Teacher’s Guide: Three Myths
™
Reading Objectives
•C
omprehension: Make judgments;
Identify sequence of events;
• Tier Two Vocabulary: See book’s Glossary
• Word study: Prefixes (im-, in-)
• Analyze the genre
• Respond to and interpret texts
• Make text-to-text connections
• Fluency: Read with characterization
and feelings
Hercules’ 11th Labor
Pandora’s Box
Demeter and Persephone
Writing Objectives
• Writer’s tools: Word choice
• Write a myth using writing-process steps
Level T/44
Related Resources
•
•
•
•
Comprehension Question Card
Comprehension Power Tool Flip Chart
Using Genre Models to Teach Writing
O
dysseus 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”*
Day 5
Literature Circle Discussion/Reinforce Skills*
Days 6–15
®
B
Write a myth using the process writing steps
on page 10.
e n c h m a r k
E
d u c a t i o n
While you are meeting with small groups,
other students can:
• read independently from your classroom library
• reflect on their learning in reading response
journals
• engage in literacy workstations
C
o m p a n y
Day 1
Prepare to Read
Build Genre Background
• Write the word genre on chart paper. Ask: Who
can explain what the word genre means? (Allow
responses.) The word genre means “a kind of
something.” Would you rather watch a musical or
a tragedy? Musicals and tragedies are genres, or
kinds, of stage dramas. All musicals share certain
characteristics. All tragedies have some features in
common, too. As readers and writers, we focus on
genres of literature. As readers, we pay attention to
the genre to help us comprehend. Recognizing the
genre helps us anticipate what will happen or what
we will learn. As writers, we use our knowledge of
genre to help us develop and organize our ideas.
•A
sk: Who can name some literary genres? Let’s make
a list. Allow responses. Post the list on the classroom
wall as an anchor chart.
• Draw a concept web on chart paper or the board.
Write Myth in the center circle of the web.
•S
ay: A myth is one example of a literary genre. Think
of any myths you know. How would you define what
a myth is?
•T
urn and Talk. Ask students to turn and talk to a
classmate and jot down any features of a myth they
can think of. Then bring students together and ask
them to share their ideas. Record them on the group
web. Reinforce the concept that all myths have
certain common features.
Introduce the Book
• Distribute the book to each student. Read the title
aloud. Ask students to tell what they see on the
cover and table of contents.
• Ask students to turn to pages 2–3. Say: This week we
are going to read myths that will help us learn about
this genre. First we’re going to focus on this genre
as readers. Then we’re going to study myths from a
writer’s perspective. Our goal this week is to really
understand this genre.
• Ask a student to read aloud the text on pages 2–3
while others follow along. Invite a different student
to read the web on page 3.
• Point to your myths web on chart paper. Say: Let’s
compare our initial ideas about myths with what we
just read. What new features of this genre did you
learn? Add new information to the class web.
• Post this chart in your classroom during your Myths
unit. Say: As we read myths this week, we will come
back to this anchor chart. We will look for how these
features appear in each myth we read.
2
• Ask students to turn to pages 5–7. Say: The myths
in this book involve Hercules, Pandora, Demeter,
and Persephone. Let’s read about what these mythic
figures meant to the ancient Greeks.
• Have a student read the background information
aloud while others follow along.
•S
ay: Although they have human qualities, these gods
and goddesses are larger than life, able to perform
superhuman feats. What can you infer, or tell, from
this? Allow responses. Prompt students to understand
that the gods and goddesses of mythology gave
ancient cultures a way to explain and accept events
that were beyond their control.
Introduce the Tools for Readers and Writers:
Word Choice
• Read aloud “Word Choice” on page 4.
•S
ay: Writers try to choose their words with great
care. “Just right” words help writers communicate
their thoughts and feelings clearly. Myths are filled
with vivid, precise language. Let’s practice identifying
effective word choice so we can recognize it in the
myths we read.
