Framingham Public Schools
Grade Level:
7
Pilot Curriculum Unit: May 14, 2013
Trimester:
2013-14
Length
25-30 days
Unit 3: GREEK MYTHOLOGY
Unit Overview
Students will enter the world of Greek Mythology as a lens to further their understanding of Western Civilization. They will explore ideas and
questions about human existence and natural phenomena that are central themes in Greek Myths. These themes include the universal themes of
triumphs, tragedies, devotion and vengeance. Next, using text-based evidence, students will explain how Greeks used mythology to resolve ethical
issues and explain natural events in the world around them. Students will also analyze and discuss the symbolism of words and certain figures of
speech that stem from Greek Mythology. Finally, students will synthesize what they have learned in this unit by crafting their own myth (narrative
writing).
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.
W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, and
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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.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
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.
 Modern texts often include literary references to mythology.
 Dialogue, pacing, and description can be used to develop experiences, events, and/or characters in narrative writing.
 Many English words have Greek and Latin roots.
Essential Questions for thought, discussion, and collaboration
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What do the Greek myths have to teach us? How are they relevant to contemporary life?
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How has Greek Mythology influenced our language as well as traditional and contemporary literature?
What tools do writers use to develop experiences, events, and/or characters in their stories?
Declarative and Factual Knowledge (Recall, memorize, define)
Students will know…
 Elements of a myth
 Impact of word choice
 Point of view (R7.6)
 Dialogue (W7.3b)
 Figures of speech
 Interpretation of facts as evidence (W7.1)
 Compare/Contrast (RL7.9)
 Narrative (W7.3a-e)
 Transition words and phrases (W7.2c, W7.3c)
 Formal writing style (W7.1d)
 Writers write for different purposes and audiences (W7.2e)
Skills (Organize, apply, analyze, integrate, evaluate)
Students will be able to….
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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
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
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
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
Pandora’s box, Achilles heel, Gordian knot
Performance Assessments (may be formative or summative)
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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.(RL7.1)
Compare/contrast paragraph (RL7.9)
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Other Evidence/Assessments
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Creation summary
Allusion project
Resume
Six Room poem
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Oral delivery of paragraph (SL7.6)
Narrative Writing Assignment of an original myth (W7.3)
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Unit Title (continued from previous page):
Literary Texts: Picture Books (Used for extensions, supplemental lessons, differentiation)
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Hovey, Kate. Arachne Speaks. New York: Margaret E. McElderry Books, 2000.
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O’Malley, Kevin. Mount Olympus Basketball. New York: Walker and Company, 2003.
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Wilbur, Helen L. Z is for Zeus: A Greek Mythology Alphabet. Missouri: Sleeping Bear Press, 2008.
Literary Texts: Anthologies
 Lunge-Larsen, Lise. Gifts From The Gods. New York: Houghton Mifflin Harcourt Publishing Company, 2011.
 D’Aulaire’s, Ingri and Edgar Parin. Book of Greek Myths. Delacorte Press, 1962.
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
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
 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) http://quizlet.com/
 Use the state approved open response graphic organizer for special education 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)
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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:
 Instruct students to complete the Anticipation Guide.
 Allow time for student discourse to discuss the results. Remind students to KEEP this sheet for the end of the unit.
 Read aloud Pandora’s Box on p. 59 of Gifts from the Gods while the students follow along.
 Ask the students to “turn and talk” and identify at least 3 characteristics of a myth based on Pandora while referring to the text.
 Play the You Tube clip: http://www.youtube.com/watch?feature=player_embedded&v=RRq7lLawQB4 to highlight more characteristics of
myths.
 Allow time for a brief discussion.
 Ask students to complete the Exit Ticket .
Homework:
Hand out Triple-Entry vocabulary sheet and ask students to complete.
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.
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:
 Anticipation Guide
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Gift from the Gods book
Lap top/LCD projector
Exit Slip
Vocab Sheet
Lesson Title 2: In the Beginning…
Lesson Summary:
 Show the video: The Gods of Olympus.
 Give multiple-choice assessment to show comprehension of gods/goddesses.
 Distribute “Gaea: The Original Earth Mother” article from Scholastic SCOPE April 12, 2010 and instruct students to read independently. Remind
the students to be mindful of the text structure and text features (key, captions, text boxes, and list).
 As students finish, allow them to go to the white board/chart paper and record one learned fact.
 Hand out the “Like Father, Like Son” article from Scholastic SCOPE April 12, 2010. Tell students to read and complete the WRITE NOW for
homework. Remind students about the format of a scene that they saw in The Miracle Worker during the Perseverance Unit.
Homework:
Finish WRITE NOW!
Standards Addressed:
RL.7.3. Analyze how particular elements of a story or drama interact.
W.7.3.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize and event
sequence that unfolds naturally and logically.
