®
GUIDeD
ReADING
“Arachne”
MYTH
890L
Retold by Josephine Preston Peabody
KeY iDea An arrogant weaver competes with the Goddess Athena. she does not heed
Athena’s warning and must face the consequences.
LiTeracY sTanDarDs aDDresseD in THis PLan
rL.4.1
rL.4.4
Main Focus Key ideas & Details
sL.4.1b
sessions 1, 2, 3
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
Follow agreed-upon rules for discussions and carry
out assigned roles.
L.4.4b
Main Focus craft & structure
determine the meaning of words and phrases
as they are used in a text, including those
that allude to significant characters found in
mythology.
Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word.
L.4.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases, including those that signal precise actions,
emotions, or states of being and that are basic to a
particular topic.
Sessions 2, 3
rL.4.9
W.4.1
IsBN 978-1-62889-618-3
rL.4.10
Main Focus integration of Knowledge & ideas
rF.4.3a
range of reading & Level of Text complexity
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in
the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
Phonics & Word recognition
Additional Instruction
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
rF.4.4c
Fluency
Text Types & Purposes
Writing Task
Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
Session 3
Compare and contrast the treatment of similar
themes and topics and patterns of events in
stories, myths, and traditional literature from
different cultures.
Vocabulary acquisition & use
session 1, Additional Instruction
Main Focus integration of Knowledge & ideas
Make connections between the text of a story
or drama and a visual or oral presentation of
the text, identifying where each version reflects
specific descriptions and directions in the text.
Vocabulary acquisition & use
session 2
Sessions 2, 3
rL.4.7
comprehension & collaboration
Sessions 1, 2, 3
W.4.8*
research to Build & Present Knowledge
session 1, 2, 3
Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.4.9
research to Build & Present Knowledge
session 1, 2, 3
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
W.4.10
range of Writing
Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
session 2
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
MoNDo BookshoP GRADe 4
1
Session 1
Learning Focus
rL.4.1
Students read closely to
analyze details to explain
what a text says explicitly
and make inferences.
“Arachne”
PReVieWing the text
5 minutes
Read the title and author credit with students.
Today’s text is “Arachne,” which is retold by Josephine Preston Peabody.
Think about what might be happening on this first page.
I see a woman weaving. There are young women and an old woman
watching her. The old woman seems concerned.
What would you like to find out by reading this story?
I’d like to know who the woman weaving is and why the old woman looks
concerned.
eLL suPPorT
Let’s read to find out.
Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses:
The author says ___.
The text says ___.
rL.4.1
ReAding the text CLoSeLY
10 minutes
explain the learning focus. have students read page 35. Check on their
application of the focus. Provide support if needed.
Today as we read this story we will pay close attention to details. We will use
these details to explain what a story directly tells to make an inference. Try
to focus on important details in the story as you read page 35. . . . Let’s talk
about some of the details on this page. Share with the group something the
story tells you directly.
Arachne is well known for her weaving skill.
Can you share the details in the story where you found that?
The story says, “Arachne was known throughout the country for her skill as
a weaver.”
Who would like to share an inference you made while reading this page?
Arachne is proud.
Can you share the details in the story you used to make that inference?
The story says that Athena was not happy when the naiads and dryads said
she must have learned to weave from Athena. It also says that Arachne
thinks she can weave better than Athena and challenges her.
corrective Feedback
Have students closely reread
pages 35 to make inferences.
Encourage them to silently
reread, stopping at key points
to think and talk together about
their understandings.
sL.4.1b
Discussion
collaborative
if you are satisfied that students can apply the focus, have them continue
this thinking to the end of the selection. if you are not, prompt students to
reread the text segment to consider what the text tells them directly and what
inferences they can make using details in the story.
Our work today is to pay close attention to details as we read so we can
use them to explain what the story tells us directly and also make inferences
about what the story doesn’t tell us. Now let’s read to the end of the myth.
diSCuSSing the text
10 minutes
invite students to point out details from the story they can use to explain what
the text says explicitly or they can use to make inferences.
Be sure to follow our rules for discussions as we talk about the details from
the story we can use to explain something it tells us directly or we can use
to make an inference. Who would like to share with the group something the
story tells us directly?
The old woman changes into Athena.
2
”ARACHNE”
Can you share what details you used to explain this?
The story says that Arachne was amazed to see the old woman change into
a beautiful maiden with gray eyes and golden hair, crowned with a golden
helmet.