• Distribute BLM 1 (Word Choice). Read aloud
sentence 1 with students twice, using a different
parenthetical word each time.
•M
odel Identifying Word Choice: I can use either
of the adjectives in parentheses to complete this
sentence, but which is the better word choice?
Bad-looking is negative in a general way; it does
not create a specific picture in my mind. Spindly
suggests that the plants are tall and thin—they are
not full and bushy. The word spindly, along with
the drooping and dust, creates a specific image of
unhealthy, uncared-for plants. Spindly is the better
word choice.
• Ask students to work with partners or in small groups
to choose the words in parentheses that create
more exact or detailed pictures and complete the
unfinished sentence using precise words.
• Bring the groups together to share their findings.
• Ask each group to read one or more sentences
they completed. Use the examples to build their
understanding of how and why writers choose
particular words. Remind students that an author’s
word choices can help the reader understand and
make inferences about the characters and plot of a
myth and the natural event it explains.
• Ask groups to hand in their sentences. Transfer
student-written sentences to chart paper, title the
page “Word Choice,” and post it as an anchor chart
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
three myths
from Ancient Greece
Day 2
15
Word Choice
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.
Possible
answer: The plants looked skinny and weak. No one had been
________________________________________________________________
caring
for them.
________________________________________________________________
2. On his birthday, the boy’s face (radiated joy, was happy).
Possible
answer: The boy was delighted. His face shone like the sun.
________________________________________________________________
3. A worried mother (walked, paced) in the hallway.
Possible
answer: The mother walked nervously back and forth. She
________________________________________________________________
was
so upset that she couldn’t sit still.
________________________________________________________________
4. The grizzly bear (stood up, reared suddenly) on its hind legs and
roared.
Possible
answer: The bear’s surprise move was frightening. It was
________________________________________________________________
probably
hungry or angry.
________________________________________________________________
5. The Wolf said in a sly, (wheedling, false) voice, “I’ll be glad to
help you.”
Possible
answer: The Wolf’s voice was whiny and sickly sweet. He was
________________________________________________________________
probably
trying to trick someone.
________________________________________________________________
Directions: Complete the sentence with carefully chosen words.
Possible answers:
6. I returned to my seat with the ribbon, smiling ____________________
ecstatically;
with satisfaction.
________________________________________________________________
Reflect and Review
•T
urn and Talk. Write one or more of the following
questions on chart paper.
What is a literary genre, and how can understanding
genres help readers and writers?
What did you learn today about the myth genre?
How can a writer use word choice to communicate
his or her ideas to readers?
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 Tips
• Throughout the week, you may wish to use
some of the reflect and review questions as
prompts for reader response journal entries in
addition to turn and talk activities.
• Have students create genre study folders.
Keep blackline masters, notes, small-group
writing, and checklists in the folders.
• Create anchor charts by writing wholegroup discussion notes and mini-lessons on
chart paper. Hang charts in the room where
students can see them.
©2011 Benchmark Education Company, LLC
Before Reading
Introduce “Hercules’ 11th Labor:
The Golden Apples”
• Reread the myths anchor chart or the web on page
3 to review the features of a myth.
• Ask students to turn to page 8. Ask: Based on the
title and photographs of statues, what do you
predict this myth might be about? Allow responses.
• Invite students to scan the text and look for
the boldfaced words (immortal, impossible,
immobilize, interminable). Say: As you
read, pay attention to these words. If you don’t
know what they mean, try to use clues in the
surrounding text to help you define them. We’ll
come back to these words after we read.
Set a Purpose for Reading
• Ask students to read the myth, focusing on the
genre elements they noted on the anchor chart. They
should also look for examples of well-chosen words
and think about how the author’s attention to words
helps them understand the characters and actions.
Read “Hercules’ 11th Labor:
The Golden Apples”
• Place students in groups based on their reading
levels. Ask students to read the myth silently,
whisper-read, or read with partners.
