Hercules' 11Th Labor Pandora's Box Demeter and Persephone

Te a c h e r ’s Gu i d e : Th r e e My t h s ™

Reading Objectives • Comprehension: Make judgments; Hercules’ 11th Labor Identify sequence of events; • Tier Two Vocabulary: See book’s Glossary • Word study: Prefixes (im-, in-) • Analyze the genre Pandora’s Box • Respond to and interpret texts • Make text-to-text connections • Fluency: Read with characterization and feelings Demeter and Persephone

Writing Objectives Level T/44 • Writer’s tools: Word choice • Write a myth using writing-process steps

Related Resources • Comprehension Question Card • Comprehension Power Tool Flip Chart • Using Genre Models to Teach Writing • Odysseus and the Cyclops, Circe Enchants Odysseus, The Call of the Sirens (Level S/44)

Unit-at-a-Glance Day 1 Prepare to Read

Day 2 Read “Hercules’ 11th Labor”*

Day 3 Read “Pandora’s Box”*

Day 4 Read “Demeter and Persephone”* While you are meeting with small groups, Day 5 Literature Circle Discussion/Reinforce Skills* other students can: • read independently from your classroom library • reflect on their learning in reading response Days 6–15 Write a myth using the process writing steps journals on page 10. • engage in literacy workstations

® B e n c h m a r k Ed u c a t i o n Co m p a n y Day 1 Prepare to Read • Ask students to turn to pages 5–7. Say: The myths in this book involve Hercules, Pandora, Demeter, Build Genre Background and Persephone. Let’s read about what these mythic • Write the word genre on chart paper. Ask: Who figures meant to the ancient Greeks. can explain what the word genre means? (Allow • Have a student read the background information responses.) The word genre means “a kind of aloud while others follow along. something.” Would you rather watch a musical or • Say: Although they have human qualities, these gods a tragedy? Musicals and tragedies are genres, or and goddesses are larger than life, able to perform kinds, of stage dramas. All musicals share certain superhuman feats. What can you infer, or tell, from characteristics. All tragedies have some features in this? Allow responses. Prompt students to understand common, too. As readers and writers, we focus on that the gods and goddesses of mythology gave genres of literature. As readers, we pay attention to ancient cultures a way to explain and accept events the genre to help us comprehend. Recognizing the that were beyond their control. genre helps us anticipate what will happen or what Introduce the Tools for Readers and Writers: we will learn. As writers, we use our knowledge of Word Choice genre to help us develop and organize our ideas. • Ask: Who can name some literary genres? Let’s make • Read aloud “Word Choice” on page 4. a list. Allow responses. Post the list on the classroom • Say: Writers try to choose their words with great wall as an anchor chart. care. “Just right” words help writers communicate • Draw a concept web on chart paper or the board. their thoughts and feelings clearly. Myths are filled Write Myth in the center circle of the web. with vivid, precise language. Let’s practice identifying • Say: A myth is one example of a literary genre. Think effective word choice so we can recognize it in the of any myths you know. How would you define what myths we read. a myth is? • Distribute BLM 1 (Word Choice). Read aloud • Turn and Talk. Ask students to turn and talk to a sentence 1 with students twice, using a different classmate and jot down any features of a myth they parenthetical word each time. can think of. Then bring students together and ask • Model Identifying Word Choice: I can use either them to share their ideas. Record them on the group of the adjectives in parentheses to complete this web. Reinforce the concept that all myths have sentence, but which is the better word choice? certain common features. Bad-looking is negative in a general way; it does not create a specific picture in my mind. Spindly Introduce the Book suggests that the plants are tall and thin—they are • Distribute the book to each student. Read the title not full and bushy. The word spindly, along with aloud. Ask students to tell what they see on the the drooping and dust, creates a specific image of cover and table of contents. unhealthy, uncared-for plants. Spindly is the better • Ask students to turn to pages 2–3. Say: This week we word choice. are going to read myths that will help us learn about • Ask students to work with partners or in small groups this genre. First we’re going to focus on this genre to choose the words in parentheses that create as readers. Then we’re going to study myths from a more exact or detailed pictures and complete the writer’s perspective. Our goal this week is to really unfinished sentence using precise words. understand this genre. • Bring the groups together to share their findings. • Ask a student to read aloud the text on pages 2–3 • Ask each group to read one or more sentences while others follow along. Invite a different student they completed. Use the examples to build their to read the web on page 3. understanding of how and why writers choose • Point to your myths web on chart paper. Say: Let’s particular words. Remind students that an author’s compare our initial ideas about myths with what we word choices can help the reader understand and just read. What new features of this genre did you make inferences about the characters and plot of a learn? Add new information to the class web. myth and the natural event it explains. • Post this chart in your classroom during your Myths • Ask groups to hand in their sentences. Transfer unit. Say: As we read myths this week, we will come student-written sentences to chart paper, title the back to this anchor chart. We will look for how these page “Word Choice,” and post it as an anchor chart features appear in each myth we read. in your classroom.

