Curriculum Unit Plan: Greek Mythology, Seventh Grade Ellen MacLean MAT 2016-2017

I. Title and brief description: Give a title and short description. What, briefly, will students be doing in this unit of study? ​ ​ ​ ​ The young readers and writers in my classroom will be learning about Greek Mythology by reading D’aulaires’ Book of ​ Greek Myths by Ingri and Edgar Parin D’Aulaire’s. This book communicates ancient mythology with rich yet accessible ​ language and vivid illustration, perfect for a classroom with diverse strengths and interests. While we read D’aulaires’ Book of ​ Greek Myths, our class will practice identifying and analyzing “the seven deadly sins.” These weaknesses in human character ​ serve as popular motifs that can be found throughout literature of all genres, historical contexts and mediums.

II. Big Idea/Essential Question: Explain your “big idea” and/or essential question. ​ ​ ​ ​ ​ ● How are Greek Mythology and seven deadly sins still relevant today? ● Are some sins more damning than others? ● Why is Greek Mythology alluded to so often in literature and art?

III. Learning Goals: Explain what learning goals you have set for students’ investigation of the big idea/essential question. ​ ​ ​ ​ Consider the following areas:

a. Development of content understanding (key concepts and ● Students will define the concept of motif by creating ​ ​ ideas) posters with definitions, images and synonyms to hang up around the classroom. ● Students will demonstrate their understanding of motif by citing quotations as they read where motifs discussed show up. ● Students will evaluate a motif of their choosing by defending their interpretation while writing a paper with supporting evidence.

b. Enabling students to experience the power of their minds ● Students will analyze the text through discourse, both ​ ​ and their capacities as learners and doers (powerful learning) spoken and written, by participating in “recap and reinforce” activities. ● Students will understand the relevance of relationships between characters and the death of characters as it relates to mythology by writing and sharing dramatic eulogies and wedding toasts. ● Students will discuss their opinions regarding the plot of myths and the characters within by writing a silent conversation. ● Students will choose areas of interest and elaborate on those interests by composing multiple low stakes responses and revising one. ● Students will compare interpretations of myths by participating in pen pal letters with peers from different classes. ● Students will interpret their understanding of myths by listening to and participating in whole class discussions. ● Students will evaluate their own reactions to myths by listening to the interpretations of others. c. Development of intellectual and academic habits of mind, ● Students will read with purpose by making ​ ​ work, and discourse, including habits of independent or predictions or problem solving before they read and collaborative thinking and doing typical of readers, writers, identifying recurring motifs as they read. speakers, creators, researchers and thinkers in the discipline ● Students will recognize recurring motifs by identifying (ways of knowing) sins within the myths we read. ● Students will support their findings by identifying supporting quotations as they read and analyse the reading. ● Students will utilize quotations collected in previous notes by citing supporting evidence as they write a persuasive paper. ● Students will assess the contributions of peers by listening during various types of discourse and responding thoughtfully. d. Literacy development, including capabilities of proficient ● Students will develop confidence in their writing by ​ ​ readers, writers, and speakers responding to low stakes writing prompts regularly. ● Students will reference specific details by citing information relevant to their argument. ● Students will employ with a new way to scaffold writing an essay by composing a strong persuasive paper. e. Development of trust and the classroom as a learning ● Students will expand their understanding of our ​ ​ community learning community by writing pen pal letters to peers in other classes.

IV. Personal, social, and cultural factors (yourself, your students, and learning) ​ ​

a. What assumptions are you making about why your plan I am making the assumption that Greek Myths are ​ ​ will connect to your Main South students? How are you inherently interesting because they have a lot of action, love, taking into account any differences in your socioeconomic, betrayals, retaliation, so on and so forth. Students may not cultural, or racial background, gender, personality, approach be interested in this subject matter, however. I am assuming that the illustrations coupled with the to learning, or view of the world? written myths will assist my ELL students to understand important elements of plot. I will be teaching this unit to several low level ELL students who may need additional translating and scaffolding during assessments and activities, but specific adjustments depend on groupings of students and the requirements for each activity. b. How are you activating your students’ personal, social, Prior to teaching this unit, I will ask students to answer ​ ​ and cultural capabilities and capacities in this plan? an exit slip regarding their knowledge about Greek Mythology. Conventions of everyday life are riddled with allusions to Greek mythology, I will simply push students to acknowledge these allusions. Take, for example, the god of victory and Athena’s closest companion, Nike. Once we read the myth of Athena, students may pick up on that connection on their own. Other connections, like Trident gum and Poseidon's weaponry, would take more coaxing.