• Confer briefly with individual students to monitor
their understanding of the text and their use of
fix-up strategies.
Management Tip
Ask students to place self-stick notes in the
margins where they notice examples of
effective word choice or features of the genre.
After Reading
Build Comprehension: Make Judgments
• Lead a student discussion using the “Analyze the
Characters and Plot” and “Focus on Comprehension”
questions on page 14. Then, use the following steps to
provide explicit modeling of how to make judgments
about characters and plot events in a myth.
•E
xplain: We learned yesterday that myths tell about
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.
three myths
from Ancient Greece
3
Day 2 (cont.)
• Distribute copies of BLM 2 (Make Judgments) and/or
draw a chart like the one below.
•M
odel: When I make a judgment about a myth, I
evaluate it based on elements such as its characters
and plot. I think about whether the plot holds my
attention and includes the important features of
a myth. I study the characters and decide whether
their feats and decisions are wise or foolish, brave or
cowardly, kind or wicked, thrilling or humdrum. In
this myth, King Eurystheus sends Hercules to gather
golden apples guarded by a dragon and goddesses.
This feat is intriguing, so I want to keep reading. At
first, Hercules thinks the task is impossible. But when
the king gloats that Hercules must be his slave forever,
Hercules shouts, “Never!” and accepts the task.
•G
uide Practice. Work with students to make a
judgment about Hercules’ character. Help them
understand that Hercules’ responses to King
Eurystheus show his human qualities as well as
his god-nature. Readers understand Hercules’
exhaustion and discouragement—the mortal side of
the equation—and admire his superhuman will and
strength that lead him to take on the impossible.
• Have students keep BLM 2 in their genre studies
folders.
Judgment about
Characters or Plot
Details to Support
Judgment
Practice Text Comprehension Strategies for
ELA Assessment
• Remind students that when they answer questions
on standardized assessments, they must be able
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 textdependent comprehension questions.
4
three myths
from Ancient Greece
•S
ay: Today I will help you learn how to answer Find
It! questions. The answer to a Find It! question is
right in the book. You can find the answer in one
place in the text.
•M
odel. Read the Find It! question. Say: When
I read the question, I look for important words
that tell me what to look for in the book. What
words in this question do you think will help me?
(Allow responses.) Yes, I’m looking for the words
Prometheus and chained. On page 9, I read, “He
came upon Prometheus chained to a mountain.” This
sentence answers the question.
• Use the Flip Chart to help you develop other Find It!
questions for students.
Focus on Vocabulary: Prefixes (im-, in-)
•E
xplain/Model: Read aloud “Prefixes” on page 4.
Say: A prefix is a word part that has its own
meaning. Sometimes readers can figure out an
unfamiliar word by putting together the meanings
of the prefix and base word. The prefixes im- and inmean “not.” For example, something that can move
around is mobile or active. Something that cannot
move around is immobile or inactive.
•P
ractice. Write the words measurable, patient,
accurate, and edible on a chart. Discuss each word’s
meaning. Then, invite volunteers to add the prefixes
im- or in-. (immeasurable, impatient, inaccurate,
inedible) Point out that adding these prefixes
changes each word to its opposite meaning.
•S
ay: 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.
•A
sk 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.
•T
ransfer 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
other students to listen carefully and give a thumbsup if the words are used correctly.
• Ask students to save their work in their genre studies
folders to continue on Days 3 and 4.
©2011 Benchmark Education Company, LLC
Day 3
Page Word
Part of
Speech
Prefix and How Prefix Changes
Its Meaning Meaning of Base Word
8
immortal
adjective im-, “not”
makes mortal (“dying”)
mean “not mortal;
never dying”
8
impossible
adjective im-, “not”
makes possible (“capable
of being done”) mean “not
possible; not capable of
being done”
10
immobilize
verb
makes mobilize (“can
move”) mean “cannot
move; fix in place”
12
interminable adjective in-, “not”
im-, “not”
makes terminable
(“able to be ended”) mean
“not able to be ended;
never ending”
Reflect and Review
•T
urn and Talk. Ask partners or small groups to
reread the “Features of a Myth” on page 3 and
decide whether all of these features are present
in “Hercules’ 11th Labor: The Golden Apples.” Ask
groups to share and support their findings.