©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4509-2963-9

2 three myths from Ancient Greece Day 2 Days 6–15 Before Reading Word Choice

Directions: Read each sentence. Underline the word or phrase in (parentheses) that Introduce “Hercules’ 11th Labor: creates the more exact, vivid image or idea. Then write what the word The Golden Apples” choice helped you see or understand. • Reread the myths anchor chart or the web on page 1. A few (bad-looking, spindly) plants drooped in the dust. 3 to review the features of a myth. Possible______answer: The plants looked skinny and weak. No one had been • Ask students to turn to page 8. Ask: Based on the caring______for them. title and photographs of statues, what do you 2. On his birthday, the boy’s face (radiated joy, was happy). predict this myth might be about? Allow responses. Possible______answer: The boy was delighted. His face shone like the sun. • Invite students to scan the text and look for 3. A worried mother (walked, paced) in the hallway. the boldfaced words (immortal, impossible, Possible______answer: The mother walked nervously back and forth. She immobilize, interminable). Say: As you was______so upset that she couldn’t sit still. read, pay attention to these words. If you don’t 4. The grizzly bear (stood up, reared suddenly) on its hind legs and roared. know what they mean, try to use clues in the Possible______answer: The bear’s surprise move was frightening. It was surrounding text to help you define them. We’ll probably______hungry or angry. come back to these words after we read. 5. The Wolf said in a sly, (wheedling, false) voice, “I’ll be glad to help you.” Set a Purpose for Reading Possible______answer: The Wolf’s voice was whiny and sickly sweet. He was • Ask students to read the myth, focusing on the probably______trying to trick someone. genre elements they noted on the anchor chart. They Directions: Complete the sentence with carefully chosen words. should also look for examples of well-chosen words 6. I returned to my seat with the ribbon, smiling ______Possible answers: ecstatically;______with satisfaction. and think about how the author’s attention to words helps them understand the characters and actions.

Reflect and Review Read “Hercules’ 11th Labor: • Turn and Talk. Write one or more of the following The Golden Apples” questions on chart paper. • Place students in groups based on their reading What is a literary genre, and how can understanding levels. Ask students to read the myth silently, genres help readers and writers? whisper-read, or read with partners. What did you learn today about the myth genre? • Confer briefly with individual students to monitor How can a writer use word choice to communicate their understanding of the text and their use of his or her ideas to readers? fix-up strategies. Ask partners or small groups to discuss their ideas and report them back to the whole group as a way to summarize the day’s learning. Management Tip Ask students to place self-stick notes in the margins where they notice examples of Management Tips effective word choice or features of the genre. • Throughout the week, you may wish to use some of the reflect and review questions as prompts for reader response journal entries in After Reading addition to turn and talk activities. Build Comprehension: Make Judgments • Have students create genre study folders. • Lead a student discussion using the “Analyze the Keep blackline masters, notes, small-group Characters and Plot” and “Focus on Comprehension” writing, and checklists in the folders. questions on page 14. Then, use the following steps to • Create anchor charts by writing whole- provide explicit modeling of how to make judgments group discussion notes and mini-lessons on about characters and plot events in a myth. chart paper. Hang charts in the room where • Explain: We learned yesterday that myths tell about students can see them. the adventures of gods and superhuman heroes who have special powers and perform remarkable feats. When we read a myth, we can make judgments. We can evaluate what the characters say and do and whether the plot unfolds in an exciting, yet logical way. As readers, we form judgments about the myth to help us better understand the author’s intentions.

