StudySync Lesson Plan
Metamorphoses
Objectives
1.
Engage students in the plot, characters, themes, setting, and language of Ovid’s
Metamorphoses so that they are prepared to discuss and write about the excerpt and/or
the entire novel.
2. Engage students in the reading of the epic poem format.
3. Practice and reinforce the following Grade 9-10 ELA Common Core Standards for reading
literature, writing, and speaking and listening:
READING: LITERATURE – RL.9-10.1–6, 10
WRITING – W.9-10.1–10
SPEAKING AND LISTENING – SL.9-10.1–5
Time
130 minutes (with up to an additional 135 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on Ovid’s Metamorphoses. The full text of the epic is freely available
from a number of sources online, such as the MIT Classics Archive, though the translations used
in online sources are different from the translation in the excerpt.
Overview
This excerpt presents Ovid’s Metamorphoses. This excerpt from the first book examines the
conflict that arises between Cupid and Phoebus after Phoebus kills Python, and full of pride,
mocks the god of love. Close examination of this excerpt will prepare students to read the entire
collection if desired, and to write thoughtful, informed, and textually-rooted responses, consistent
with the ELA Common Core Standards for the high school grades.
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Lesson Plan: Metamorphoses
Background (10 minutes)
1.
Watch the Preview (SL.9-10.1–2). As a group, watch the video preview of the premium
lesson. Use the following questions to spur discussion following the preview:
a. What does the word “metamorphoses” mean?
b. Based on the preview, what kinds of changes do you think might take place in this
story?
c. How can gods be a metaphor for human life?
Extension (additional 5-10 minutes)
d. Describe (ELL). Ask English Language Learners to brainstorm a list of words that
come to mind when they watch the preview. You might wish to trigger further
associations by showing depictions of Greek and Roman gods and figures from
mythology created during classical times and more recently. Have students share
their lists when done.
e. Write Associatively (W.9-10.3). After students listen to the preview, have them
write a short version of a Greek or Roman myth they know. You might remind
students of familiar myths before they start if you think they will have trouble
remembering any.
f.
Share (SL.9-10.5). Ask for any students who would like to share their own story to
do so. If the students are reluctant to share, you might share your own to help
break the ice.
Engaging the Text (110 minutes)
2. Read the Text (35 minutes)
a. Read and Annotate (RL.9-10.1-5, 10). Have students read and annotate the excerpt
from Metamorphoses. You may wish to direct them first to the writing prompt you
plan to assign to guide their reading. If students are reading the excerpt as a
homework assignment, ask them to write any questions they have into the
annotation tool–these questions are visible to you after the students submit their
writing assignments or beforehand if you use the “Mimic” function to access the
students’ accounts.
Extension (additional 35 minutes)
b. Listen and Discuss (SL9-10.1-2). As a class, listen to the audio reading of the text.
Ask students to discuss how their understanding of the text changed after
listening. What additional images came to mind? What words did the author use to
develop the setting? Did anything stand out more when they listened to the text
than when they read it to themselves? Is it obvious that this was originally a poem?
How so? Encourage students to write down unfamiliar words or questions they
have as they follow along.
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Lesson Plan: Metamorphoses
c. Comprehend (RL.9-10.1-4). Have students complete the multiple-choice questions
individually. Collect papers or discuss answers as a class.
d. Explain (ELL). Use sentence frames to describe the basic plot of this piece:
Phoebus kills the serpent _________________ and mocks Cupid, saying Cupid’s
___________ are weak because they cannot kill. Cupid takes two ___________
from his quiver. He shoots ____________ with the arrow that causes love; he
shoots __________ with the arrow that destroys love. Phoebus falls in love with
_________________, but she runs away from him. Exhausted from running,
________________ begs her father, the river god, to change her so that
__________ will stop loving her. _____________ is changed into a
____________________ whose leaves never fade. Even as a
____________________ she is beautiful.
3. Watch SyncTV (25 minutes)
a. Watch. Either watch the SyncTV discussion associated with Metamorphoses as a
class or ask students to watch it on their individual computers.
b. Focus (RL.9-10.2). Use the portion of the SyncTV discussion from 1:02 to 1:47 to
highlight the discussion of the theme of the gods facing “larger” versions of the
same problems (such as unrequited love) that all humans face.
c. Focus (RL.9-10.1). Use the segment of the SyncTV episode from 3:48 to 5:12 to
start a discussion regarding the language used to describe Phoebus pursuing
Daphne. Do students agree that Phoebus’s infatuation turns to devotion?
d. Discuss (SL.9-10.1-5). After watching the model discussion, ask the class which
ideas in the SyncTV episode stood out for them. What new thoughts do they have
after hearing the students' discussion? Next, divide students into small groups (3-4
students). Move around the room monitoring the groups as students use the
SyncTV episode as a model to discuss some of the following questions:
i. Where do you see the story exploring the theme of love? Can you identify
some places that were not discussed in the SyncTV episode?
ii. Is this story sweet? Creepy? Other? Why?
iii. Do you think EVERYTHING that happens in the story is Cupid’s fault?
iv. Can you think of a time that someone you knew had a crush or was the
object of someone’s crush? Except for the tree transformation, how was
the story of that crush similar to or different from the story of Phoebus and
Daphne?
Extension (additional 60 minutes)
e. Research (W.9-10.2, 4, 7–8, 10). Have students work individually or in pairs to
complete the following assignment:
1.
Have students research at least three other myths about love from
other mythologies (Native American, Norse, Germanic, African,
Caribbean, etc.) Ask them to cite their sources and look for
similarities and differences in the depictions of love in different
mythologies. Ask them to determine, based on their readings, what
aspects of love—at least thematically—are truly universal and write
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Lesson Plan: Metamorphoses
a 300-word essay to discuss their findings.