V. Rationale: Your rationale should show clearly your careful consideration of a full range of factors in planning your unit ​ ​ ​ ​ to ensure equitable support and meaningful, authentic, and substantial learning for all students, taking into account:

a. Learning goals: Explain why your big idea/essential question and your learning goals are important for your discipline and ​ ​ ​ meaningful for your students.

The aforementioned learning goals are based on a wide range of assessments both written and spoken, pushing students to utilize a variety of skills. The essential question “how are Greek Mythology and seven deadly sins still relevant today?” invites students to utilize their background knowledge regarding vocabulary they encounter that unknowingly alludes to mythology. They will notice the power of timeless literature because elements of this literature have permeated through centuries of evolving human culture. This “timeless” element to mythology can be partly attributed to the moral conflicts explored in each myth, many of which addressing the seven deadly sins, a motif reflected in nearly every major religious text today. Because it’s timeless, Greek mythology inspires art and literature of many kinds, creating further allusions and perpetuating its relevancy.

b. Curriculum standards: Explain how the big idea/essential question connects to the Guiding Principles in the MA curriculum ​ ​ ​ frameworks. Identify which learning standards are addressed and how.

Standard Explanation

RL.7.1. “Cite several pieces of textual evidence to support Students will be required to write a paper at the end of analysis of what the text says explicitly as well as inferences the unit. This paper will require students to utilize citations. drawn from the text” The citations included in paragraphs will need to be explained, their relevance to the argument made clear. Understanding the connection between citation and argument, what is stated by the book and what is implied, creates

RL.7.2. “Determine a theme or central idea of a text and Motifs are recurring ideas, themes, or symbols in art or analyze its development over the course of the text; provide literature. It’s a tough concept for students to understand, an objective summary of the text.” but it can also be very beneficial because it encompasses other literary devices. Creating posters about how big ideas, themes and symbols come together to create recognizable motifs will help students apply this concept to the myths we read.

RL.7.9. “Compare and contrast a fictional portrayal of a time, Students will be armed with a reference booklet of place, or character and a historical account of the same copied papers that will help them track characters. Included period as a means of understanding how authors of fiction in this reference booklet is a map of the Aegean Sea and its use or alter history.” surrounding land masses, plotted on which are the estimated locations of mythical events. Not only will we compare this map to a accurate map of the geographic area, we will discuss in the beginning of the unit why myths were given realistic settings.

W.7.1. “Write arguments to support claims with clear reasons The culminating persuasive paper will be taught in two and relevant evidence. phases, the first of which being a prewrite. This prewrite will a. Introduce claim(s), acknowledge alternate or opposing teach essay paragraphs in the A.C.E.I.T. format (*See Figure claims, and organize the reasons and evidence logically. 3). Each segment of this paragraph structure addresses each b. Support claim(s) with logical reasoning and relevant subsection of this standard. The “Challenge by Choice,” taken evidence, using accurate, credible sources and demonstrating on by high achieving students, motivates students to move an understanding of the topic or text. beyond this standard into the eighth grade standards which c. Use words, phrases, and clauses to create cohesion and require students to acknowledge and oppose contradictory clarify the relationships among claim(s), reasons, and arguments while writing a persuasive paper. evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.”

W.7.10. “Write routinely over extended time frames (time for Students will be asked to either write independently or research, reflection, and revision) and shorter time frames (a collaborate with peers as they enter our classroom. These single sitting or a day or two) for a range of discipline-specific prompts are our “starters” and they will take one of two tasks, purposes, and audiences.” forms for this unit. They will be either “oracles,” challenged to interpret an illustration and make a prediction, or they will be heros, challenged to read a scenario and collaborate with peers to solve the problem at hand. Both are low stakes writing assignments, requiring students to communicate without fear of being corrected for spelling or grammar.