• Distribute copies of BLM 2 (Make Judgments) and/or • Say: Today I will help you learn how to answer Find draw a chart like the one below. It! questions. The answer to a Find It! question is • Model: When I make a judgment about a myth, I right in the book. You can find the answer in one evaluate it based on elements such as its characters place in the text. and plot. I think about whether the plot holds my • Model. Read the Find It! question. Say: When attention and includes the important features of I read the question, I look for important words a myth. I study the characters and decide whether that tell me what to look for in the book. What their feats and decisions are wise or foolish, brave or words in this question do you think will help me? cowardly, kind or wicked, thrilling or humdrum. In (Allow responses.) Yes, I’m looking for the words this myth, King Eurystheus sends Hercules to gather Prometheus and chained. On page 9, I read, “He golden apples guarded by a dragon and goddesses. came upon Prometheus chained to a mountain.” This This feat is intriguing, so I want to keep reading. At sentence answers the question. first, Hercules thinks the task is impossible. But when • Use the Flip Chart to help you develop other Find It! the king gloats that Hercules must be his slave forever, questions for students. Hercules shouts, “Never!” and accepts the task. • Guide Practice. Work with students to make a Focus on Vocabulary: Prefixes (im-, in-) judgment about Hercules’ character. Help them • Explain/Model: Read aloud “Prefixes” on page 4. understand that Hercules’ responses to King Say: A prefix is a word part that has its own Eurystheus show his human qualities as well as meaning. Sometimes readers can figure out an his god-nature. Readers understand Hercules’ unfamiliar word by putting together the meanings exhaustion and discouragement—the mortal side of of the prefix and base word. The prefixes im- and in- the equation—and admire his superhuman will and mean “not.” For example, something that can move strength that lead him to take on the impossible. around is mobile or active. Something that cannot • Have students keep BLM 2 in their genre studies move around is immobile or inactive. folders. • Practice. Write the words measurable, patient, accurate, and edible on a chart. Discuss each word’s meaning. Then, invite volunteers to add the prefixes Judgment about Details to Support im- or in-. (immeasurable, impatient, inaccurate, Characters or Plot Judgment inedible) Point out that adding these prefixes changes each word to its opposite meaning. • Say: Let’s find the boldfaced words in this myth. What can you do if you don’t know what these words mean? (Allow responses.) Besides looking for clues in the text, you can break the words into parts and look for a prefix and base word. • Ask students to work with a partner to complete the “Focus on Words” activity on page 15 using BLM 3 (Focus on Prefixes: im-, in-). Explain that they should cover the prefix and analyze the base word. Then, they should explain how the prefix changes the meaning of the base word. • Transfer Through Oral Language: Ask groups of students to share their findings. Then challenge individual students to use the target word and its base word in a sentence to show opposites. Ask Practice Text Comprehension Strategies for other students to listen carefully and give a thumbs- ELA Assessment up if the words are used correctly. • Remind students that when they answer questions • Ask students to save their work in their genre studies on standardized assessments, they must be able folders to continue on Days 3 and 4. to support their answers with facts or clues and evidence directly from the text. • Use the Comprehension Question Card with small groups of students to practice answering text- dependent comprehension questions.