Would anyone like to share an inference they made?
Arachne’s pride keeps her from listening to good advice.
Can you share the details in the story you used to make that inference?
coMPreHension sHare
You may want to bookmark
details and examples of
important things that happen
in the story. That way you can
refer to them when you are
telling about what the text
says.
When the old woman tries to warn her against boasting about her skill
being better than Athena’s, she tells her to stop talking and that she is
not afraid.
I like the way you analyzed details in the story and followed the rules for
discussions. You used details to explain what the text told you directly and
made inferences. We should do that often as we think about details in the
stories we read.
draw attention to the words looms and shuttles on page 36.
Look at the words looms and shuttles on page 36. Let’s look for clues in the
story to find out what these words mean. Who can share a clue?
The story is about weaving, so they must have something to do with
weaving.
Yes. Who can share another clue?
The story says that the shuttles move back and forth over the two looms.
Who would like to share what looms and shuttles are?
The shuttles must help to weave the thread together, and the looms must
be where the thread is woven together and held.
L.4.6
VocaBuLarY
acquisition and use
Discussion TiP
Have a discussion about rules
students should follow in order
to speak one at a time, gain
the floor in respectful ways,
and listen carefully to others.
Post the rules where all can see
them.
Remember to look through the story to determine the meaning of unfamiliar
words.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read a story.
Today we analyzed details and used them to explain what the story told us
directly and made inferences. Keep the work we’ve done in mind as you read
other stories.
ERESOURCE
Formative assessment: comprehension using the Quick
Start Planner, note this session’s learning focus. observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focus.
TEACHER’S
CHOICE CoMPRehenSion: KeY ideAS And detAiLS
ERESOURCE
Formative assessment have students use the blackline master
rL.4.1
coMPreHension
Key idea and Details
on page 10 to describe what the text says directly and to make inferences
about key details. Review students’ responses as you evaluate their mastery of
the learning focus.
TEACHER’S
CHOICE ConStRuCted ReSPonSe: CoLLeCt text eVidenCe
ERESOURCE
Formative/summative assessment have students use the
W.4.8*, W.4.9, rL.4.1
WriTing
gather information
blackline master on page 11 as they read. Students will collect details from
the text to answer the question: How did immortals punish mortals? Use text
evidence to support your answer. Review students’ collected evidence as you
evaluate their mastery of the learning focus.
MoNDo BookshoP GRADe 4
3
Session 2 “Arachne”
Learning Focuses
RL.4.1, RL.4.4, RL.4.7
Students return to text to
read closely and analyze
details to explain what the
story says explicitly and
to make inferences. They
make connections between
the text of the story and
illustrations as well as
determine the meaning of
words and phrases as they
are used in the text.
Returning to the Text
5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s quickly review our discussion from the last session.
We talked about analyzing details as we read. We used our analysis to
explain what the text told us directly. We said Arachne is well known for
her weaving skill. We also used our analysis to make inferences. We said
Arachne is proud.
Reading the Text CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 35 and 36. Check
in to see how well they have understood the focuses. If you are satisfied that
students can apply them, have them read the balance of the selection. If not,
provide corrective feedback as suggested on page 2 of this plan.
oday as we read, we will continue to analyze details to explain what
T
the story says directly and make inferences. We’ll also make connections
between the text and illustrations as well as determine the meanings of
words as they are used in the story. Let’s read page 35 silently and think
about important details. . . . Who will share a detail from the story that tells
us something directly?
Arachne did not want to be in debt to Athena, even though Athena gave
her the skill to weave.
Who can share an inference they made using details from the story?
Athena has not come to compete with Arachne but to warn her about the
consequences of her behavior.
Can you share the details that helped you make that inference?
Instead of trying to prove that her weaving is better, Athena weaves
illustrations of her triumph over reckless mortals.
Draw attention to the words naiads and dryads on page 35.
COMPREHENSION SHARE
Introduce the meaning of
this phrase as it is used in
the text: their hair stood
on end. Have a discussion
with students about why this
phrase does not mean what
the words actually say. Ask
students to work with partners
to discuss what this nonliteral
phrase in the story means.
ook at the words naiads and dryads on page 35. Some words in stories refer
L
to characters from mythology. Let’s look for clues in the story to find out
what these characters are. Who can share a clue?