Fluency: Read with Characterization and Feelings
• You may wish to have students reread the myth with
partners during independent reading time. Have
them focus on reading with appropriate expression
to reflect the characters’ feelings. Ask students to use
what they know about Hercules’ and Atlas’ traits,
flaws, and circumstances to convey each character’s
personality and emotions in their reading.
Note Regarding This Teacher’s Guide
Each book provides an opportunity for students
to focus on an additional comprehension strategy
that is typically assessed on state standards. The
strategy is introduced on page 4 (the third item
in the “Tools for Readers and Writers” section)
with text-specific follow-up questions found on
the Reread pages. Some Reread sections also
introduce an advanced language arts concept
or comprehension strategy, such as protagonist/
antagonist, perspective, or subtitles, because
students at this level should be able to consider
more than one comprehension strategy per text.
©2011 Benchmark Education Company, LLC
Before Reading
Introduce “Pandora’s Box”
• Ask students to turn to page 16. Say: You are going
to read another myth today. Turn to a partner to
discuss how you will use your genre knowledge as a
reader to help you understand the myth.
• Ask partners to summarize what they heard.
•S
ay: Let’s look at the title and illustrations of this
myth. What do you predict it might be about? Give
students time to share their predictions.
• Ask students to scan the text and look for the
boldfaced words (incessantly, incapacitated,
impenetrable, infinite, innocuous). Ask: What
do you notice about these words? Why do you
think they appear in boldfaced type? Point out that
all the words begin with im- or in-.
•S
ay: As you read, try to figure out the meanings
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
we read, we will talk about how you used prefixes
and context clues.
Set a Purpose for Reading
• Ask students to read the myth, focusing on how the
characters and plot explain something about life or
the world. Encourage them to notice word choice.
Read “Pandora’s Box”
• Place students in groups based on their reading
levels. Ask students to read the myth silently,
whisper-read, or read with partners.
• Confer briefly with individuals to monitor their
understanding and their use of fix-up strategies.
After Reading
Build Comprehension: Make Judgments
•S
ay: Yesterday we made judgments about the plot
and characters of “Hercules’ 11th Labor.” The author
skillfully interwove Hercules’ super powers and
weaknesses to make the story’s problem and solution
more complex and interesting. What character in
today’s myth has both strength and weakness? What
actions show a mix of good and evil? What common
human response is intensified to increase the story
conflict? As students share their analyses, synthesize
their responses into a chart.
• Discuss
Making Judgments Across Texts. Lead
a discussion using the following questions.
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?
three myths
from Ancient Greece
5
Day 3 (cont.)
What word choices do you find particularly
powerful? How do these examples of strong word
choice help you better understand the characters
and plot?
“Pandora’s
Box”
•T
ransfer Through Oral Language. Invite pairs of
students to assume the characters of Pandora and
Epimetheus and talk about the box using the target
words they defined.
Judgment about
Characters or Plot
Details to Support
Judgment
Page Word
Part of
Speech
Prefix and How Prefix Changes
Its Meaning Meaning of Base Word
Zeus is both generous and
vengeful.
Zeus makes Pandora “perfect”
but sets her up to fail.
16
adverb
in-, “not”
The gift makes Pandora—and
readers—curious.
Most humans are tempted by
the forbidden.
makes root word that
means “stop or cease”
mean “not ceasing;
constantly”
verb
in-, “not”
makes root word that
means “made capable”
mean “took away the
capacity to do; disabled”
incessantly
Inventing creatures to
An icy, powerful wind
embody life’s miseries enables accompanies the slimy, snarling,
readers to perceive the
ugly creatures.
ugliness of pain and sorrow.