Part of Prefix and How Prefix Changes Before Reading Page Word Speech Its Meaning Meaning of Base Word Introduce “Pandora’s Box” 8 immortal adjective im-, “not” makes mortal (“dying”) • Ask students to turn to page 16. Say: You are going mean “not mortal; to read another myth today. Turn to a partner to never dying” discuss how you will use your genre knowledge as a reader to help you understand the myth. 8 impossible adjective im-, “not” makes possible (“capable • Ask partners to summarize what they heard. of being done”) mean “not • Say: Let’s look at the title and illustrations of this possible; not capable of myth. What do you predict it might be about? Give being done” students time to share their predictions. 10 immobilize verb im-, “not” makes mobilize (“can • Ask students to scan the text and look for the move”) mean “cannot boldfaced words (incessantly, incapacitated, move; fix in place” impenetrable, infinite, innocuous). Ask: What do you notice about these words? Why do you 12 interminable adjective in-, “not” makes terminable think they appear in boldfaced type? Point out that (“able to be ended”) mean all the words begin with im- or in-. “not able to be ended; • Say: As you read, try to figure out the meanings never ending” of these words. Cover the prefix and look at the base word to see whether you know this word or a similar one. Look for context clues, too. After Reflect and Review we read, we will talk about how you used prefixes • Turn and Talk. Ask partners or small groups to and context clues. reread the “Features of a Myth” on page 3 and decide whether all of these features are present Set a Purpose for Reading in “Hercules’ 11th Labor: The Golden Apples.” Ask • Ask students to read the myth, focusing on how the groups to share and support their findings. characters and plot explain something about life or the world. Encourage them to notice word choice. Fluency: Read with Characterization and Feelings • You may wish to have students reread the myth with Read “Pandora’s Box” partners during independent reading time. Have • Place students in groups based on their reading them focus on reading with appropriate expression levels. Ask students to read the myth silently, to reflect the characters’ feelings. Ask students to use whisper-read, or read with partners. what they know about Hercules’ and Atlas’ traits, • Confer briefly with individuals to monitor their flaws, and circumstances to convey each character’s understanding and their use of fix-up strategies. personality and emotions in their reading. After Reading Note Regarding This Teacher’s Guide Build Comprehension: Make Judgments • Say: Yesterday we made judgments about the plot Each book provides an opportunity for students and characters of “Hercules’ 11th Labor.” The author to focus on an additional comprehension strategy skillfully interwove Hercules’ super powers and that is typically assessed on state standards. The weaknesses to make the story’s problem and solution strategy is introduced on page 4 (the third item more complex and interesting. What character in in the “Tools for Readers and Writers” section) today’s myth has both strength and weakness? What with text-specific follow-up questions found on actions show a mix of good and evil? What common the Reread pages. Some Reread sections also human response is intensified to increase the story introduce an advanced language arts concept conflict? As students share their analyses, synthesize or comprehension strategy, such as protagonist/ their responses into a chart. antagonist, perspective, or subtitles, because • Discuss Making Judgments Across Texts. Lead students at this level should be able to consider a discussion using the following questions. more than one comprehension strategy per text. Compare and contrast Zeus and King Eurystheus. What traits or conditions cause Hercules and Pandora internal conflict? What causes Hercules and Pandora to err and suffer?

What word choices do you find particularly • Transfer Through Oral Language. Invite pairs of powerful? How do these examples of strong word students to assume the characters of Pandora and choice help you better understand the characters Epimetheus and talk about the box using the target and plot? words they defined.

Judgment about Details to Support Part of Prefix and How Prefix Changes Page Word Characters or Plot Judgment Speech Its Meaning Meaning of Base Word

Zeus is both generous and Zeus makes Pandora “perfect” 16 incessantly adverb in-, “not” makes root word that vengeful. but sets her up to fail. means “stop or cease” mean “not ceasing; The gift makes Pandora—and Most humans are tempted by constantly” readers—curious. the forbidden. 17 verb in-, “not” makes root word that “Pandora’s Inventing creatures to An icy, powerful wind means “made capable” Box” embody life’s miseries enables accompanies the slimy, snarling, readers to perceive the ugly creatures. mean “took away the ugliness of pain and sorrow. capacity to do; disabled”

The author leaves hope in Hope can alleviate suffering; 17 impenetrable adjective im-, “not” makes penetrable (“able to the box. human misery is not the be penetrated”) mean “not final word. able to be penetrated”