Later in the story, it says they are nymphs.
Yes. Who can share another clue?
The story says that the naiads came from the water, and the dryads came
from the trees.
Who would like to share what naiads and dryads are?
They are tree and water nymphs from mythology.
Remember that some words in stories can refer to characters in mythology.
Focus on making connections between the story and the illustrations.
e can look at illustrations and connect them to details in the stories we
W
read. Who can describe the illustration on page 36?
Athena has appeared. Arachne does not look afraid.
4 ”ARACHNE”
Who would like to share details in the story that are connected to the
illustration?
The text says that “It was Athena herself.” It also says that Arachne was
“unawed.”
Keep reading closely to the end of the story. Think about how the illustrations
and text are connected.
Formative assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to accuracy, appropriate rate, and expression. if
students need additional practice with fluency, provide the necessary support
at the end of the session.
diSCuSSing the text
10 minutes
guide a discussion in which students pay close attention to important details
to explain things the story tells them directly, make inferences, determine the
meanings of words, and make connections between the text and illustrations.
sL.4.1b
Discussion
collaborative
Who can share one thing the story told us directly?
Athena wove a picture of a woman turned into a crane for her dispute with
a goddess.
Who would like to share an inference and the details they used to make the
inference?
Even though Athena is weaving warnings, Arachne is not afraid. The text
says that she made pictures that made fun of the gods Zeus and Apollo by
portraying them as birds and beasts.
Continue the discussion, focusing on determining the meanings of words and
phrases used in a text.
Let’s look at the word insolence on page 38. Can someone look for context
clues to help figure out the meaning of the word insolence?
The word means “rude behavior.” The text says that “not even her wrath
at the girl’s insolence.” Wrath is anger. I know that Athena was angry about
Arachne’s boasting and pride. She was angry about the girl’s rude behavior.
eLL suPPorT
L.4.4 Vocabulary Support
vocabulary words such as
back and forth, god, and
wove in context using the
ELL vocabulary strategies in
Getting Started.
Continue the discussion, making connections between the illustrations and
the text.
Look at the illustration on page 37. Would someone like to describe the
illustration?
Athena and Arachne are weaving pictures. Athena is weaving a picture of a
donkey on a throne. Arachne is weaving a picture of a crane.
Would anyone like to share connections they made between the illustration
and the text?
The text says that Arachne made light of Zeus and portrayed him as a
beast. The illustration shows that she weaved him as a donkey.
draw attention to the word entranced on page 38.
Remember, we can look at the meanings of parts of words to help us figure
out the meanings of unfamiliar words. Who would like to share something
you notice about the word entranced?
L.4.4b
VocaBuLarY
affixes and roots
The word has three word parts—the prefix en-, the suffix -ed, and the root
word trance.
Will someone share what the prefix en- means?
It means “to make or put into.”
MoNDo BookshoP GRADe 4
5
coMPreHension sHare
Introduce the word nymph
from the story. Explain
that sometimes authors
use descriptive words that
are made from names or
other words, such as the
word Herculean, which
means extremely strong. It
is taken from the mythical
character, Hercules, who was
very strong. Help students
understand what nymph
means in the story and how
this word came to be.
Can someone share what the suffix -ed at the end of a word tells us?
It happened in the past.
Who can share what the root word trance means?
It means “a state of concentration.”
Let’s think about the meanings of the prefix, suffix, and root word. Who
would like to share the meaning of the word entranced?
It means “to be put into a state of concentration.”
Yes. Remember to think about the meanings of word parts when you read an
unfamiliar word.
help students understand the benefits of reading required material before a
discussion.
We’ve discussed what the story tells us directly and inferences we made.
When you discuss stories, it is important to follow the rules for discussion.
Why do you think it’s helpful to follow rules?
If you talk while someone else is talking, no one can hear what anyone is
saying.
ERESOURCE
Formative assessment: comprehension using the Quick Start
Planner, note this lesson’s learning focus. observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
rF.4.4c
FLuencY
confirm or self-correct
understanding
CHOICE FLuenCY FoLLoW-uP
Fluency Practice guide students to use context to confirm or self-correct
understanding, rereading as necessary. As students read, have them use
self-stick notes to mark places in the text they found difficult so that they’ll
know to pay special attention to those portions during a reread of the text.
