Understanding by Design

Unit 4 – Heart and Soul

Unit Title: Heart and Soul Grade Level(s): 7th

grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: Myths, Tone, Text Features, Setting, Mood

Designed By: Jenny Bernardi, Julie

Giordano, Michele Jones, Lindsay

Heatwole

Time Frame: 8 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals): We have continued to move through the theme of growing up. In this unit, students

should be able to see how all of the previous themes fit into this last one. The skills and

lessons that students will acquire through the stories in this theme will be implemented

when they complete the ―Treasure Hunter‖ performance task.

Materials and Resources: Short Works from Elements of Literature

“Mason Dixon Memory” p. 65

“Music Makers” p. 990

“Power of Music” p. 1008

“Hungry Here? For Millions of Americans the Answer is „Yes‟” p. 870

“Here Be Dragons” p. 332

“King Midas and the Golden Touch” p. 908

“Orpheus, the Great Musician” p. 915

“The Flight of Icarus” p. 925

“The Twelve Tasks of Hercules” p. 935

“Sir Gawain and the Loathly Lady” p. 978

Extended Works Option

―Touching Spirit Bear‖

Understanding by Design

Stage 1: Desired Results

What content standards are addressed?

1.E.4.a Identify and explain the main idea (of the text or a portion of the text)

1.E.4.b Identify and explain information directly stated in the text (of the text or a

portion of the text)

1.E.4.c Draw inferences and/or conclusions and make generalizations (from the text or a

portion of the text)

1.E.4.e Summarize and Paraphrase

2.A.4.d Summarize or Paraphrase (of the text or a portion of the text)

3.A.2.a Analyze text features that contribute to meaning

3.A.3.c Analyze details that provide information about the setting, the mood created by

the setting, and ways in which the setting affects characters

3.A.3.h Analyze the author‟s approach to issues of time in a narrative (foreshadowing)

3.A.7.b Analyze language choices that create tone

What enduring understandings are desired

(and what misunderstandings will be addressed)? Reading can alter perceptions of the world around us.

Strength of character

By showing me that every decision I make not only affects me, but others around me.

They are all milestones that contribute to the final result.

What essential questions will guide this unit and focus teaching/learning? How does language influence the way we think, act, and perceive the world?

In the face of adversity, what causes some people to prevail while others fail?

How does the unit, ―Heart and Soul‖, contribute to your life?

How do the four previous themes lead up to heart and soul?

What topical questions will guide this unit and focus teaching/learning?

How do I know if I understand what I read? What do I do if I didn‘t understand what I

read?

How does reading several works help evolve a universal theme?

How does the author‘s choice of words help identify the intended tone of the piece?

How do text features aid in finding important information?

How does summarizing and paraphrasing a text or portion of the text assist a reader in

breaking down the complexity of the text?

What key knowledge and skills will students acquire as a result of this unit? Knowledge of:

Main Idea

Details of the text (directly stated)

Summarizing and Paraphrasing (informational text)

Text Features (online features)

Myths

Setting and Mood

Tone

Skills:

Identify main idea

Identify and explain information directly stated in the text

Make inferences

Summarize and Paraphrase an informational text

Analyze specific language choices to determine tone

Understanding by Design

Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

Performance Tasks*

You are a literary treasure hunter. Your next task is going to require creativity, lots of

thought, and imagination. From the list of readings that has been provided to you, pick a story

that seems to be of interest to you. Once you have read the story, and become an expert, this

is where your task begins.

You will need to choose a character from the story you have read. Begin thinking

about items that represent your character based on their human spirit. Gather a collection of

odds and ends; items such as a marble, a feather, a poker chip, anything you can think of that

could represent the human spirit of your character. For example, a feather may represent that

your character loves wildlife and yearns to be free like a bird.

Place items in your treasure chest (brown paper bag) for safe keeping while you write

up your report. Your job is to complete an artifact log. The log should include the artifact,

why the artifact was chosen, any connections to other artifacts in the chest, and how the

artifact relates the to the character‘s heart and soul. (You may show the performance task 5

example to help students understand the concept in the appendix)

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):

See Standardized Test Preparation Workbook to select appropriate selections and

questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins for good discussions of the skills that have been taught.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the kids write about the performance task. Have

them explain what they liked about the task, didn‘t like about the task, how it could be

changed.

Performance Task Blueprint

Task Title: Treasure Hunter Approximate Time Frame: 1 week

What desired understandings/content standards will be assessed through this task?

Analyze Characterization

Analyze Internal and/or External Conflicts

Analyze details that provide information about the setting, the mood created by the

setting, and ways in which the setting affects characters.

What criteria are implied in the standard(s) understanding(s) regardless of the task

specifics?

Organization

Time Management

Through what authentic performance task will students demonstrate understanding?

You are a literary treasure hunter. Your next task is going to require creativity, lots of

thought, and imagination. From the list of readings that has been provided to you, pick a story

that seems to be of interest to you. Once you have read the story, and become an expert, this

is where your task begins.