17 infinite adjective in-, “not” makes finite (“having limits”) mean “not finite; Practice Text Comprehension Strategies for having no limits” ELA Assessment • Use the Comprehension Question Card with small groups of students to practice answering text- 19 innocuous adjective in-, “not makes nocuous (“harmful”) dependent questions. mean “not nocuous; • Say: Today I will help you learn how to answer harmless” Look Closer! questions. The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find different parts of Reflect and Review the answer and put them together. • Turn and Talk. Ask partners or small groups to • Model. Read the first Look Closer! question. Say: discuss the following questions. I will show you how I answer a Look Closer! Do you think this myth would have ended differently question. This question asks me to identify a if Pandora were a goddess instead of a human? Why? sequence of events. I know because it has the clue What other ways could you explain why we have words Then what happened? Now I need to look suffering in the world? for other important information to find in the book. What information do you think will help me? (Allow Fluency: Read with Characterization and responses.) Yes, I’m looking for the part about Feelings Pandora’s fingers touching the latch on the box. On • You may wish to have students reread the myth with page 19, I read that Pandora touched the latch. Then partners during independent reading time. Have them she slowly turned the latch and opened the box. An focus on using what they know about Pandora’s and icy wind blew through the room and knocked her Epimetheus’ personalities to express the characters’ down. Ugly creatures flew out of the box. This is the emotions through tone of voice and pacing. sequence of events in this scene. I looked in several sentences to find the answer. • Guide Practice: Use the Flip Chart to help you develop other Look Closer! questions. Focus on Vocabulary: Prefixes (im-, in-) • Ask students to work with a partner to complete the “Focus on Words” activity on page 21 using BLM 3. Have groups of students share their findings.

Before Reading Judgment about Details to Support Characters or Plot Judgment Introduce “Demeter and Persephone” • Ask students to turn to page 22. Say: Today we are going to read “Demeter and Persephone.” This myth is written in a different format from the other myths we have read. Notice how in the margins there are notes to you, the reader. The first time we read the text, we will read to understand the myth, focusing on the characters, plot, and natural event explained. Tomorrow, we will reread this myth like a writer and think about the notes as a model for our own writing. • Point out the boldfaced words (inconsolable, innocent, implacable, insurmountable). Say: When you see these words in the myth, cover the prefix in each word and look at the base word to see whether you know it or it reminds you of a similar word. Also consider the context, or other words, around the target word. Remember that breaking a word into its prefix and base word can help you define unfamiliar words. Practice Text Comprehension Strategies Set a Purpose for Reading for ELA Assessment • Use the Comprehension Question Card with small • Ask students to read the myth, focusing on how the groups of students to practice answering text- characters and plot work together to explain a natural dependent questions. event. They should also look for effective word choice • Say: Today I will help you learn how to answer and consider its effect. Prove It! questions. The answer to a Prove It! Read “Demeter and Persephone” question is not stated in the book. You have to look for clues and evidence to prove the answer. • Place students in groups based on their reading • Model: Read the second Prove It! question. Say: levels. Ask students to read the myth silently, I will show you how I answer a Prove It! question. whisper-read, or read with partners. This question asks me to identify an unstated main • Confer briefly with individuals to monitor their idea. I know because it asks what a paragraph understanding individuals and their use of fix-up is mainly about. Now I need to look for other strategies. important information in the question. What After Reading information do you think will help me? (Allow responses.) Yes, I need to reread the third paragraph Build Comprehension: Make Judgments on page 27. The text says, “But during those four • Lead a whole-class discussion about the strategy of months, I will need to rest from my duties tending making judgments. Ask: When you make judgments Earth”; “nothing will grow or be harvested”; about a myth, how do you support your judgments? “Earth will reflect my feelings and become cold and Make sure students understand that readers make barren.” These details all tell about what Demeter judgments by evaluating the myth’s elements, such as will do during the four months that Persephone is in a divine or superhuman main character or a creative Hades. This is the unstated main idea. explanation of something in nature. They support • Guide Practice: Use the Flip Chart to help you their judgments with details and examples. develop other Prove It! questions and support • Divide the class into two teams. Give each team time students’ text-dependent comprehension strategies. to make judgments about the myth, citing details Focus on Vocabulary: Prefixes (im-, in-) and examples that support the judgment on BLM 2. • Ask students to work with a partner to complete the Invite them to share ideas with the group. “Focus on Words” activity on page 29 using BLM 3. • Next, read the judgment statements below. Alternate Have groups of students share their findings. having each team provide a detail or example from • Transfer Through Oral Language. Divide the myth that supports the judgment. the class into two teams. Assign each a target Hades is frightening and fills readers with dread. word. Have teams brainstorm things their words Demeter’s loss of power is understandable. The describe. Then, have the teams act out why each author has prepared readers for it. person, place, or thing on their list is (inconsolable, The solution to the problem is satisfying, because it innocent, implacable, or insurmountable). combines both human and god-like elements.