17
The author leaves hope in
the box.
17
impenetrable adjective
im-, “not”
makes penetrable (“able to
be penetrated”) mean “not
able to be penetrated”
17
infinite
adjective
in-, “not”
makes finite (“having
limits”) mean “not finite;
having no limits”
19
innocuous
adjective
in-, “not
makes nocuous (“harmful”)
mean “not nocuous;
harmless”
Hope can alleviate suffering;
human misery is not the
final word.
Practice Text Comprehension Strategies for
ELA Assessment
• Use the Comprehension Question Card with small
groups of students to practice answering textdependent questions.
• Say: Today I will help you learn how to answer
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
the answer and put them together.
•M
odel. Read the first Look Closer! question. Say:
I will show you how I answer a Look Closer!
question. This question asks me to identify a
sequence of events. I know because it has the clue
words Then what happened? Now I need to look
for other important information to find in the book.
What information do you think will help me? (Allow
responses.) Yes, I’m looking for the part about
Pandora’s fingers touching the latch on the box. On
page 19, I read that Pandora touched the latch. Then
she slowly turned the latch and opened the box. An
icy wind blew through the room and knocked her
down. Ugly creatures flew out of the box. This is the
sequence of events in this scene. I looked in several
sentences to find the answer.
•G
uide Practice: Use the Flip Chart to help you
develop other Look Closer! questions.
Reflect and Review
•T
urn and Talk. Ask partners or small groups to
discuss the following questions.
Do you think this myth would have ended differently
if Pandora were a goddess instead of a human? Why?
What other ways could you explain why we have
suffering in the world?
Fluency: Read with Characterization and
Feelings
• You may wish to have students reread the myth with
partners during independent reading time. Have them
focus on using what they know about Pandora’s and
Epimetheus’ personalities to express the characters’
emotions through tone of voice and pacing.
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.
6
three myths
from Ancient Greece
©2011 Benchmark Education Company, LLC
Day 4
Before Reading
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.
Set a Purpose for Reading
• Ask students to read the myth, focusing on how the
characters and plot work together to explain a natural
event. They should also look for effective word choice
and consider its effect.
Read “Demeter and Persephone”
• Place students in groups based on their reading
levels. Ask students to read the myth silently,
whisper-read, or read with partners.
• Confer briefly with individuals to monitor their
understanding individuals and their use of fix-up
strategies.
After Reading
Build Comprehension: Make Judgments
• Lead a whole-class discussion about the strategy of
making judgments. Ask: When you make judgments
about a myth, how do you support your judgments?
Make sure students understand that readers make
judgments by evaluating the myth’s elements, such as
a divine or superhuman main character or a creative
explanation of something in nature. They support
their judgments with details and examples.
• Divide the class into two teams. Give each team time
to make judgments about the myth, citing details
and examples that support the judgment on BLM 2.
Invite them to share ideas with the group.
• Next, read the judgment statements below. Alternate
having each team provide a detail or example from
the myth that supports the judgment.
Hades is frightening and fills readers with dread.
Demeter’s loss of power is understandable. The
author has prepared readers for it.
The solution to the problem is satisfying, because it
combines both human and god-like elements.
©2011 Benchmark Education Company, LLC
Judgment about
Characters or Plot
Details to Support
Judgment
Practice Text Comprehension Strategies
for ELA Assessment
• Use the Comprehension Question Card with small
groups of students to practice answering textdependent questions.
• Say: Today I will help you learn how to answer
Prove It! questions. The answer to a Prove It!
question is not stated in the book. You have to
look for clues and evidence to prove the answer.
•M
odel: Read the second Prove It! question. Say:
I will show you how I answer a Prove It! question.
