What would you select…? • How would you prioritize…? • How would you justify…?
What judgment would you make about…? • Why was it better that…? How would you prioritize the facts…?
What would you cite to defend the actions…?
Page 5
Page 6
GREEK MYTHOLOGY UNIT
THE ILIAD VOCABULARY
Note:
PART ONE
Vocabulary
words will
be defined,
studied, and
assessed
prior to
reading the
section associated
with the
words. Assessments
will be in
the form of
matching
the word to
its definition.
Chapters 1-3
Chapters 9-11
PART TWO
Chapters 16-19
Chapters 1-2
Chapters 6-7
Chapters 12-14
minstrel
plight
forsaken
straggling
hawsers
fleece
disconsolate
ambush
bellows
adze
roused
endure
clamor
afflicted
anvil
osier
kneaded
beset
dainties
ambrosia
corselet
halyards
travail
impoverished
wooer
steadfast
greaves
yardarm
bewilderment
assuredly
verily
grievous
besieged
hapless
semblance
devise
mayhap
pious
furrows
suppliant
hailed
brooch
perished
fain
reaping
swooning
renowned
avenge
viol
befall
vagrants
loath
immortal
smote
lyre
forlorn
faggots
staunched
bereaved
soothsayer
wield
trod
sentinels
trough
wroth
mane
beseeching
guise
quernstones
raiment
aught
forbade
brine
strewed
oppressed
tidings
covetous
brandish
throng
tethered
beset
sheath
glen
assented
parched
desolate
alms
vengeance
Chapters 4-8
insolence
Chapters 12-13
Chapter 3
Chapters 8-9
Chapters 10-11
stealth
mockery
affright
beetling
upbraided
quenched
chastise
quiver
bade
talents
resonant
clad
wretchedly
din
tarried
bestow
bulwark
proficient
demean
shrift
lamented
implacable
dandled
nimble
grudge
fosterling
vile
valiant
hilt
paunch
smiting
summoned
sojourner
jutting
wrought
pugilists
slumber
helm
libations
downcast
girt
fain
forestays
plume
wailed
borne
lubber
demigods
greaves
broidering
bleating
peals
nymph
scabbard
provisions
hireling
discord
nigh
henchmen
din
dodges
wrath
fain
coverlets
recesses
scythe
swath
subdued
Chapters 14-15
Chapters 20-23
Chapters 4-5
pitiable
guilefully
citadel
revered
bier
forbear
recompense
lament
portico
taunts
partaken
discourse
barrow
prow
foeman
dismay
rainment
ordained
diversely
pike
abide
mariners
avert
succored
bewail
thong
mantle
turmoil
prevailed
beacon
doublet
reproachfully
vestibule
bane
yoked
exult
glades
kinsmen
burthen
fawned
ewer
tarried
distaff
litter
toil
bore
Chapters 15-17
Page 7
GREEK MYTHOLOGY UNIT
Note:
Unit Learning Objectives
These learning
objectives come
directly from the
Colorado State
Standards for
sixth grade reading, writing, and
communicating.
Reading for all Purposes
Writing and Composition
Use Key Ideas and Details to:
Writing literary genres for intended audiences and purposes requires ideas, organization,
and voice
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text. (CCSS:
RL.6.1)
Determine a theme or central
idea of a text and how it is conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments. (CCSS:
RL.6.2)
Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as
how the characters respond or
change as the plot moves toward a resolution. (CCSS:
RL.6.3)
Use Craft and Structure to:
Determine the meaning of
words and phrases as they are
used in a text, including figurative and connotative meanings;
analyze the impact of a specific
word choice on meaning and
tone. (CCSS: RL.6.4)
Analyze how a particular sentence, chapter, scene, or stanza
fits into the overall structure of
a text and contributes to the
development of the theme,
setting, or plot. (CCSS: RL.6.5)
Explain how an author develops
the point of view of the narrator
or speaker in a text. (CCSS:
RL.6.6)
Use Range of Reading and
Complexity of Text to:
Use different kinds of questions
to clarify and extend comprehension
Identify how the author uses
dialogue and specific word
choice to achieve an effect
Use a variety of transition
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another. (CCSS:
W.6.3c)
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events. (CCSS:
W.6.3d)
Provide a conclusion that follows from the narrated experiences or events. (CCSS:
W.6.3e)
Employ a range of planning
strategies to generate descriptive and sensory details
(webbing, free writing, and
graphic organizers)
Use word choice, sentence
structure, and sentence length
to create voice and tone in writing
Writing informational and persuasive genres for intended
audiences and purposes require ideas, organization, and
voice develop
Write arguments to support
claims with clear reasons and
relevant evidence. (CCSS:
W.6.1)
Introduce claim(s) and organize
the reasons and evidence clearly. (CCSS: W.6.1a)
Support claim(s) with clear reasons and relevant evidence,
using credible sources and
demonstrating an understanding of the topic or text. (CCSS:
W.6.1b)
Use words, phrases, and claus-
es to clarify the relationships
among claim(s) and reasons.