Prefix Before Reading Part of How Prefix Changes Page Word and Its Speech Meaning of Base Word Meaning Summarize and Make Connections Across Texts 22 inconsolable in-, “not” makes consolable (“able • Engage students in a discussion about the three to be comforted”) mean myths in this book. Invite a different student to “not able to be consoled summarize each myth. or comforted” • Ask students to turn to the inside back cover of the book. Say: We know that all of these myths 25 innocent in-, “not” makes root word that share certain features—divine or superhuman main means “wicked” mean characters who perform incredible feats. What “not wicked; free from else do they have in common? (Allow responses.) guilt; blameless” Today we compare and contrast the characters and 26 implacable im-, “not” makes root word that problems in all three myths. means “please” mean • Ask students to work individually or in small groups “not able to be placated, to complete BLM 4 (Make Connections Across or pleased” Texts). Then bring students together to share and synthesize their ideas.

Hercules’ 11th Demeter and Pandora’s Box Labor Persephone

Who are Hercules, Atlas, Zeus, Pandora, Demeter, Persephone, Reflect and Review the main King Eurystheus Epimetheus Hades, Zeus • Ask and discuss the following questions. characters? What new words have you added to your vocabulary What Hercules must Pandora wants Demeter is too this week? Which is your favorite? challenge take golden to know all grief-stricken to Which mythic character do you admire most? Why? does the main apples from things, especially care for Earth when How do effective word choice and prefixes help character his enemy, the what is in the her daughter is writing? face? goddess Hera. forbidden box. kidnapped.

Fluency: Read with Characterization and How are King Eurystheus Zeus creates Persephone is Feelings the other gives Hercules Pandora, trapped between • You may wish to have students reread the myth with characters the impossible knowing that two people who partners during independent reading time. Have involved in the task. Atlas gets her curiosity will need and want her. them focus on reading with appropriate expression. challenge? the apples for draw her to the Zeus negotiates with Have students use what they know about the traits Hercules but box. Epimetheus Hades. and emotions of Hades, Persephone, and Demeter to then deceives enforces Zeus’ express the personality and feelings of each character. him. command.

Set a Purpose for Rereading • Have students turn to page 22. Say: Until now, we have been thinking about myths from the perspective of the reader. Learning the features of myths has helped us be critical readers. Now we are going to put on a different hat. We are going to reread “Demeter and Persephone” and think like writers. We’ll pay attention to the annotations to understand what the author did and why she did it.

