Lesson Plan 1

Standards:
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
CCSS.ELA-LITERACY.RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.

Essential Question: How does modern works of fiction compare with or differ from myths and
religious works?

Learning Objectives:
Students will analyze how incidents in a story propel the action, reveal aspects of a character, or
provoke a decision.
Students will compare and contrast traditional myths and modern works of fiction.

5 Warmup/Hook: Is curiosity a gift or a curse?
-Take out a sheet of paper and write down where you stand on this debate. Provide evidence to
support your stance. Pick only one.

15 Whole Class Discussion
I will be calling on people to share their answers, so everyone needs a response documented
on paper. I will be walking around the room as you are writing your answers and I expect more
than one or two sentences. (formative assessment)
-Call on people at random to share their answers (aim to call on everyone) Cold Call

Provide tailored feedback for students responses. Praise the answers that are supported by
solid evidence. Point out how Student ______ did a great job at _________. Be sure to hold
each person accountable for his or her learning (making them a valuable member of the
community of learners).

-Whos read Percy Jackson (either the lightening thief or the sea of monsters?) What are some
things you learned about in these books? What mythological traits did you notice? What did you
notice about the gods and goddesses that you were introduced to?
Use the word Modern. Percy Jackson is a modern work of fiction.

-What do you know about mythology? Engage in conversation.

Options
-Who knows about Pandoras Box? If you do, write down what happens in this myth on your
paper. Write down what the genre this is? Tell me specifics.

-What are some features that flow from myths that youve heard and the books that apply to the
genre of mythology?

-If you dont, tell me what youve heard of about Pandoras Box.

-If youve never heard about Pandoras Box then tell me what predictions you have about it?

45 Read Aloud, Think Aloud (RATA)
Have students read Pandoras Box together and aloud from the McDougal Littel 8
th
Grade
Literature book (pages 455-460).
Think back on the elements on plot. Should this myth have the five elements of plot? Why?
What are they?
-Exposition, Rising Action, Climax, Falling Action, and Resolution
READ
What is the conflict?
Write it down on your sheet of paper. Everybody writes. I will be circulating, so lock in your
answers.
Who are the characters that we are being introduced to? (Use choice words).
READ
Where have you heard Aphrodite and Athena before?
-The allusion PowerPoint
Have you ever heard of the name Venus?
-This is Aphrodites Roman name.
We are building on learning who these characters are because they will be reappearing in other
myths. So, we need to gain understanding of who they are and how they are related.
Can you retell what is happening periodically? (Ask yourself this as we are reading. You may
be called on to summarize what is going on as we are reading, so please pay close attention to
the characters, the conflicts, the tension, etc.)
Give me a rising action on your paper.
What is the climax of the story?
READ. Make some predictions. Turn to your neighbor and talk about it. After one minute,
come back together. Lets hear some. Cold call students
Give me some falling actions. Wait time and silence.
How is this myth resolved? Turn to a different neighbor and discuss. After one minutes, come
back together and share responses.

5 Post-Reading - Think, Pair, Share
Think about the following questions. Jot down an answer for each.
-What makes Pandoras Box a myth?
-How can we compare this myth to what we know about this genre (books that were reading)?
-What was a difficult word(s) that was/were hard to pronounce?
Now, find a partner to discuss your answers. (Allot time for students to talk amongst
themselves. Listen in on their conversations and circulate around the room, interjecting as
necessary.)
Next, allow the pairs to share their answers with the class.

5 Follow-up
What is something that you learned that you did not know? What surprised you about todays
myth?

Lesson Plan 2
Standards:
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
CCSS.ELA-LITERACY.RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.

Essential Question(s): How can we analyze the development of main concepts in a traditional
myth?
How can we identify the theme of a myth?

Learning Objectives: Students will be able to analyze the central plot of a text and infer a theme
based off of the text.

10 Hook collage for a visual (See Figure 1 in Task 1, Part C of instructional materials)
Everybody writes.
What are you noticing about these pictures?


5 Review Elements of Myths

45 New Material
Present PowerPoint of the myth Perseus and Andromeda.
See attached PowerPoint

Strategies used during PowerPoint:
Graphic Organizer
Everybody Writes
Think, Pair, Share (TPS)
Choral Reading
Circulate

Note: While teaching the slides, demonstrate/model how to paraphrase the most important
points. As you go from slide to slide, have the students paraphrase what points they should
write down.

5 Serendipity Video Clip Ask the students to pay close attention to how this clip relates to what
we are learning.

5 Questions or concerns
What questions or concerns do you have about todays lesson?

5 Ticket out the door Display on board (Students write on their own sheet of paper and turn in
at the end of class)
Summarize the myth Perseus and Andromeda in your own words.