SL.7.1. “Engage effectively in a range of collaborative Students will participate in a range of conversations discussions (one-on-one, in groups, and teacher-led) with with peers. These conversations will occur after we read, diverse partners on grade 7 topics, texts, and issues, building serving as means to analyze and comprehend what has been on others’ ideas and expressing their own clearly. read. These activities are detailed in section VI.a. of this a. Come to discussions prepared, having read or researched C.U.P. These activities require students to utilize quotations, material under study; explicitly draw on that preparation by their responses to quotations and major plot points, active referring to evidence on the topic, text, or issue to probe and listening skills, public speaking skills, defending assertions reflect on ideas under discussion. they have reached through reading, and many more skills that b. Follow rules for collegial discussions, track progress are catered to specific debriefing activities. toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views”

c. Students’ backgrounds and readiness: What strengths, capacities, and interests, in terms of their content understanding ​ ​ ​ (prior knowledge), academic and literacy development, personal and cultural abilities, and development as a learning community, are you taking into account in planning this unit?

d. Student needs: What particular needs of your students—academic, social, personal, language (ELLs)—have you taken into ​ ​ ​ account in planning the unit? What will they need to be able to do in order to meet the learning goals?

Academic- Students with low literacy skills will be able to utilize graphics and the various activities we will use after ​ reading in order to comprehend the major plot events of the myths we read. Students who are primarily auditory learners will be able to utilize the contributions of other students to formulate their own opinions about the sins observed in the myths we read. Social- Students who are outspoken will get their chance to express their opinions after we read. Students who are very ​ shy, like the selective mute student who refuses to participate in spoken assessments, will find solace in “silent conversations” and “save the last word” where the pressures are minimal and whole class exposure is unlikely. Personal- Students are given a purpose as they read with the starters the participate in; “is my prediction true?” they will ​ ask themselves “could my solution to the hero scenario be correct?” Students who are rowdy will have a reason to be redirected. “Don’t you want to know if your prediction is correct?” I might ask. Language (ELL)- Besides translating the starter and providing translated summaries of the myths we discuss, I plan on ​ discussing discipline specific vocabulary with the class as it comes up. I also plan on discussing crucial vocabulary before we write each section of the A.C.E.I.T. prewrite. This discussion may take the form of tiered vocabulary- general conversation vocabulary juxtaposed against English conceptual vocabulary- or it may be more casual like pausing on a possibly troubling work in the text we cover on a specific day. e. Research- and evidence-based best practice ideas: Explain how research and best practice ideas have informed your plan. ​ ​ ​

VI. Assessments: It is essential for both you and your students that your formative and culminating assessments clearly ​ ​ ​ ​ show the extent to which students have achieved learning goals.

