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Instructional Sequence
Oral Communication Objectives:
Speaking and Listening Standards:
Comprehension and Collaborative - activities/structures:
Presentation of Knowledge and Ideas – activities/structures:
Unit Name: Making A Difference – Unit 2
Story: 5
Number of days: 5-7
Text(s): Perseus and Medusa Video
Written Communication Objectives: Write an opinion on Perseus and what the reader felt was his strongest character trait.
Writing Standards: W 1.1 Write an opinion piece that states an opinion, supplies a reason for the opinion, and provides some sense of closure.
Task Purpose Audience
Create a class word web of possible character traits
Prewrite to organize ideas Class
Choose a trait to write about, watch the video
and find evidence showing this trait while taking notes.
Gather evidence to use in the opinion piece Self
Write opinion of Perseus using the evidence to
support opinion.
Write an opinion piece about “Perseus and Medusa” supporting the opinion with reasons.
Teacher/Classmates
Culminating Activity:
Create a “Help Wanted” ad, listing the chosen character trait with qualifications of the applicant. (Bring in examples from internet and classified ads)
Show an understanding of the character trait and how it applies to Perseus
School bulletin board
Academic Language:
Reading Objectives: Determine the meaning of words and phrases including those that allude to mythological characters.
Reading Standards: RL 4.4
Text Dependent Questions
Question Answer
Identify the hero and the villain in this myth. Use evidence from the video to support your answer.
Perseus
What is the quest in the myth and how do we know? Perseus’s quest is to kill Medusa. He brings the head of Medusa to the king in exchange for a place in the castle.
What caused Perseus to nearly die? Why do you think this happened? As Perseus went along his quest he went through many challenges in defeating Medusa.
What was the magical object or weapon he used to achieve his goal? How do you think the outcome would have changed if he did not have it?
The water nymphs gave him the cap of invisibility to help him escape unseen by Medusa’s gorgon sisters and a magical bag to carry Medusa’s head in once he had chopped it off, for Medusa’s eyes kept their power to turn anyone to stone even after she was dead so he had to keep it hidden. Hermes gave Perseus a special curved sword that could never be broken and a pair of winged sandals that would enable him to fly.
What is the meaning of the phrase, “lost beyond all hope?” Why does the author choose to use this figure of speech instead of just saying he was lost?
The meaning of the phrase “lost beyond all hope” means that the task of finding Medusa was hopeless. The author added beyond all hope to show the viewer that although the goal seemed impossible, Perseus could reach this goal.
Scaffolds Intro to lesson Resources
1. Read aloud Midas Touch (Teacher’s Read Aloud)
2. Show images of mythological characters.
3. Discuss origins and meanings of idioms and similes (see list on resources column) that are used in many myths.
4. Use idioms in sentences with partners.
5. Read myth (see web-link)
Midas touch, hair like Medusa, Herculean strength, Achilles heel, chaotic, Rome wasn’t built in a day, it’s all Greek to me, winged sandals, http://www.karascope.com/_samplefiles/ng_literacy_y3_sample.pdf