Name at least 3 characters in this myth.
1.
2.
3.

Describe one conflict presented in the myth. (Respond in 2-3 complete sentences.)


Lesson Plan 3
Standards:
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
CCSS.ELA-LITERACY.RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.

Essential Questions: How can I make connections between the real world and Greek
mythology?
How does Greek mythology relate to me?

Learning Objectives: Students will be able to make authentic connections to Greek mythology
by the end of the day.
Students can identify ways that Greek mythology is relatable to them in 2014.
Students will be able to identify characteristics of a traditional myth.

Ticket-in-the-door
-give students a colored card (red, blue, green, or yellow) at random
-As they enter the classroom, point to the area that they need to move toward
-Go sit in your designated group and youll find out what this is for soon.

10 Warm-up and Review Pictures of mythology in everyday life (See Figure 2 in Task 1, Part
C of instructional materials)


So, for people who were absent, lets recap what we learned about yesterday. Who knows they
can give a good summary of the myth that we were introduced to?

5 Vocabulary Pronunciation Choral Response
One of the things that I am noticing is that the pronunciation of the gods and goddesses are
causing us a little trouble. Lets practice saying the names together so that we will know who we
are talking about. This will help us better understand the myths. Lets avoid saying, yeah, that
guy or whatever that girls name is. I want you to know these characters and say their names
with confidence.

Myth: Pandoras Box
-Prometheus
-Epimetheus
-Zeus
-Hephaestus
-Hermes
-Pandora
-Hera
-Aphrodite
-Athene/Athena

Myth: Perseus and Andromeda
-Andromeda
-Perseus
-Cassiopeia
-Nereus
-Cetus
-Poseidon
-Medusa

10 Quiz Multiple Choice Section (everybody writes, lock in your answers on your own paper
before I call people to come to the board.
Use smartboard to answer questions about gods/goddesses/other characters to the correct
description. Have students come up to the board to click on the correct answers. If they miss the
item, someone else can come up to the board and try.

Myth: Pandoras Box (Many of these are directly from the text in the lit book. The others are
directly from the PowerPoint.)
-Prometheus stole the fire from Olympus
-Epimetheus told his wife to lift the lid again
-Zeus lord of Olympus
-Hephaestus The smith and artisan of the gods
-Hermes Messenger of the gods
-Pandora All-Gifted
-Hera the wife of Zeus that gave the gift of curiosity
-Aphrodite Goddess of love and beauty
-Athene/Athena I was born fully armed out of my fathers forehead. Who am I?

Myth: Perseus and Andromeda
-Andromeda a beautiful girl that is offered as a sacrifice
-Perseus saves the girl chained to the rock and slays the gorgon
-Cassiopeia arrogant queen whose vanity gets her into trouble
-Cetus sea monster sent to ravage the coast of Ethiopia
-Poseidon Often found with a trident in hand
-Medusa those who look into my eyes will turn to stone

30 GAME BOARD (Interactive Smartboard Game) Review Questions over mythology See
Figure 3 in Task 1, Part C of instructional materials)
Collaborate with team members to come up with answers quietly (If youre too loud, the other
teams may hear your answer, so discuss quietly.) When we transition, move to the designated
area to join your group.
-Circulate around the class to listen in on conversations; interject as needed.
-Note: Hopefully every team gets a turn (we will not finish this game, but Ill keep a tally of the
points earned and we will pick this up again soon)
Transition by playing Pharrell Williams Happy. The students will know when to move into
position and transition. They will also know when to find a seat. This device adds in a musical
chairs element to make it more fun for the students, but to also get them to move quickly.
Potential Questions:
-Explain what a myth is in your own words
-Characteristics of a myth Review Questions
-What are at least 3 characteristics of mythology
- Why do we study mythology?
-What is introduced in the exposition of Pandoras Box?
-Describe a conflict in the myth about Perseus and Andromeda.

10 Closing Perseus and Andromeda Trivia (everybody writes down an answer)
Display on Smartboard

1. T/F According to the myth, Cassiopeia was an arrogant queen that boasted about her
beautiful daughter. _____________

2. Fill in the blank
In Greek mythology, ______________ , the god of the sea, is often seen with a trident in his
hand.

3. The sea monsters name is
A. Cepheus B. Cetus C. Circe D. Cerus

4. I am the person responsible for slaying the Gorgon, Medusa. Who am I?
____________________

5. Fill in the blank and identify character
I was promised to marry my Uncle Phineus, but luckily _________________ freed me from that
rock! Who am I? _____________________


10 Exit Ticket

1. How would you rate yourself on a scale 1-5 on your understanding of mythology?
(1 Im confused about mythology, 5 - I know mythology and could summarize key elements
right now). As always, be honest.