a. Explain your main assessments and why they are appropriate for your learning goals. ​ ​ Double Entry Notebooks will be utilized throughout our readings because they push students to support their thinking ​ ​ with text evidence. These notebooks will serve as helpful summaries of plot while providing text evidence gathered by students to write their essays. During the final assessment, students should have the notebook pages filled out for each myth, picking pages that correspond to their prompt and utilizing those pages in their search for supporting text evidence. In my Unit Calendar I write “Recap and Reinforce” often. This portion of lessons leading up to the final assessment will take many forms. Here are a list of activities I plan to utilize to recap what we read that day and reinforce major plot events. The list of activities are as follows: Eulogies and Wedding Toasts: Students will write either a wedding toast of a eulogy based on what happens in the myth. ​ ​ Students may read out loud dramatically for bonus points. This creative writing will make important relationships between characters as well as deaths noteable. Silent Conversations: Students pair up with a piece of paper. This paper is passed back and forth as they respond to a ​ ​ prompt. This prompt could push student thinking about specific characters and their portrayal of the motifs identified, or prompts could be presented more casually like, “discuss your reaction to Hades’ kidnapping of Penelope.” Conversations can be collected to evaluate student comprehension and understanding. Rapid Response: Students are given a bank of prompts to respond to. They choose one and write a response without ​ ​ stopping for a short amount of time, then they choose another and repeat, and a third as well. From those three rapid responses, they choose a favorite to expand upon, then share with a partner. This activity helps students zero in on what they found most interesting in the reading. Pen Pal Letters: Students are assigned a pen pal from another English class. They write about the myth read in class. This ​ ​ could be more of a summary or an interpretation depending on how the assessment is presented. The letters are then opened by their “pen pals” and responded to. This correspondence gets students excited to share their ideas about the reading because they receive a thoughtful response from someone else besides the teacher. First Responders: Questions are posed to the class regarding their comprehension and interpretation of the reading. ​ ​ Before questioning, however, a “T” chart is written on the board. The left is bank, the right is filled with eager volunteers. Those who are called upon to answer the questions posed have their names written in the left, whereas those whose names are written on the right, the eager students who usually volunteer to be heard, must listen and respond first to the speaker. This assessment not only builds classroom culture by encouraging respect for speakers, it builds listening and speaking skills by creating an attentive audience. Save the Last Word: Students seated in groups pick quotes from the myth that caused a strong reaction. They write their ​ ​ quotes on one side of a note card, their reaction on the other, then hold the note card up to their peers. The student who chose the quote shares last. These six assessments can be framed to inspire student thinking towards interpretive consideration of the myths read in class while building literacy skills. These assessments build to the final paper. This paper will occur in three stages. The first stage will be prewriting, a stage where students will participating in scaffolded writing of paragraphs that will build a persuasive paper. Prewriting will occur over several days and will begin with the concept of assertions. Students will be taught that each paragraph in a persuasive paper begins with a strong assertion (traditionally known as a topic sentence.) Students will choose a prompt to respond to, create a main assertion (thesis), then create three smaller, supporting assertions (topic sentences.) These assertions will be followed by adequate citations pulled from double entries, then explicate written in their own words, then interpretations, so on and so forth. This sequence will be made more accessible to students through the mnemonic A.C.E.I.T (*See Figure 3). This, combined with chunked instruction during the prewriting stage, will make the essay writing process less daunting. Ideally, I would like to go forward and continue reading chapters about mortal descendants of Gods, utilizing the same “Recap and Reinforce” assessments to build to a second paper where students compare the sins committed in two myths. Depending on time availability and how students receive writing an essay on one myth, I will assess student progress with Greek Mythology as well as student interest in the subject. b. How will students know what to expect and the criteria for good work? ​ ​ During “Recap and Reinforce” activities students will be given directive sheets. These directive sheets will outline the activity presented in steps and translated into languages represented in the classroom. Double Entry Notebooks will be modeled before the class and student examples will be presented periodically. Depending on the length and depth of the myth being read, I will assign a minimum number of citations and responses. Students will be provided with a rubric detailing what qualifies work as “Not There Yet,” “On Your Way,” “Meeting Standards,” and “Exceeding Standards” (*See Figure 2). As each element of the paragraph structure is taught, its corresponding section of the rubric will be reviewed. The rubric will be revisited in its entirety as students begin writing their final drafts based on their prewrites. c. Attach a draft of your culminating assignment and corresponding assessment criteria/rubric. ​ ​ *See Figure 2 d. How will students and parents learn about students’ overall academic progress from these assessments? ​ ​

Besides handing back papers frequently, I will flag prewrites handed into me that are either impressive or concerning. If a student completes the prewriting and falls predominantly in the “Not There Yet” category, a call home will be made to express concern. Inversely, if a prewrite is submitted that calls for praise, recognition will be given in the form of a positive phone call home.

VII. Unit Calendar ​ ​ a. Provide a calendar of key learning activities, learning strategies, and assessments for your anticipated timeframe for the ​ ​ unit.

*See Figure 1 b. Explain your sequence of activities—why does this particular order make sense in light of your learning goals and rationale ​ ​ for the unit?