TEACHER’S
W.4.8*, W.4.9, rL.4.1
WriTing
gather information
CHOICE ConStRuCted ReSPonSe: CoLLeCt text eVidenCe
ERESOURCE
Formative/summative assessment have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer one of the
following questions: How did immortals punish mortals? or How did immortals
help mortals? use text evidence to support your answer. Review students’
collected evidence as you evaluate their mastery of the learning focuses.
TEACHER’S
rL.4.10
reaDing
independent or guided
CHOICE CRoSS-text ReAding: indePendent oR guided
in preparation for Session 3 (teacher’s choice), have students read the short
text selection “how the Moon got up into the Sky” on page 39 of the themed
text Collection. Remind students to think about the learning focuses from prior
sessions as they read. Alternatively, if your observations indicate that students
might be unable to read the text independently, use the text to conduct a
small group guided reading. session.
Before our next session together, I would like you to read “How the Moon
Got Up Into the Sky” on your own. As you’ve done before, pay close
attention to details in the text to explain what the story says directly, make
inferences, make connections to the illustrations, and find the meanings to
words and phrases used in the story.
6
”ARACHNE”
Session 3
“Arachne” and “how the Moon Got Up Into the sky”
Key idea An arrogant weaver competes with the goddess Athena. She does
not heed Athena’s warning and must face the consequences. the great Chiefs
decide to make a moon to help their people find their way. it may not be
powerful enough, though.
ReFLeCting on the textS
5 minutes
Ask students to reflect on what they learned over the past sessions. invite
them to review and reflect on both texts.
We have learned to use important details in a story to explain what the story
directly tells us as well as make inferences. Who would like to share why this
is important?
Learning Focuses
rL.4.1, rL.4.4, rL.4.7, rL.4.9
Students return to text to
read closely to compare and
contrast texts and cite text
evidence in order explain
what the story says directly
and make inferences.
Students also determine
meanings of words and
phrases in the text and
connect the text and
illustrations.
It is important to pay attention to what the story tells you so that you
can understand what is happening in the story. It is important to make
inferences to help you have a deeper understanding of the characters or
events.
We discussed what the story told us directly and inferences we made in our
first text. Who would like to share something the story told us or an inference
you made about the second text?
The story tells us directly that the Hopi people needed moonlight to see by
at night, but at the end it seems like they are also in need of sun to make
daylight.
CRoSS-text AnALYSiS
10 minutes
guide students to compare and contrast the two texts.
sL.4.1b
Discussion
collaborative
Let’s think about important details in both stories and talk together about
how they are alike or different.
Both stories are alike because they have characters that are powerful—
Athena in “Arachne” and the Great Chiefs in “How the Moon Got Up Into
the Sky.” The stories are different because the immortal Athena punishes
the mortal Arachne, and the Great Chiefs help their people.
It’s helpful to think about how events in stories are alike and different. This
helps you understand both stories more deeply.
guide students to synthesize character and plot elements across both stories.
the analysis should lead to connections and new understandings based on
both stories.
Let’s think about how discussing the two texts together helps you
understand both more deeply. Turn and talk with a partner about that. Try to
come up with a possible theme for the two. Who’d like to share?
The immortals have great power over the mortals.
I also noticed a theme across both stories. Both stories attempt to explain
something in nature.
MoNDo BookshoP GRADe 4
7
integRAting the LeARning
10 minutes
invite students to integrate the information from both texts and clearly state
the big ideas across both texts.
When we read, we try to say what a text was mostly about—the big idea—
in one sentence. Now we’re going to think through key parts of these two
stories to find a big idea for both of them in one or two sentences. Turn and
talk with a partner. Think about how we can state a big idea that would go
with both texts. . . . Who would like to start?
The immortals had great power over people and nature.
have students reflect on the strategies they learned for comparing two stories
with a similar theme.
Let’s recap what strategies we used to deepen our understanding of both
stories.
We thought about important details that told us something directly and
made inferences about characters and events. We said paying close
attention like this helps us better understand the characters and what is
happening in both stories.
W.4.8*, W.4.9, rL.4.1
WriTing
respond to Question
TEACHER’S
CHOICE ConStRuCted ReSPonSe: WRite to SouRCe
ERESOURCE
Formative/summative assessment have students continue
to use the blackline master on page 11 as they finish reading. then ask them
to write a response on a separate sheet of paper that answers one of the
following questions: How did immortals punish mortals? or How did immortals
help mortals? Use text evidence to support your answer. have students use
the text evidence they collected to support their writing.