2. How would you rate yourself on the notes youve taken in class? Will they be a good aid in
preparation for future assessments?



3. How would you rate yourself in regards to your class participation? Give examples of how you
have specifically contributed to class discussion.



4. How are you planning to study for your assessment on Thursday? List specific examples.




Homework: Review your notes and study for your assessment on Thursday!

Lesson Plan 4
Standards:
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.

Essential Question(s): Why is it important to be an active participant within our community of
learners?
How can I demonstrate the standards and learning objectives I have learned on an
assessment?

Learning Objectives: Students will be able to contribute to class discussion and use textual
evidence to support their claims.
Students will be able to demonstrate their understanding of mythology in the form of an
assessment.

10 Hot seat Review for assessment
Class, look under your seats and check for a sticky note. (These are already strategically
placed to be under certain students desks). If you find one, raise it in the air. Today, we are
doing an activity called hot seat. What is a hot seat? Allow students time to answer what they
know about the hot seat. Clear up any misconceptions about it being a bad thing. Reassure
them that this activity will be fun and will serve as a review before their assessment.

Reviewing Hot Seat Rules
Just because you do not have a sticky note, does not mean you will not be in the hot seat. We
are all a community of learners and we will help one another out because we all can use review
over these myths, right?

Begin Activity
Sticky note number one, come up to the front of the class. You will model the rules of hot seat
for the class before we get started. How should sit when in the hot seat? Slouched over or
should we sit up straight? Whoever is in the hot seat should read what is on their sticky note
loudly and project so that everyone can hear even the people in the very back of the class.
What if you do not know the answer to your question? What should you do? You can call on a
friend to be your lifeline and they can help you out. It is up to you who you call on. You can call
on someone with his or her hand up or you can call on someone else; it is your choice. What
should everyone in the audience be doing? We should be listening and taking notes. Everybody
writes. This will help us make sure that we are grasping the main concepts. You are allowed to
ask questions if you have them, but I want you all talking to one another, not just looking at me
for the answers.

Sample questions: What happens in the exposition of Pandoras Box? Name 3 of the
goddesses that helped create Pandora. Summarize the plot of Perseus and Andromeda.

30 Assessment
Distribute assessments to the class. Explain your expectations to the students. Next, go through
each section of the test with the students and discuss any confusions the students may have.
I will not answer any questions during the test, so what questions do you have?
Allow time for questions prior to the test starting. Answer accordingly.
Tell the students to read quietly once they complete the assessment until everyone is done. 40
minutes is the maximum that I will allow for this assessment.
You may begin your assessment.
-Circulate as the students write.
-Make sure no one is looking up or around the room.
-Monitor who is writing the entire time and the students who are not. Document in notes.

Grade the assessments as the students turn them in. Continue to monitor their progress.

20 Quick Write Display prompts on SmartBoard
Pick a god, goddess, or other character from our myths to portray Short writing activity from
characters perspective
Be creative. Myths are made up. So, make up what you would want to happen or wish could
happen.

Possible Characters to Choose From:
Zeus Ruler of the gods (Why do you have so many enemies?)
Hera Curiosity, Queen of the gods (How has your curiosity gotten you into trouble?)
Athene/Athena Goddess of War and Wisdom (When does your knowledge of war tactics
come in handy?)
Aphrodite Goddess of Love and Beauty (Is this all you are about? Explain how you are more
than just a pretty face.)
Prometheus Stole the fire from Olympus (Why did you do this? Give an explanation.)
Epimetheus How did you get dragged into the conflict between your brother and Zeus?
Pandora Would you have opened the box if you were Pandora? Explain your version.
Hephaestus Blacksmith god (What would you create? What other gods would you associate
with to create a god greater than Zeus?)
Perseus You saved Andromeda and slayed Medusa, so whats next?
Andromeda You were offered as a sacrifice. (How did that make you feel? Why did your
parents promise you to your Uncle Phineus?)
Cassiopeia Vain Queen and mother of Andromeda (Why did you boast about your daughter to
Nereus? How did you feel about Andromeda being punished for your actions?)
Apollo The oracle (What would it be like to be able to predict what is going to happen?)

As you are composing your response from your gods/goddesses perspective, consider:
-Think about who your god/goddess has an issue with
-Do you ever resolve your differences with your rival?
-Do you have new conflicts with another god/goddess?
-What powers do you have or have you developed new powers?
-Do you use your powers for good or evil?

15 Share
Allow students to share their writings with the class the last 15 minutes of class. Continue with
activity at the beginning of class.