4. Think (10 minutes)
a. Respond (W.9-10.1, 4, 9). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework.
5. Write (50 minutes)
a. Discuss (SL.9-10.1). Read the writing prompt you have chosen to your students,
and then solicit questions regarding the prompt or the assignment expectations.
Whichever prompt you choose, make sure students are clear about the
assignment’s expectations and the rubric that will be used to evaluate their work.
b. Organize (RL.9-10.1–5, 10; W.9-10.1–2, 5). Ask students to go back and annotate
the text with the prompt in mind. They should be organizing their thoughts and the
points they’ll address in their writing as they make annotations. If you’ve worked
on outlining or other organizational tools for writing, this is a good place to apply
them.
c. Write (W.9-10.1–2, 4–6, 9–10). Have students follow the writing process by
planning, revising, editing, and publishing their written responses.
d. Review (W.9-10.4–6). Use the StudySync “Review” feature to have students
complete one to two evaluations of their peers’ work based on your chosen
review rubric. Have the students look at and reflect upon the peer evaluations of
their own writing. What might you do differently in a revision? How might you
strengthen the writing and the ideas?
Extension (additional 30 minutes)
e. Write Creatively (W.9-10.3–6). Ask students to complete a quick-write short story
or one-act play involving Cupid and another character or characters. Have
students share their writing with the class or in small groups.
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Lesson Plan: Metamorphoses
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
Delian (adj.) – from the region of Delos
2. Parnassus (n.) – a mountain in central Greece where the Muses were said to dwell
3. transfix (v.) – cause (someone) to become motionless with horror, wonder, or
astonishment
4. coax (v.) – persuade (someone) gradually or by flattery to do something
5. rash (adj.) – a lack of careful consideration of the possible consequences of an action
6. laurel (n.) – shrubs and other plants with dark green glossy leaves, in particular the
mountain laurel and the bay tree
7. bough (n.) – main branch of a tree
8. blandishment (n.) – flattering or pleasing statement or action used to persuade someone
gently to do something
9. Amor (n.) – Cupid (or love)
10. lyre (n.) - stringed instrument like a small U-shaped harp with strings fixed to a crossbar
Reading Comprehension Questions
1.
What is another name for Phoebus?
a. Amor
b. Zeus
c. Hercules
d. Apollo
2. What has Phoebus just done that makes him proud?
a. He has fallen for Daphne.
b. He beat Cupid.
c. He has slain Python.
d. He has outrun the sun.
3. What does Cupid do in response?
a. Shoot Phoebus.
b. Shoot Daphne.
c. Resurrect the Python.
d. Challenge him to a race.
4. What does Daphne do after she is struck by an arrow?
a. Flees into the woods so she will never have to marry.
b. Finds her father and bemoans that she will die alone.
c. Vows to slay Cupid.
d. Begs Cupid to save her.
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Lesson Plan: Metamorphoses
5. Which is another name for Cupid?
a. Zeus
b. Amor
c. Hercules
d. Apollo
6. Which is another name for Daphne?
a. Amor
b. Venus
c. Daughter of Peneus
d. Cupid
7. What does Phoebus see when he looks at Daphne?
a. her potential beauty
b. prey
c. a threat
d. something that can’t be mentioned
8. Why does Phoebus say Daphne must slow down?
a. He’ll catch her anyway.
b. He can’t run any faster.
c. He’ll shoot her with a arrow.
d. He’s worried she will hurt herself.
9. Whom does Daphne call out to for help?
a. Cupid, god of Love
b. Peneus, a river god
c. Zeus, king of the gods
d. Apollo, god of the sun
10. What happens in the end to Daphne?
a. She turns into a tree.
b. She escapes to a convent.
c. She is rescued by Venus.
d. Phoebus catches her and she marries him.
Answer Key
1. D
2. C
3. D
4. A
5. B
6. C
7. A
8. D
9. B
10. A
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Lesson Plan: Metamorphoses
Further Assignments
1.
Send students to the MIT Internet Classic Archive to read the same passage that they
read on StudySync. This is a different translation and is in the form of poetry rather than
prose. Have the students write an essay that compares the two translations. (RL.9-10.5,
W.9-10.4–7)
2. Have students write their own modern myth that explores the same theme and message
as this section of the epic. Encourage them to create a myth with supernatural elements
that is a “larger” version of relationships today. (W.9-10.3–5)
3. Assign students a StudySync “Writing” assignment asking students to research the impact
of this particular myth on love stories. They might want to search for “Daphne and Apollo”
on the Internet to find references to the topic. (W.9-10.4–7)
4. After students read the excerpt, have them write a dialogue between Phoebus and
Daphne after she has been turned into a tree. Tell them to be ready to justify their skits
because they’re going to share them with one another and discuss the decisions they
made. (W.9-10.1–5, SL.9-10.5)
5. Assign students a selection of passages or the remainder of Metamorphoses. Have them
write an essay that compares the themes/morals of two or more stories from
Metamorphoses. (RL.9-10.1–6, W.9-10.1–5)
6. Ask students to use the following sentence frames to write a conversation that Cupid and
Phoebus might have after Daphne is turned into a tree. (ELL)
Phoebus: Cupid, why did you ________ Daphne into a ______ ?
Cupid: She wanted to _______ _________ from you. She did not _______ you.
Phoebus: But I loved her. I’m angry at you because now she will never be a
normal __________ . You are punishing _____________ because you don’t like
_________.
Cupid: She will be happy as a __________. Look at the way she waves her
__________.
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Lesson Plan: Metamorphoses