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)