This question asks me to identify an unstated main
idea. I know because it asks what a paragraph
is mainly about. Now I need to look for other
important information in the question. What
information do you think will help me? (Allow
responses.) Yes, I need to reread the third paragraph
on page 27. The text says, “But during those four
months, I will need to rest from my duties tending
Earth”; “nothing will grow or be harvested”;
“Earth will reflect my feelings and become cold and
barren.” These details all tell about what Demeter
will do during the four months that Persephone is in
Hades. This is the unstated main idea.
•G
uide Practice: Use the Flip Chart to help you
develop other Prove It! questions and support
students’ text-dependent comprehension strategies.
Focus on Vocabulary: Prefixes (im-, in-)
• Ask students to work with a partner to complete the
“Focus on Words” activity on page 29 using BLM 3.
Have groups of students share their findings.
•T
ransfer Through Oral Language. Divide
the class into two teams. Assign each a target
word. Have teams brainstorm things their words
describe. Then, have the teams act out why each
person, place, or thing on their list is (inconsolable,
innocent, implacable, or insurmountable).
three myths
from Ancient Greece
7
Day 4 (cont.)
Page Word
Part of
Speech
Day 5
Prefix
and Its
Meaning
How Prefix Changes
Meaning of Base Word
22
inconsolable
in-, “not”
makes consolable (“able
to be comforted”) mean
“not able to be consoled
or comforted”
25
innocent
in-, “not”
makes root word that
means “wicked” mean
“not wicked; free from
guilt; blameless”
26
implacable
im-, “not”
makes root word that
means “please” mean
“not able to be placated,
or pleased”
Reflect and Review
• Ask and discuss the following questions.
What new words have you added to your vocabulary
this week? Which is your favorite?
Which mythic character do you admire most? Why?
How do effective word choice and prefixes help
writing?
Fluency: Read with Characterization and
Feelings
• You may wish to have students reread the myth with
partners during independent reading time. Have
them focus on reading with appropriate expression.
Have students use what they know about the traits
and emotions of Hades, Persephone, and Demeter to
express the personality and feelings of each character.
Before Reading
Summarize and Make Connections
Across Texts
• Engage students in a discussion about the three
myths in this book. Invite a different student to
summarize each myth.
• Ask students to turn to the inside back cover of
the book. Say: We know that all of these myths
share certain features—divine or superhuman main
characters who perform incredible feats. What
else do they have in common? (Allow responses.)
Today we compare and contrast the characters and
problems in all three myths.
• Ask students to work individually or in small groups
to complete BLM 4 (Make Connections Across
Texts). Then bring students together to share and
synthesize their ideas.
Hercules’ 11th
Labor
Pandora’s Box
Demeter and
Persephone
Who are
the main
characters?
Hercules, Atlas,
King Eurystheus
Zeus, Pandora,
Epimetheus
Demeter, Persephone,
Hades, Zeus
What
challenge
does the main
character
face?
Hercules must
take golden
apples from
his enemy, the
goddess Hera.
Pandora wants
to know all
things, especially
what is in the
forbidden box.
Demeter is too
grief-stricken to
care for Earth when
her daughter is
kidnapped.
How are
the other
characters
involved in the
challenge?
King Eurystheus
gives Hercules
the impossible
task. Atlas gets
the apples for
Hercules but
then deceives
him.
Zeus creates
Pandora,
knowing that
her curiosity will
draw her to the
box. Epimetheus
enforces Zeus’
command.
Persephone is
trapped between
two people who
need and want her.
Zeus negotiates with
Hades.
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
from Ancient Greece
©2011 Benchmark Education Company, LLC
Day 5 (cont.)
Reread “Demeter and
Persephone”
• Place students in groups based on their reading
levels. Ask students to reread the myth silently or
whisper-read and pay attention to annotations.
After Reading
Analye the Mentor Text
• Read and discuss the mentor annotations.
Practice Text Comprehension Strategies for
ELA Assessment
• Use the Comprehension Question Card with small
groups of students to practice answering textdependent questions.
• Say: Today I will help you learn how to answer Take
It Apart! questions. The answer to a Take It Apart!
question is not stated in the book. You must think
like the author to figure out the answer.