On day one (3.1) I plan on clarifying how Greek Mythology fits into our history. This unit will be taught in conjunction with a Greece unit in my student’s history class. Nonetheless, I would like to state how address clearly how Greek mythology came to be. We will discuss the most popular religions observed in modern society and when they came to be. These dates will be placed and labeled on a timeline in student’s English notebooks, making visible the sequence and development of major religious observations. During this same lesson I plan on introducing “the seven deadly sins” as a motif in the major religious texts listed on our timeline. They may not be called “the seven deadly sins” in the Quran or Torah, and all seven may not be represented, but the motif of damning behavior motivates most religious observances and, therefore, is written about often. I would like to define, specifically, the concept of “motif” in this first lesson as well, but it is likely that this clarification will spill into a second day. If this does occur, we will define “motif” by creating posters that will be hung up to remind students of their definition. During the second day of the unit I plan to cover our “reference packet” (*See Figure 4) This reference packet includes a map copied from D’aulaires’ Book of Greek Myths plotting where the approximate location of mythical places and events. This ​ ​ will be presented side by side with a geographically accurate map of the Aegean Sea to clarify that these myths may be fictional but they are set in real cities, peninsulas and islands. The sequence of lessons following these introductory days will follow a routine. Students will come into class and ​ immediately begin work on a starter prompt. This starter prompt will take one of two forms: “oracles” of “heros.” If the students are “oracles” that day, they observe an illustration from the book, then write a prediction about the myth in their starter notebooks. If students are “heros” they will be given a scenario in their groups based on events they will read about that day. In their groups or independently in their starter notebooks they will brainstorm solutions to these scenarios. Both “oracle” and “hero” starters will provide immediate, transparent purpose to all readers. Once the starters have been shared, we will read the myth. Most myths are three or so pages and, accounting for time spent clarifying and discussing new vocabulary, should not take the entire class period. Depending on the length of the myth and the remaining time left in the period, students will participate in a “recap and reinforce” activity (see VI.a).

VIII. Family and Community Involvement: ​ ​ ​

a. Are there possible ways for you to actively involve parents Other teachers have been discussing a “museum-like” ​ ​ in their child’s academic activities and performance, and presentation where students present their work in each communicate clearly with them? discipline to parents attending. Each student would have their final assessment displayed in the room of the respective area of study and parents would be welcome to walk through and ask about the assessments. b. Are there possible resources—such as guest presenters, I plan to utilize the Elmo projector in the classroom to ​ ​ A/V, field trips, and material artifacts—from colleagues, project what we read as well as images we discuss. families, and the community for you to draw on to enhance learning?

IX. Post-Teaching Reflection ​ ​ a. Based on your culminating and other assessments of Students really got into the eulogies and anniversary toasts. ​ ​ learning goals, analyze the extent to which students achieved They were given a creative outlet to criticize or praise the your learning goals. characters we read about, which listeners found entertaining. This creative engagements made charactersmemorable. All i. To what extent did different students ​ students made successful contributions to their library achieve the learning goals? posters because they were grouped heterogeneously. The ii. What do you learn from differences ​ posters and presentations definitely reinforced our reading in performance, or puzzling student performances (hard for comprehension before our discussion of the essay prompts. you to explain), about the particular challenges of learning in The Socratic Seminar offered a low stakes space for students this unit? to explore their opinions before putting them down on paper.

​iii. What do you learn from differences If students didn’t have an opinion, they were introduced to in performance about the effectiveness of your planning for those their peers expressed, giving them ideas for their the needs of different students? paper.

b. What would you change to improve this plan and why? Overtime, I noticed the focus of our unit shift from our ​ ​ original three essential questions to include a fourth: “Why did the ancient Greeks worship flawed Gods and Goddesses?” This question emerged when we were considering why Greek mythology was referenced by painters. Yes, mythology is referenced frequently but why did people worship these deities in the first place? This pushed students to rationalize the flawed characters we were continuously picking out of stories.

I would also chance what themes and topics we pick out of myths. I would look at the vices characters had that could be viewed as positives as well, such as curiosity or dedication to family. The vices we picked out were often clearly seen in today’s American culture as wrong doings. It would be interesting to ask students about aspects of humanity that are often valued, looking at our values under a new light.

