4Th Grade Unit- Heroes and Greek Mythology

4th Grade Unit- Heroes and Greek Mythology-

Language Arts, Social Studies, Science

Unit Goals (long range—how does this unit fit with year-long goals?)

NOTE: This is an actual unit plan put out by Maryland Department of Education for 4th grade language arts. I have added the social studies and science part of the plan. To view this directly on site here is the link:

The essential question is “What are the many facets of heroism?The concept of a hero may be viewed through an individual’s lens, but there are numerous facets to heroism. In this unit, students will explore universal qualities such as courage, compassion, perseverance, and resourcefulness and the way these traits impact the thoughts and actions of a hero. In the same realm, students will explore how an ordinary person, when faced with an overwhelming obstacle or in the face of danger, often times will become a hero based upon his reactions to a given situation.

The purpose of this unit is to investigate the qualities that define a hero and the impact heroes can have on mankind, utilizing both narrative and informative texts. Using close reading practices, students will analyze the thoughts and actions of characters to determine the meaning of heroism. Multiple opportunities will be included for students to work in collaborative groups to share and discuss readings in depth. Through reading and discussions, students will define and describe heroes, distinguish between heroes and celebrities, and develop their ideas about why a person may be considered a hero.

In this unit, students will also read a variety of Greek myths to determine the traits displayed by several Greek heroes. Greek mythology has influenced Western civilization’s culture, the arts, and literature while remaining a part of Western heritage and language. Myths explain the ancient Greeks’ religious and scientific ideas. They look or attempt to explain where the Greeks came from and how they should behave, as well as identify the consequences of not acting in a certain way. Generally, the Greek heroes were presented through extremes in both good and bad ways and had a volatile relationship with one of the gods or goddesses. Heroes in Greek mythology reveal the character traits valued by the Greek culture at the time the myths were created.

Many of the Greek heroes longed for fame and a reputation of excellence. While Western society’s heroes may exemplify excellence and may achieve fame, the facets of heroism in Western society extend beyond fame and excellence. Students will be asked to compare the characteristics of Greek heroes with the facets of heroism in Western society. They will also learn about the impact of mythology on words and phrases that are commonly used today.

Finally, we will include Social Studies and Science in this unit by studying where Greece is, what continent it inhabits, what type of land features it contains, and what surrounds it. The students will also research the style of clothing worn at that time and compare to modern day. Then also compare their type of government and interpret whether that had any bearing on our present day type of republic. Then in Science the connection of our solar system – how many planets did the Greeks recognize and name (if any) and they mapped constellations which were named for mythological heroes. What were these constellations made of, what were they used for and which ones can be seen where the students live.

Students will identify heroic character traits to analyze character actions and acquire new vocabulary to describe a hero.
Students will respond both orally and in writing citing text evidence to prove their beliefs about a character’s status as a hero.
Students will read Greek myths, identify common elements and themes, analyze character actions, and determine heroic character traits of Greek myths.
Students will determine the meaning of words and phrases based on Greek literature.
Students will make inferences and draw conclusions about the characteristics Greeks admired in heroes.
Students will work collaboratively to respond to the texts and refine their thinking.
Students will define, reflect, modify, and determine a definition of a hero.
Students will review and use a variety of reading strategies to comprehend text.
Students will compare and contrast Greek mythic heroes to present day heroes.
Students will choose a present day hero to research and write a biography.
Students will be able to find Greece on a map and identify it and the Seas that are around it.
Students will access ancient Greek culture and be able to recognize style of dress and type of government
Students will determine which planets in our Solar System Ancient Greeks recognized.
Students will learn to identify certain night sky constellation in the Northern Hemisphere that are named for Greek Heroes and determine what use they were to the Ancient Greeks.

Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks)

The following are the state common core goals for language arts and for science and social studies. Each fourth grade class is self-contained, meaning they teach language arts, science, social studies, and math. The blocks for each subject vary – language arts and math usually have 90 minute blocks while science and social studies have 30 minute blocks. However, this unit will interconnect language arts, science, and social studies the timing can be shifted if necessary to

RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL.4.10:By the end of the year, Read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI .4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.9a: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

W.4.10: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.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.

L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

SS1.A: Explain the importance of the Greek style of government in relation to our own present republic.

SS3.A.1:Use geographic tools to locate places and describe the human and physical characteristics of those places.

SCI2.D.1.A:Observe and describe the stars and the planets as seen through a telescope, graphically in pictures or in video clips from reliable sources.

SCI2.D.1.E:Observe and describe the stars and the planets as seen through a telescope, graphically in pictures or in video clips from reliable sources.

Characteristics of the students for whom this unit is intended (needs in the cognitive, affective, physical, and social areas) This unit is intended for students in the 4th grade. The classes are usually heterogeneous with mixed levels of cognitive ability and affective qualities in each classroom. The whole 4th grade will be teaching this, so the lessons will have to be created with modifications incorporated for the mixed cognitive ability (IEP and 504 plans, as well as those students who do not qualify for special education status but still a not on a 4th grade reading level).

Physical abilities – do not foresee any physical constraints that will impede this unit

Social areas- there are usually several social ‘clicks’ in a classroom but usually behavior management skills used by the teacher will lessen their effect on a unit.

Student’s Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills.