•M
odel. Read the first Take It Apart! question. Say:
This question asks me to think about the author’s
purpose. I know because it says “Why does the
author ...” Now I need to look for other important
information in the question. What information do
you think will help me? (Allow responses.) Yes,
I need to look at the illustration on page 23 and
see how it fits in with the story. I think the author
wants to show what the Underworld looked like to
help readers understand what it would be like to live
there. Thinking about the author’s purpose helped
me answer this question.
•G
uide Practice. Use the Flip Chart to help you
develop other Take It Apart! questions.
• Read step 3. Say: Before you’re ready to write,
you need to rethink the myth’s setting and plot so
you can retell them. “Pandora’s Box” takes place
long ago before suffering came into the world.
When you write your myth, think about how
the setting will allow you to creatively explain
something that occurs in nature. What plot, or
actions, will help you show the origin of this
natural occurrence? Choose one of the myths the
class has brainstormed. Work as a group to retell
its problem and solution.
Build Comprehension: Identify Sequence
of Events
•E
xplain: When authors write a story, they
describe the plot events in sequence. For example,
Hercules encounters Prometheus on his way to
get the apples. Hercules helps Prometheus, who is
grateful. As a result, Prometheus suggests a plan
for acquiring the apples. Readers pay attention to
the sequence of events by noting clue words that
signal time order.
•M
odel: In “Demeter and Persephone,” Demeter
watches Persephone picking flowers in a meadow.
Then, Hades emerges from the Underworld and
spies the girl. Once Demeter falls asleep, Hades
kidnaps Persephone. The sequence of events
allows a twist to occur.
•G
uide Practice. Invite students to work in
small groups to identify and list the sequence of
events in the rest of “Demeter and Persephone.”
Remind them to watch for clue words that signal
time order.
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
from Ancient Greece
9
Days 6–15
Write a Myth
• Use the suggested daily schedule to guide students
through the steps of process writing. Allow
approximately 45 to 60 minutes per day. As students
work independently, circulate around the room and
monitor student progress. Confer with individual
students to discuss their ideas and help them move
forward. Use the explicit mini-lessons, conferencing
strategies, and assessment rubrics in Using Genre
Models to Teach Writing for additional support.
• Before students begin planning their myth, pass
out copies of BLM 5 (Myth Checklist). Review the
characteristics and conventions of writing that will
be assessed. Tell students that they will use this
checklist when they complete their drafts.
• This daily plan incorporates the generally accepted
six traits of writing as they pertain to myths.
Days 6–7: Plan
• Ask students to use BLM 6 (Myth Planning Guide) to
record information about the characters, setting, and
plot for their myth.
• Encourage students to refer to the “Features of
a Myth” web on page 3 and to the steps in “The
Writer’s Craft” on pages 30–31 of the book.
• Confer with individual students and focus on
their ideas. Did students begin their myth with
an explanation for some natural occurrence or a
particular hero’s quest in mind? Did they develop
the characters and plot so that the explanation or
outcome naturally follows?
Days 8–9: Draft
•T
ell students that they will be using their completed
Myth Planning Guides to begin drafting.
•S
ay: Remember that when writers draft their ideas,
they focus on getting their ideas on paper. They
can cross things out. They can make mistakes in
spelling. What’s important is to focus on developing
your characters, setting, and plot. You can make
corrections and improvements later.
• Confer with students as they complete their drafts.
Use the Myth Checklist to draw students’ attention
to characteristics of the myth genre that they may
have overlooked. Focus on organization and voice in
the writing.
• Pair students for peer conferencing.
Days 6–15
• Confer with students, focusing on sentence fluency,
word choice, and conventions. Did students include
both long and short sentences? Do the sentences
read smoothly? Have students chosen interesting
words and phrases? Did they use appropriate spelling,
punctuation, and grammar?
• Students can continue editing and revising at home.