Even though this was an interdisciplinary unit, I will spend more time on historical context next time I teach Greek mythology. I attempted to do so in the beginning of our unit with a timeline with the emergence of every major religion, but I didn’t spend enough time to make the connection between the stories we told and religious beliefs tangible for my students.

In the future I would like to begin with historical context of the ancient Greeks, focusing on major civilizations, famous philosophers and their religious practices. Then I will do a group project where students collaborate to present on the twelve major Gods and Goddesses. After the major characters of these stories are solidified in student’s minds, we would move on to myths with more complex plots such as “Oedipus and the Sphinx” and “Icarus and Daedelus.” From there we would do some, but not all, of the reading comprehension activities we completed this year. Finally, I would like to introduce students into how these stories are alluded to throughout history, ending with a final paper.

Figure 1: Unit Calendar: Greek Myths, Seventh Grade ​

Day 1 (3.1) Day 2 (3.2) Day 3 (3.3) Day 4 (3.4) Day 5 (3.5)

-Starter: *on the board -Starter:Flip through -Introduce starter -Starter: Oracles -Starter: Heros there is a timeline of your reference packet. options (oracle p.14-15 (just pictures) all major religions* What do you notice? predictions or hero “Mother Earth seeks scenarios) -Read “Cronus” & take revenge against you by “What do these major -Explain uses of notes p.14-15 creating two horrible religions have in reference packet -Starter: oracle p.13 monsters: Typhon and common?” -Recap and Reinforce Echidna. Typhon has -Explain Double entry -Read “Gaea” and *See VI.a. in C.U.P. one hundred heads, -Table discussion Notebooks model double entry venomous eyes, and about seven deadly notes mouths that drip lava. Introduce Reference sins No other Gods can Packet -Recap and Reinforce help you. Your only -Vocabulary sheet in *See VI.a. in C.U.P. weapon is thunder reference packet bolts you can throw, -Exit Slip: What do you but they aren’t know about Greek powerful enough to kill Mythology? the monsters. How do you defeat them? *THIS CLARIFICATION COULD TAKE MORE -Read “Zeus” p.16-18 THAN ONE DAY & take notes

-Recap and Reinforce *See VI.a. in C.U.P.

Day 6 (3.6) Day 7 (3.7) Day 8 (3.8) Day 9 (3.9) Day 10 (3.10)

-Starter: Oracles -Starter: Oracles p.25 -Starter: Oracles p.29, -Starter: Heros -Starter: Heros p.22-23 (just the 31 and 33 “How are pictures) “Guess what -Read “Hera” p.24-27 these three gods “You are a wise “Zeus has been powers these Gods & take notes connected?” Goddess who teaches cheating on Hera and Goddesses have many skills, including again. Hera is so mad -Recap and Reinforce based on their outfits” -Read “Hephaestus,” weaving. One of your she refuses his new *See VI.a. in C.U.P. “Aphrodite,” and students has grown wife, Leto, entry to any -Read “Rise of the “Ares” p.28-33 & take arrogant and lands to give birth. *THIS MYTH COULD Gods” p.20-23 & take notes challenges your skills. How do you convince TAKE MORE THAN ONE notes What do you do?” Hera to be merciful? DAY -Recap and Reinforce Hint: look back at the -Recap and Reinforce *See VI.a. in C.U.P. -Read “Athena” and sins she’s already *See VI.a. in C.U.P. “The Transformation committed” of Arachne” p.34-37 & take notes -Read “Poseidon” and “The Birth of Artemis -mini-lesson on root and Apollo” p.38-41 words (arachnophobia) -Recap and Reinforce -Recap and Reinforce *See VI.a. in C.U.P. *See VI.a. in C.U.P.