Materials:
 The Gods of Olympus video by Schlessinger Media
 TV/DVD player
 Multiple-choice Assessment
 “Gaea: The Original Earth Mother” article and “Like Father, Like Son” article from Scholastic SCOPE April 12, 2010 (can project hard copy from
website but do not have access to photocopy so use the one provided)
Lesson Title 3: The Olympian Gods and Goddesses
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Lesson Summary:
 Collect homework.
 Give students lyrics to “The Mount Olympus Rap” about the gods and goddesses of ancient Greece.
 Give students a few minutes to work with a partner or in a group to create a rhythm. Make the connection between the lyrics of the rap and a
poem.
 Give the students a family tree of the gods and at least one other resource. Provide the link:
http://www.ballpoint.org/greekgods/funfacts.htm as another resource option.
 Instruct students to research about one god/goddess and create a resume for this immortal.
Homework:
 Finish resume by _______________________.
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.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Materials:
 The Mount Olympus Rap lyrics
 Family tree and gods/goddesses handouts
 Gift from the Gods
 D’Aulaires’ Book of Greek Myths
 Resume checklist/ resume action words/sample resume
Lesson Title 4: Introducing Greek Roots , Prefixes and Suffixes
Lesson Summary:
 Organize the students into groups of 3-4 and give each group an envelope with the 30 vocabulary word sort words.
 Allow the students’ time to sort the words. Refrain from helping the students in order for them to brainstorm/discuss/debate on the
similarities/differences/definitions of these words.
 Have each group share one of their sorts with the class. Encourage students to ask questions and probe for the reasoning for the sort.
 Connect to the above link on a laptop/LCD projector and play the game as a class to assess the words.
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http://teacher.scholastic.com/activities/athens_games/game.htm#
Create an interactive Word Wall to be used throughout the unit where students can add words that they find in text and in daily life.
Distribute the vocab list of roots/suffixes/prefixes.
Homework:
Choose 20 words from the list and write a complete sentence for each using the word.
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:
 Vocab list
 Vocabulary sort sheets
 Envelopes
 “Roots of English Words in Greek Mythology” reference sheets for teacher
 Lap top/LCD projector
Lesson Title 5: Echo and Narcissus (2 day lesson)
Lesson Summary:
 Assess the students’ knowledge on the 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. Based on the
myth, describe the dramatization of the poor behaviors of Echo and Narcissus which link to the origin of two modern day vocabulary words.
 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 _____________________.
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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:
 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 6: Arachne’s Weaving Contest vs. Modern Olympic Games (2 day lesson)
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
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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 with evidence. 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.
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 7: Demeter and Persephone
Lesson Summary:
 Instruct students to answer the prompt in their blue books.
List the four seasons. Which season is your favorite? What is it specifically about this season you like the most? Which season is your least
favorite? Why? Use specific details in your explanations.
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Read the myth “Demeter and Persephone” independently.
Complete the close reading lesson.
Complete the myth chart entry.
Turn and talk with a partner and cite an example from the myth to prove why it is a devotion myth .
Write the “Narrative Writing Prompt” and be prepared to deliver it orally to the class. Tell 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 speech and practice the oral delivery
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.
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
 Demeter and Persephone (D’Aulaires’ p. 58)
 Close reading assignment
 Rubric for oral speech
Lesson Title 8: Prometheus (3 day lesson)
Lesson Summary:
 Instruct students to answer journal prompt in their journals before reading the myth.
What usually happens when two people hold different opinions? Explain some ways that people can work out their differences in a
respectful way.
 Instruct the students to read the myth “Prometheus” with a partner on page 72 of D’Aulaires.
 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.
 Explain the mock trial activity. See all attached handouts.
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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.
Materials:
 Journal
 Myth chart
 D’Aulaires’ book
 Mock Trial Handouts
Lesson Title 9: Helios (Phaeton, Son of Apollo)
Lesson Summary:
 Tell students to read the myth “Helios” independently on page82 of D’Aulaires’ text.
 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.
 Show them the model for Pandora.
Homework:
Finish poem
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.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Materials:
 Journal
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Myth chart
D’Aulaires’ text
Pictures of Phaethon
Poem assignment sheet
Six Room Chart
Sensory Chart
Computer/LCD
rubric
Lesson Title 10 : Theseus (3 day lesson)
Lesson Summary:
Day 1
 Do Now: Write the definition of the word triumph (a significant success or noteworthy achievement; instance or occasion of victory)
on the board. Have students think, pair-up, and come up with a sentence that describes a triumph. Have them share out.
 Discuss how the myth the students are about to read is a triumph
 Review the definition of theme with the class: A central idea or abstract concept that is made concrete through representation in
person, action, and image. (Note: “Theme” is first mentioned in Grade 4 in the CCSS.)