Days 12–13: Create Final Draft and
Illustrations
• Ask students to rewrite or type final drafts.
• Invite students to illustrate their final drafts to depict
specific characters or events.
• Confer with students about publishing plans and
deadlines.
Days 14–15: Publish and Share
•E
xplain: One of the great joys of writing is sharing
it with others. Authors publish their books so that
people can buy them. They make their work available
on the Internet and hold readings. We can share our
writing, too.
• Use one or more of the ideas below for sharing
students’ work:
Make a class display of students’ completed myths.
Hold a class reading in which students can read their
myths to one another and/or to parents.
Create a binder of all the myths for the school or
classroom library.
Myth Checklist
Features of the Genre Checklist
Yes
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.
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
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.
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.
No



1. Research myths and decide on one to retell.
 
 
 
Identify
 and develop characters.
2.
 
Characters
Traits, Special Skills, Effect on Plot
Yes
No 1:
Character
_______________
Character

 2:
_______________


Character

 3:
_______________
 
 
3. “Rethink” setting and plot.
 
 
Setting
 
Problem
Events
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.
10
three myths
from Ancient Greece
©2011 Benchmark Education Company, LLC
Name _________________________________________________
Date ___________________
Word Choice
Directions: R
ead 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. O
n his birthday, the boy’s face (radiated joy, was happy).
________________________________________________________________
3. A worried mother (walked, paced) in the hallway.
________________________________________________________________
________________________________________________________________
4. T he grizzly bear (stood up, reared suddenly) on its hind legs and
roared.
________________________________________________________________
________________________________________________________________
5. T he Wolf said in a sly, (wheedling, false) voice, “I’ll be glad to help you.”
________________________________________________________________
________________________________________________________________
Directions: C
omplete the sentence with carefully chosen words.
6. I returned to my seat with the ribbon, smiling ____________________
________________________________________________________________
three myths
from Ancient Greece
blm 1
©2011 Benchmark Education Company, LLC
Name _________________________________________________
Date ____________________
Make Judgments
Directions: U
se the chart below to make judgments.
Judgment about
Characters or Plot
Details to Support
Judgment
“Hercules’
11th Labor”
“Pandora’s
Box”
“Demeter and
Persephone”
three myths
from Ancient Greece
blm 2
©2011 Benchmark Education Company, LLC
Name _________________________________________________
Date ___________________
Focus on Prefixes: im-, inDirections: R
eread 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.
Hercules’
11th Labor
Page
Word
8
immortal
8
impossible
10
immobilize
12
interminable
16
incessantly
17
incapacitated
Pandora’s 17
Box
infinite
19
innocuous
22
inconsolable
26
three myths
from Ancient Greece
impenetrable
17
25
Demeter and
Persephone 26
Prefix
How Prefix
Part of
and Its
Changes Meaning
Speech
Meaning of Base Word
innocent
implacable
insurmountable
blm 3
©2011 Benchmark Education Company, LLC
Name _________________________________________________
Date ____________________
Make Connections Across Texts
Directions: U
se the chart to answer the questions. Then, summarize how the myths
are alike and different.
“Hercules’ 11th
Labor”
“Pandora’s
Box”
“Demeter and
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?
three myths
from Ancient Greece
blm 4
©2011 Benchmark Education Company, LLC
Name _________________________________________________
Date ___________________
Title ________________________________________________________________________­______
Myth Checklist
Features of the Genre Checklist
Yes No
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.












1. My myth has a strong lead.
2. My myth is told in first or third person. 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
three myths
from Ancient Greece
blm 5








©2011 Benchmark Education Company, LLC
Name _________________________________________________
Date ____________________
Myth Planning Guide
Directions: U
se the chart below to plan your own myth.
1. R
esearch myths and decide on one to retell.
2. I dentify 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
three myths
from Ancient Greece
blm 6
©2011 Benchmark Education Company, LLC