TEACHER’S
CHOICE
Writing task: opinion
W.4.1
WriTing
opinion
ERESOURCE
summative assessment Review with students what makes a
strong opinion piece. Students will work independently to write a paragraph
about whether the mortals should show respect for the powerful. guide
them to use page 12 for their writing task. Students may wish to share their
paragraphs.
Now that you’ve collected lots of evidence about immortals and mortals, let’s
write a letter to the editor about our opinion of the powerful goddess and
chiefs we met in the stories we read. Use details from both texts to plan your
article. Let’s quickly review what makes a strong opinion piece before we
get started.
Clearly state your opinion. Support your opinion with reasons and
information.
8
”ARACHNE”
TEACHER’S
CHOICE
Additional instruction
oPtionAL guided ReAding: “hoW the Moon
got uP into the SKY”
Prior to Session 3, for students needing additional guidance, you may want to
conduct a guided reading lesson with the short text, “how the Moon got up
into the Sky.” use the learning focuses from Sessions 1 and 2 to reinforce both
practice with the standards and the learning.
rL.4.1, rL.4.4, rL.4.7
coMPreHension
Key ideas and Details
Today we’ll spend some time practicing the comprehension skills we worked
on with our first story. We will pay close attention to details to explain what
the story tells us directly and we will make inferences. We will connect the
text and illustrations and figure out the meanings of words and phrases in the
story. Think about important details as you read the story.
TEACHER’S
CHOICE CLoSe ReAding oPtion: “YAPonChA, the Wind god”
ERESOURCE
summative assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on the
page and respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for a
small-group discussion.
VoCABuLARY
Precise actions discuss with students the word wandered on page 39. guide
students to understand that authors choose words that show precise actions.
rL.4.10
reaDing
independent
L.4.6
VocaBuLarY
Precise actions
In this story, it says the ancient ones wandered into the darkness. Let’s talk
about the word wandered. Who can share what this word means?
It means “to move around with no purpose or plan.”
Who can show what it means to wander? Authors use words to show precise
actions to help readers picture and understand what is happening in the
story. Who can share what the word wander helps you understand about the
people in the story?
The people had no plan of where to go when they left.
Who would like to share another word in the story that shows a precise action?
The word chanted.
What does this word help you understand about what is happening in the story?
The Great Chiefs are repeating words together over and over.
WoRd ReCognition
syllabication Focus on breaking words into syllables. use the words gigantic
and celebrated.
VocaBuLarY TiP
Write sentences on the
board that contain words and
phrases that signal precise
actions, emotions, or states
of being, such as quizzed,
whined, or stammered.
Discuss with students the
words that indicate actions,
emotions, or states of being
and what they mean in
context of the sentence.
rF.4.3a
PHonics & WorD
recogniTion
syllabication
Let’s look at the word gigantic on page 39. How many syllables do you hear?
There are three syllables.
Let’s break it down into the individual syllables: gi gan tic. Sometimes
breaking a multi-syllable word into its parts makes it easier to read. How
many syllables does the word celebrated have?
It has four syllables.
Who would like to try breaking this word into syllables?
The syllables are cel e brat ed.
MoNDo BookshoP GRADe 4
9
Name
Date
Comprehension: Key Ideas and Details
Think about the important details you notice as we read “Arachne.”
Record what the text tells you directly about the setting, characters, or
events. Record any inferences you made about the setting, characters,
or events using the details in the story.
Inferences I Made
© Mondo Publishing
What the Story Tells
Score:
10 ”ARACHNE”
Name
Date
Collecting Text Evidence
Check which question you are citing evidence for. Think about the question
as you read. Write details from the text that help you answer the question.
Be sure to include page references. You may need more than one copy of
this sheet.
How
did the powerful punish mortals?
How did the powerful help mortals?
Page Number
© Mondo Publishing
Details from Text
Score:
Mondo Bookshop Grade 4 11
Name
Date
Writing Task: Your First Draft
Write a letter to the editor that states your opinion about the powerful
people you read about in the stories. How did they punish the mortals?
How did they help the mortals?
REMEMBER: A well-written opinion piece:
© Mondo Publishing
• clearly states an opinion
• supports the opinion with reasons and information
• follows rules of writing (spelling, punctuation, and grammar)
Score:
12 ”ARACHNE”