(CCSS: W.6.1c)
Establish and maintain a formal
style. (CCSS: W.6.1d)
Provide a concluding statement or
section that follows from the argument presented. (CCSS: W.6.1e)
Write informative/explanatory texts
to examine a topic and convey ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
(CCSS: W.6.2)
Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting
(e.g., headings), graphics (e.g.,
charts, tables), and multimedia
when useful to aiding comprehension. (CCSS: W.6.2a)
Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information
and examples. (CCSS: W.6.2b)
Use appropriate transitions to clarify the relationships among ideas
and concepts. (CCSS: W.6.2c)
Use precise language and domainspecific vocabulary to inform about
or explain the topic. (CCSS: W.6.2d)
Establish and maintain a formal
style. (CCSS: W.6.2e)
Provide a concluding statement or
section that follows from the information or explanation presented.
(CCSS: W.6.2f)
Write multi-paragraph compositions
that have clear topic development,
logical organization, effective use of
detail, and variety in sentence
structure
GREEK MYTHOLOGY UNIT
Page 8
Unit Learning Objectives continued
Organize information into a coherent essay
or report with a thesis statement in the
introduction and transition sentences to
link paragraphs
Write to pursue a personal interest, to
explain, or to persuade
Select vocabulary and information to
enhance the central idea
Specific editing for grammar, usage,
mechanics, and clarity gives writing its
precision and legitimacy
Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking. (CCSS:
L.6.1)
Ensure that pronouns are in the proper
case (subjective, objective, and possessive). (CCSS: L.6.1a)
Use intensive pronouns (e.g., myself,
ourselves). (CCSS: L.6.1b)
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
(CCSS: L.6.2)
ing, editing, rewriting, or trying a new
approach. (CCSS: W.6.5)
Use technology, including the Internet,
to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of
three pages in a single sitting. (CCSS:
W.6.6)
Research and Reasoning
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry
when appropriate. (CCSS: W.6.7)
Identify a topic for research, developing
the central idea or focus and potential
research question (s)
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or
paraphrase the data and conclusions of
others while avoiding plagiarism and
providing basic bibliographic information for sources. (CCSS: W.6.8)
Spell correctly. (CCSS: L.6.2b)
Use a range of print and non-print
sources (atlases, data bases, reference
materials, online and electronic resources, interviews, and direct observation) to locate information to answer
research questions
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.6.3)
Locate specific information within resources using indexes, tables of contents, electronic search key words, etc.
Vary sentence patterns for meaning,
reader/listener interest, and style.
(CCSS: L.6.3a)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.6.9)
Maintain consistency in style and tone.
(CCSS: L.6.3b)
Follow established criteria for evaluating accuracy, validity, and usefulness of
information
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/
parenthetical elements. (CCSS: L.6.2a)
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in grade level expectations 1 and
2 above.) (CCSS: W.6.4)
With some guidance and support from
peers and adults, develop and strengthen writing as needed by planning, revis-
Select and organize information, evidence, details, or quotations that support the central idea or focus
Oral Expression and Listening
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation. (CCSS:
SL.6.4)
Include multimedia components (e.g.,
graphics, images, music, sound) and
visual displays in presentations to clarify information. (CCSS: SL.6.5)
Adapt speech to a variety of contexts
and tasks, demonstrating command of
formal English when indicated or appropriate. (CCSS: SL.6.6)
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly. (CCSS:
SL.6.1)
Come to discussions prepared, having
read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion. (CCSS: SL.6.1a)
Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
(CCSS: SL.6.1b)
Pose and respond to specific questions
with elaboration and detail by making
comments that contribute to the topic,
text, or issue under discussion. (CCSS:
SL.6.1c)