*THIS MYTH COULD TAKE MORE THAN ONE DAY

Day 11 (3.11) Day 12 (3.12) Day 13 (3.13) Day 14 (3.14) Day 15 (3.15)

-Starter: Oracles p.43 -Starter: Heros -Starter: Oracles p.51 -Starter: Oracles p.59 -Starter: Oracles “Will ​ Persephone and -Read “Apollo,” “The King of Chios has -Read “Hermes” -Read “Hades” and Demeter ever be “Artemis,” “The promised you his p.50-55 & take notes “Persephone” p.56-63 reunited? Why or why Boasting of Niobe,” daughter if you rid his & take notes not?” “The Mountain of Otus land of beasts. You do, -Recap and Reinforce and Ephialtes,” and but the King goes back *See VI.a. in C.U.P. *READING WILL TAKE -Finish readings from “Orion’s Blinding” & on his promise. The TWO DAYS yesterday & take notes take notes King of Chios blinds you. The only way to -Recap and Reinforce *READING WILL TAKE restore your eyesight *See VI.a. in C.U.P. TWO DAYS is to find the sun. How do you find it?”

-Finish readings from yesterday & take notes

-Recap and Reinforce *See VI.a. in C.U.P.

Day 16 (3.16) Day 17 (3.17) Day 18 (3.18) Day 19 (3.19) Day 20 (3.20)

-Starter: Heros -Starter: Choose one of -Starter: -Starter: What does it -Starter: the seven essay mean to “put “You have been prompts from the list -Introduce paragraph something in your own -Write interpretations kidnapped by pirates provided. Write a structure words?” that relate back to the in your sleep. They convincing response. thesis think you are a prince, -Locate supporting -Write explanations of but really you are a -Work on main citations using two quotes Challenge by Choice: mighty god who can assertion (thesis) and column notes and the clarify the make vines grow supporting assertions myths themselves -Recap and Reinforce relationships among wherever and *See VI.a. in C.U.P. claim(s), -Recap and Reinforce whenever you like. -Recap and Reinforce counterclaims, *See VI.a. in C.U.P. ​ How do you escape?” *See VI.a. in C.U.P. reasons, and evidence.

-Read “Dionysus” -Exit slip: Have you p.64.69 & take notes been taught paragraph structure and essay -Recap and Reinforce writing before? What *See VI.a. in C.U.P. do you remember?

*THIS MYTH COULD TAKE MORE THAN ONE DAY

Day 21 (3.21) Day 22 (3.22) Day 23 (3.23) Day 24 (3.24) Day 25 (3.25) -Starter: -Starter: -Starter: -Go over rubric for -Type final draft final draft -Write Transitions that -Write introductions -Write conclusions *THIS WILL TAKE relate to the next MORE THAN ONE DAY assertion Challenge by Choice: Challenge by Choice: Challenge by Choice: Challenge by Choice: 8th grade standards are the same as seventh

Figure 2: Prewrite A Assert yourself ​ State your reason. C Cite the text ​ Find a piece of supporting evidence. E Explain the quotation ​ What happened during this moment in the story? I Interpret your thinking ​ Why is this moment in the story important to your argument?

T Transition to your next assertion ​ Figure 4 Reference Packet

Figure 5 Essay Prompts - Final Essay Prompts Greek Mythology​

1. Compare the vanity of Niobe and Arachne. Who was more vain? Whose punishment was worse? Myths: “The Boasting of Niobe” and “The Transformation of Arachne”

2. Compare Hera’s revenge against Zeus’s other wives. Was she more cruel to Io or Leto?

Myths: “Hera” and “The Birth of Apollo and Artemis”

3. Who causes more suffering with their lust, Zeus cheating on Hera or Hades kidnapping Persephone? Why?

Myths: “Persephone,” “Hades,” “Hera,” “The Birth of Apollo and Artemis”

4. Compare the gluttony of Cronus and Ares. Who causes more suffering with their selfish actions? How does it affect others?

Myths: “Cronus” and “Ares”

5. Both Zeus and Cronus swallow people to keep their power and pride. Whose pride causes more damage?

Myths: “Athena” and “Cronus”

6. Both Hera and the King of Chios break promises because of their greed. Whose greed causes more damage?

Myths: “The Blinding of Orion” and “The Birth of Artemis and Apollo”

7. Hera acts out in revenge because of her jealousy and so does Apollo against Orion. Whose jealousy causes more radical, dangerous revenge seeking behavior?

Myths: “Hera” and “The Blinding of Orion”