8 three myths ©2011 Benchmark Education Company, LLC from Ancient Greece Day 5 (cont.) Reread “Demeter and • Read step 3. Say: Before you’re ready to write, Persephone” you need to rethink the myth’s setting and plot so you can retell them. “Pandora’s Box” takes place • Place students in groups based on their reading long ago before suffering came into the world. levels. Ask students to reread the myth silently or When you write your myth, think about how whisper-read and pay attention to annotations. the setting will allow you to creatively explain After Reading something that occurs in nature. What plot, or actions, will help you show the origin of this Analye the Mentor Text natural occurrence? Choose one of the myths the • Read and discuss the mentor annotations. class has brainstormed. Work as a group to retell its problem and solution. Practice Text Comprehension Strategies for ELA Assessment Build Comprehension: Identify Sequence • Use the Comprehension Question Card with small of Events groups of students to practice answering text- • Explain: When authors write a story, they dependent questions. describe the plot events in sequence. For example, • Say: Today I will help you learn how to answer Take Hercules encounters Prometheus on his way to It Apart! questions. The answer to a Take It Apart! get the apples. Hercules helps Prometheus, who is question is not stated in the book. You must think grateful. As a result, Prometheus suggests a plan like the author to figure out the answer. for acquiring the apples. Readers pay attention to • Model. Read the first Take It Apart! question. Say: the sequence of events by noting clue words that This question asks me to think about the author’s signal time order. purpose. I know because it says “Why does the • Model: In “Demeter and Persephone,” Demeter author ...” Now I need to look for other important watches Persephone picking flowers in a meadow. information in the question. What information do Then, Hades emerges from the Underworld and you think will help me? (Allow responses.) Yes, spies the girl. Once Demeter falls asleep, Hades I need to look at the illustration on page 23 and kidnaps Persephone. The sequence of events see how it fits in with the story. I think the author allows a twist to occur. wants to show what the Underworld looked like to • Guide Practice. Invite students to work in help readers understand what it would be like to live small groups to identify and list the sequence of there. Thinking about the author’s purpose helped events in the rest of “Demeter and Persephone.” me answer this question. Remind them to watch for clue words that signal • Guide Practice. Use the Flip Chart to help you time order. develop other Take It Apart! questions. Analyze the Writer’s Craft • Ask students to turn to page 30. Explain: In the next few days, you will have the opportunity to write your own myth. First, let’s think about how the author wrote “Demeter and Persephone.” When she developed this myth, she followed certain steps. You can follow these same steps to write your own myth. • Read step 1. Say: First, decide on a myth to retell. Let’s think of some cultures whose myths you might like to research. (Write cultures on chart paper.) Once you decide on a culture or a hero, research in books or online sources to find out as much as you can. Supply information about one mythic figure or culture’s myths on the chart to serve as an example. • Read step 2. Say: In the three myths we read, the main characters were a god, a goddess, and a human with superhuman powers. Other characters were mostly gods and goddesses who could create problems for the hero. Who could our characters be? Let’s make a list of mythic figures who could help us explain some natural event in an exciting way. Capture ideas on chart paper.

©2011 Benchmark Education Company, LLC three myths 9 from Ancient Greece Days 6–15 Days 6–15 Write a Myth • Confer with students, focusing on sentence fluency, • Use the suggested daily schedule to guide students word choice, and conventions. Did students include through the steps of process writing. Allow both long and short sentences? Do the sentences approximately 45 to 60 minutes per day. As students read smoothly? Have students chosen interesting work independently, circulate around the room and words and phrases? Did they use appropriate spelling, monitor student progress. Confer with individual punctuation, and grammar? students to discuss their ideas and help them move • Students can continue editing and revising at home. forward. Use the explicit mini-lessons, conferencing strategies, and assessment rubrics in Using Genre Days 12–13: Create Final Draft and Models to Teach Writing for additional support. Illustrations • Before students begin planning their myth, pass • Ask students to rewrite or type final drafts. out copies of BLM 5 (Myth Checklist). Review the • Invite students to illustrate their final drafts to depict characteristics and conventions of writing that will specific characters or events. be assessed. Tell students that they will use this • Confer with students about publishing plans and checklist when they complete their drafts. deadlines. • This daily plan incorporates the generally accepted Days 14–15: Publish and Share six traits of writing as they pertain to myths. • Explain: One of the great joys of writing is sharing Days 6–7: Plan it with others. Authors publish their books so that • Ask students to use BLM 6 (Myth Planning Guide) to people can buy them. They make their work available record information about the characters, setting, and on the Internet and hold readings. We can share our plot for their myth. writing, too. • Encourage students to refer to the “Features of • Use one or more of the ideas below for sharing a Myth” web on page 3 and to the steps in “The students’ work: Writer’s Craft” on pages 30–31 of the book. Make a class display of students’ completed myths. • Confer with individual students and focus on Hold a class reading in which students can read their their ideas. Did students begin their myth with myths to one another and/or to parents. an explanation for some natural occurrence or a Create a binder of all the myths for the school or particular hero’s quest in mind? Did they develop classroom library. the characters and plot so that the explanation or outcome naturally follows? Myth Checklist

