Subject: ELA / Grade: 7 / Unit: 3
Unit # 3: Greek Mythology / Length: 30 days
Stage 1: Desired Results
Standards:
Reading Standards for Literature
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.
Writing Standards
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 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.
Language Standards
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
Speaking and Listing Standards
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.
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).
Understandings
1. Mythology is an oral tradition that developed over time.
2. Common characteristics exist in Greek Mythology.
3. Myths ask and try to answer universal human questions and concerns.
4. Modern texts often include literary references to mythology.
5. Dialogue, pacing, and description can be used to develop experiences, events, and/or characters in narrative writing.
6. Many English words have Greek and Latin roots. / Essential Questions
1. What do the Greek myths have to teach us? How are they relevant to contemporary life?
2. How has Greek Mythology influenced our language as well as traditional and contemporary literature?
3. What tools do writers use to develop experiences, events, and/or characters in their stories?
Knowledge: Students will know…
1. Elements of a myth
2. Impact of word choice
3. Point of view (R7.6)
4. Dialogue (W7.3b)
5. Figures of speech
6. Interpretation of facts as evidence (W7.1)
7. Compare/Contrast (RL7.9)
8. Narrative (W7.3a-e)
9. Transition words and phrases (W7.2c, W7.3c)
10. Formal writing style (W7.1d)
11. Writers write for different purposes and audiences (W7.2e)
Vocabulary:
immortal, mortal, hubris, nymph, fate, curse, oracle, lyre
tragedy, vengeance, devotion, triumph
Pandora’s box, Achilles heel, Gordian knot / Skills: Students will be able to …
1. Determine the theme or central idea of a text
2. Analyze development of the theme over the course of the text
3. Provide an objective summary of the text
4. Analyze how the form or structure helps to convey the meaning of the drama.
5. Describe the different points of view of characters or narrators in a text
6. Compare and contrast two written texts about a fictional and historical representation of an event
7. Using context clues, analyze meaningful word parts, and consult general and specialized reference materials as appropriate
8. Recognize and analyze the impact of word choice on meaning and tone
9. Write narrative essays using varied text structures
10. Use facts, definitions, details, quotations, etc. to develop topic
11. Use appropriate transition words, phrases and clauses
12. Use dialogue in written text
13. Use precise language and domain-specific vocabulary
Stage 2: Assessments
· 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)
· Creation summary
· Allusion project
· Resume
· Six Room poem
Stage 3: Learning Plan
Summary of Key Learning Events and Instruction:
1. Overview of Greek Mythology
2. Greek Gods and Goddesses (2 days)
3. Greek roots, prefixes, and suffixes
4. Echo and Narcissus (2 days)
5. Arachne’s Weaving Contest vs. Modern Olympic Games (2 days)
6. Demeter and Persephone
7. Prometheus (3 days)
8. Helios
9. Theseus (3 days)
10. Mythological Allusions
11. Sentence Types
12. Formative Assessment
13. Narrative Writing of a Myth (6 days)
Instructional Notes:
· Connections to Prior Knowledge:
· Connections to Future Knowledge:
· Common Misconceptions:
· Instructional Strategies: 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); Interdisciplinary Connections: Social Studies = study of Ancient Greece, Art = painting of Icarus and Daedalus
Resources
Literary Texts: Poems:
Literary Texts: Stories/Novels:
Hovey, Kate. Arachne Speaks. New York: Margaret E. McElderry Books, 2000.
O’Malley, Kevin. Mount Olympus Basketball. New York: Walker and Company, 2003.
Wilbur, Helen L. Z is for Zeus: A Greek Mythology Alphabet. Missouri: Sleeping Bear Press, 2008.
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.
08.
Informational Texts:
Ganeri, Anita. An Illustrated Guide to Mythical Creatures. London: David West Children’s Books, 2009.
Arts, Music, Media:
Coleman, Wim. Nine Muses: Modern Plays from Classic Myths. Iowa: Perfection Learning, 2001.
Chariot of the Sun dramatic performance by Jeff Benoit
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
Lesson Plans
Lesson Title 1: Overview of Greek MythologyLesson 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.
Learning Objectives
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
· 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!
Learning Objectives
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
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 ______.
Learning Objectives
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. 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.
Learning Objectives
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.