 Students should do a paired reading of Theseus on pg. 148 and read to the bottom of pg. 150 (when he defeats the Minotaur) of
D’Aulaires’ Book of Greek Myths and write down the theme (author’s message) and main details. While one person is reading, the
other person should chart the important details in that part. Tell them they will be responsible for writing a summary of the myth
after they finish reading.
 Note: You may need to pull a small group of students and read with them for extra support.
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Before they read, review the qualities of a strong summary:
A strong summary:
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Begins with the theme of the text
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Includes most important ideas but not all details from the text
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Uses technical vocabulary (content area vocabulary)
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Accurately paraphrases the author’s words (does not copy complete sentences from the text)
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•
Reflects the text structure (main idea/details and chronological order) using appropriate transition words (e.g. then, next,
however)
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Does not include opinion
Complete the myth chart
Homework:
Finish summary
Day 2
 Students continue to read the remainder of the myth in pairs and take turns writing down the important details.
 Write a brief summary of what happens in this part of the myth
Homework:
Finish summary of the myth
Day 3
 Do Now: Choose one of the important characters from Theseus: Theseus, Minotaur, King Minos, Daedalus, and Ariadne. Direct students to
go back to the myth and make a list of what they learned about this character (e.g. Daedalus was skilled at creating mazes)
 Review Point of View (POV) with the students: share the POV Youtube video with students: http://www.slideshare.net/kimberlyn7/point-ofview-powerpoint
 Have students take the character they’ve chosen and retell a part or all of the myth of Theseus (that their character would have known
about) from his/her point of view. Have them refer to all of their notes to write their piece. Students should include “relevant descriptive
details” (W.7.3)
 Have students use their summaries to refer to the main events from the myth
Homework:
Finish point of view essays
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.
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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.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.
Materials:
 D’Aulaires’ text
 Myth chart
 Computer for You Tube clip
Lesson Title 11: 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.
 Give students the “Understanding Allusions” handout.
 Distribute model of “Persephone Seeds” to all students.
Homework:
Choose a mythological character you have studied and create a product/logo based on that character and write a paragraph.
Standards Addressed:
L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
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:
 Comic Strips
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Allusion handout
Model for homework
Lesson Title 12: Sentences are not always SIMPLE!
Lesson Summary:
 Review the slideshow about the 4 types of sentences (simple, compound, complex, compound-complex)
http://www.slideshare.net/guest2e9cea2a/simple-compound-complex-compound-complex-sentences
 Hand out the reference sheet for the 4 types of sentences.
 Divide the class into four HOMOGENEOUS groups.
 Instruct each group to find sample sentences for their assigned type (compound-complex to the highest group and then cascade down)
using the D’Aulaires and/or Lunge-Larsen texts as mentor texts. They can write their sentences on sentence strips.
 Refer to the attached sheet of sample sentences to assist the students if needed.
 Ask each group to share at least 2 sentences with the class and post in the room.
 Tell each student to write at least 3 sentences for each type (3x4=12 sentences in total) using Greek Mythology content for each sentence.
 Display the FANBOYS mini-posters in the classroom if wanted.
 Challenge students to add to the posters throughout the rest of the unit and/or year.
Homework:
Finish sentences
Standards Addressed:
L.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Materials:
 Computer/LCD for slideshow
 Handouts
 Sentence strips
 Mentor texts
 Handouts
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Lesson Title 13: Check-in Formative Assessment
Lesson Summary:
 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.
 Allow students to use the handouts for the 4 types of sentences from the previous day and instruct each student to include at least 1 example
of the 4 types of sentences in their open response answer.
 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
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 14: Narrative Writing Workshop of Original Myth (Focus: Expectations/Brainstorming)
Lesson Summary:
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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. For
internal traits, think about the character or subject’s interests, feelings, and relationships with
others (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
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
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Lesson Title 15: 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:
 Plot Diagram graphic organizer
 Writing your myth: Plot sketch sheet
Lesson Title 16: 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 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.
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Conference with students to check their understanding.
Encourage students to add dialogue to their original myth.
Homework:
Work on rough draft.
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.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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:
 Overhead/document camera
 Student plot diagrams and character t-charts
 paper
Lesson Title 17: Narrative Writing Workshop of Original Myth (Focus: Conclusions)
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
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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
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.7.10 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.
L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Materials:
 Gifts from the Gods books
 Index card
 Myth notes and drafts
Lesson Title 18: Narrative Writing Workshop of Original Myth (Focus: Editing/Revising)
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 __________________
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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.
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:
 Sample story
 Editing checklist
 Student papers
Lesson Title 19: “Author Celebration” (Calkins) ** This might need to happen a few days after Lesson 19 to give students time to finish their final
drafts
Lesson 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
WOW statement – something you liked
WHOA statement – something that surprised you
WHAT statement - something that you had a question about
And put the sticky on the BACK of the myth.
 Repeat this process 2-3 more times.
Homework:
None
Standards Addressed:
Materials:
 Published student myths
 Pens/pencils
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Sticky notes
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