Students will need to have or gain background knowledge of heroes, myths, map skills, and biographies, and constellations. They will need to be taught to use Wordle, Adobe Photoshop, and some tools on Inspiration. They are well acquainted with SmartBoard activities. They will need more guidance when they research for the biography they will write, although many know how to search on google.kids and such.

Classroom Layout and grouping of students (Where will the learning take place? How will the room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.) The classroom will look similar to this:

Students will be at their desk groupings for seatwork and whole group instruction. The small group instruction usually will occur at the small group tables. There are spaces around the classroom for students to work in pairs when appropriate. Individual student desks are used when a student needs to work individually or it is deemed behaviorally necessary.

Introductory procedures (How will you introduce the unit and the goals?)

Lesson on what is a hero using video clip and a short article on a famous hero and checking for background knowledge. Students start a page in their language arts notebook just for hero type words begin creating a poster of what they think a hero is using words and pictures. Then introduce mythic heroes the next day with a myth.

Materials and media (any resource, persons or materials: be as specific as possible. Identify resource, its availability, how it is to be used and why.

Reading: Reading Anthology- Houghton-Mifflin; Treasures by Mcgraw-Hill; websites; articles

Videos: on Greece, Ancient Greek culture, heros from present and past, Greek myths

Smartboard: Activities with language arts, science, and social study lessons on this unit

Software: Word, Wordle, Inspiration, Adobe Photoshop,

Websites:

(Heroes)

(teacher – lesson plans – short texts about many different heroes)

Myths:

Will find websites about Greece and Constellations.

Visuals (although this is part of the materials and media, I want this to be a specific part of your plan). Identify at least EIGHT static graphic visuals (NOT links to video clips or websites, please) that you will be creating and use, their purpose, and design.

Welcome Greek Myth concept map webpage- Introduces students to Ancient Greece, myths, the gods, and modern Greece. Does have links to other webpages for students to further explore these features.
Directions on creating a storyboard to summarize a myth. This is a collaborative effort with students in groups reading, discussing, and then creating 3 storyboards (beginning, middle, end) for the myth they read or listened to.
Directions for creating a Hero wordle. This graphic uses word directions and a visual for each step to assist students to be successful in creating this wordle.
Image comparing ancient heroes to modern day heroes. This visual is the introductory image for students to recognize and discuss the differences between mythic heroes and modern day heroes.
Visual to assist understanding the following four character traits: courage, compassion, perseverance, and resourcefulness.
Comparing tool. Students use this tool to make an initial comparison between a mythic hero and a modern day hero of their choice. They will use this comparison tool to help them write their compare/contrast paper.
Ancient map of Greek city-states and their alliances. This is a social studies map lesson to have students practice reading a map and finding places on a map. It can also be part of a discussion about city-states and the how and why alliances were needed.
Banner for constellation webpages, it will assist better understanding of how to view them.
Science lesson –Intro to Constellations. This webpage gives a short definition of constellations, shows 3 constellations in our hemisphere and then students can click on constellation to be guided to another webpage to learn more about each constellation.

Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit)

Pre – Assessment- Students will brainstorm words to describe a hero. Initial responses will be an assessment of their understanding and beliefs about heroes.
Pre-Assessment- Students will create a poster “A Hero is…” to be an assessment of their beginning understanding and beliefs about heroes.
Formative Assessment– Students will have read multiple nonfiction hero pieces in a variety of different categories. Students will select a hero and write about why they think this person or animal’s contribution was the most important compared to the other heroes. They will develop an argument/opinion piece, citing text evidence.
Formative Assessment- Students will use the words that they collected over the unit to create a word cloud to show their understanding of what makes a hero.
Formative Assessment – Students will choose a present-day hero to research and create a biography with graphics. They will present to the class either in person or via voicethread.
Formative Assessment for Science – Students will be able to explain why constellations were important to the Ancient Greeks.
Post Assessment: Students will create another poster “A Hero is” to show if there was any growth in understanding of heroic traits.
Summative Assessment: Students will be asked to compare and contrast mythic heros to present day heroes using writing prompts and graphics.
Formative Assessment: Students will be tested on several heroic character trait words to measure if comprehension of vocabulary.
Summative Assessment for Social Studies- Students will be able to locate Greece on a map, review some of the land types in that country and name the seas surrounding it.
Summative Assessment- At the conclusion of the heroes unit, students will have the opportunity to choose from a variety of writing prompts as listed in the culminating writing possibilities. Students will choose a hero and respond to the chosen prompt, citing text evidence to support thinking/reasoning.one or more chapters in their writing.

Relate assessment instruments to the outcomes stated in the goals.

Assessment 1, 2, 7, and 9 relate to students will identify heroic character traits to analyze character actions and acquire new vocabulary to describe a hero and students will determine the meaning of words and phrases based on Greek literature.

Assessment 3 and 4 relates to students will define, reflect, modify, and determine a definition of a hero and students will work collaboratively to respond to the texts and refine their thinking.

Assessment 5 relates to students will choose a present day hero to research and write a biography.

Assessment 6 relates to students will learn to identify certain night sky constellation in the Northern Hemisphere that are named for Greek Heroes and determine what use they were to the Ancient Greeks.

Assessment 8 relates to students will compare and contrast Greek mythic heroes to present day heroes.

Assessment 10 relates to students will be able to find Greece on a map and identify it and the Seas that are around it.

* Adapted from Unit Plan at