Days 8–9: Draft Features of the Genre Checklist Yes No 1. My myth has a strong lead.   • Tell students that they will be using their completed 2. My myth is told in first or third person.   3. My myth takes place before time began.  Myth Planning Guide Myth Planning Guides to begin drafting. 4. My myth includes gods, goddesses, heroes, and fantastic creatures with supernatural powers or abilities.   Directions: Use the chart below to plan your own myth. 5. My myth includes humans, or humanlike characters, • Say: Remember that when writers draft their ideas, who experience human emotions.   6. At least one character performs a heroic feat or goes on 1 . Research myths and decide on one to retell. they focus on getting their ideas on paper. They a quest.   7. I tell the problem at the beginning of the myth.   can cross things out. They can make mistakes in 8. I have 3–5 main events in my myth.   9. My myth has a solution to the problem. 2 . Identify  and develop characters. 10. I use precise words in my myth.   spelling. What’s important is to focus on developing Characters Traits, Special Skills, Effect on Plot

Quality Writing Checklist YesCharacter No 1: your characters, setting, and plot. You can make ______I looked for and corrected . . . • run-on sentences Character  2: corrections and improvements later. ______• sentence fragments   • subject/verb agreement Character  3: • Confer with students as they complete their drafts. ______• verb tense   Use the Myth Checklist to draw students’ attention • punctuation   3 . “Rethink” setting and plot. • capitalization   • spelling   to characteristics of the myth genre that they may Setting have overlooked. Focus on organization and voice in • indented paragraphs   Problem the writing. Events • Pair students for peer conferencing. Solutions Days 10–11: Edit and Revise • Based on your observations of students’ writing, select appropriate mini-lessons from Using Genre Models to Teach Writing. • Remind students to use the Myth Checklist as they edit and revise their myths independently.

Directions: Read each sentence. Underline the word or phrase in (parentheses) that creates the more exact, vivid image or idea. Then write what the word choice helped you see or understand.

1. A few (bad-looking, spindly) plants drooped in the dust.

______

2. On his birthday, the boy’s face (radiated joy, was happy).

______

3. A worried mother (walked, paced) in the hallway.

______

4. The grizzly bear (stood up, reared suddenly) on its hind legs and roared.

______

5. The Wolf said in a sly, (wheedling, false) voice, “I’ll be glad to help you.”

______

Directions: Complete the sentence with carefully chosen words.

6. I returned to my seat with the ribbon, smiling ______

Directions: Use the chart below to make judgments.

Judgment about Details to Support Characters or Plot Judgment

“Hercules’ 11th Labor”

“Pandora’s Box”

“Demeter and Persephone”

Directions: Reread each myth. Identify each word’s part of speech, prefix, and prefix’s meaning. Explain how the meaning of the prefix changes the meaning of the base word.

Prefix How Prefix Part of Page Word and Its Changes Meaning Speech Meaning of Base Word 8 immortal

8 impossible Hercules’ 11th Labor 10 immobilize

12 interminable

16 incessantly

17 incapacitated

Pandora’s 17 impenetrable Box 17 infinite

19 innocuous

22 inconsolable

25 innocent Demeter and Persephone 26 implacable

26 insurmountable

Directions: Use the chart to answer the questions. Then, summarize how the myths are alike and different.

“Hercules’ 11th “Pandora’s “Demeter and Labor” Box” Persephone” Who are the main characters?

What challenge does the main character face?

How are the other characters involved in the challenge?

How does the myth end?

Title ____________

Myth Checklist

Features of the Genre Checklist Yes No 1. My myth has a strong lead.   2. My myth is told in first or third person.   3. My myth takes place before time began.   4. My myth includes gods, goddesses, heroes, and fantastic creatures with supernatural powers or abilities.   5. My myth includes humans, or humanlike characters, who experience human emotions.   6. At least one character performs a heroic feat or goes on a quest.   7. I tell the problem at the beginning of the myth.   8. I have 3–5 main events in my myth.   9. My myth has a solution to the problem.   10. I use precise words in my myth.  

Quality Writing Checklist Yes No

I looked for and corrected . . . • run-on sentences   • sentence fragments   • subject/verb agreement   • verb tense   • punctuation   • capitalization   • spelling   • indented paragraphs  

Myth Planning Guide

Directions: Use the chart below to plan your own myth.

1. Research myths and decide on one to retell.

2. Identify and develop characters.

Characters Traits, Special Skills, Effect on Plot

Character 1: ______

Character 2: ______

Character 3: ______

3. “Rethink” setting and plot.

Setting

Problem

Events

Solutions