You will need to choose a character from the story you have read. Begin thinking

about items that represent your character based on their human spirit. Gather a collection of

odds and ends; items such as a marble, a feather, a poker chip, anything you can think of that

could represent the human spirit of your character. For example, a feather may represent that

your character loves wildlife and yearns to be free like a bird.

Place items in your treasure chest (brown paper bag) for safe keeping while you write

up your report. Your job is to complete an artifact log. The log should include the artifact,

why the artifact was chosen, any connections to other artifacts in the chest, and how the

artifact relates the to the character‘s heart and soul. (You may show the performance task 5

example to help students understand the concept in the appendix)

What student products/performances will provide evidence of desired understandings?

Product: Treasure Hunter

Performance:

Students will have to select a piece to read

and read the selection in order to

effectively represent the character with a

symbol that represents the human spirit.

Taking the artifacts that have been chosen

for their characters, the students will

create a symbol and persuade the class by

giving a speech to demonstrate that their

symbol meets the criteria.

By what criteria will student products/performances be evaluated?

See Rubric that follows.

You may also want to assess elements of writing, according to instruction during the

Writer’s Workshop.

UNIT 4 RUBRIC

Heart and Soul There is in-depth analysis of the character’s human spirit and delves deep into the mind and personality of the character

There is some in-depth analysis of the character’s human spirit; but a few artifacts delve deep into the mind and personality of the character.

There is LITTLE OR NO in-depth analysis of the character’s human spirit; and some artifacts delve very little into the mind and personality of the character.

There is NO in-depth analysis of the character’s human spirit, and. All artifacts are inappropriate and do not delve into the mind and personality of the character

Knowledge Gained

Student could easily and correctly state many facts about the character as they present each artifact.

Student could easily and correctly state 1-2 facts about the character as they present each artifact.

Student could easily and correctly state 1 fact about the character as they present each artifact.

Student did NOT correctly state facts about the character as they present each artifact.

Artifact Relevence (30%)

All artifacts are strongly related to the character and make it easier to understand.

All artifacts are related to the character and add depth to understanding.

All artifacts relate to the character.

Artifacts do not relate to the character.

Creativity Student put a lot of thought into making the artifacts and box interesting and easy to understand as shown by highly creative final product.

Student put some thought into making the artifacts and box interesting and easy to understand as shown in the final product.

Student tried to make the artifacts and box interesting and somewhat easy to understand, but some of the things made the information harder to understand.

Little thought was put into making the artifacts and box interesting or understandable.

Individual Required Elements (Individual 30%)

Five or more artifacts presented along with thorough and revealing written explanations of those artifacts including thoughtful personal connections.

Five or more artifacts presented along with sufficient written explanations of those artifacts including some personal connections

Three or more artifacts presented along with minimal written explanations of those artifacts.

Fewer than three artifacts presented. No personal connections on the importance of the artifacts.

Description The description of the artifact is clear, complete, accurate, and provides evidence needed to support the character’s human spirit

The description of the artifact is compete, accurate and provides the evidence needed to support some points of the character’s human spirit

The description of the artifact is fairly complete and accurate. It omits some evidence needed to support the points of the character’s human spirit.

The description of the artifact is unclear or contains inaccuracies or does not provide evidence to support points of the character’s human spirit.

Speaks Clearly/Volume

Speaks clearly and distinctly 100 to 90% of the time. Volume is loud enough to be heard by all audience members through out the presentation.

Speaks clearly and distinctly 75% or more of the time. Volume is loud enough to be heard by all audience members 80% of the time

Speaks clearly and distinctly 50% or more of the time. Volume varies so that at times audience can not hear.

At times mumbles and can not be heard by audience. Volume often too soft to be heard by all audience members.

Understanding by Design

Stage 3: Plan Learning Experiences and Instruction

What sequence of teaching and learning experiences will equip students to develop

and demonstrate the desired understanding?

1. A big portion of the stories included in the ―Heart and Soul‖ unit are Greek and

Roman Myths. There are many ways to introduce this unit. If computer access is

available, a library think quest activity could be created. A website that provides

good information for this type of learning is

http://library.thinkquest.org/J002356F/greek.htm

*Another way to introduce this unit is simply showing a PowerPoint that provides

students some background knowledge about Myths & Gods. (See Power Notes or

click link below)

http://www.schools.manatee.k12.fl.us/webdisk/652JHUFFINE/c__documents_an

d_settings_huffinej_my_documents_microsoft_powerpoint_-

_introduction_to_greek_mythology.pdf

*A last way that helps students build background knowledge is completing a

god/goddess chart from an online source. Here is the website where this info can

be found: http://www.mythweb.com/gods/index.html. See Appendix A for

chart that coincides with website

*Another reference is the EOL book, p. 900-901, p. 904-907

Once students have a general idea about the characteristics of a myth and Greek

Gods, a follow-up activity could be to have them complete the Greek God

Worksheet, where they get to briefly research & draw a Greek god. (See

Appendix B)

2. Hook- A good way to hook students after the intro activity is showing a short

movie clip. United Streaming has a 7-8 minute clip entitled ―Greek Mythology‖

from World History: Ancient Civilizations. This clip provides students with brief

information including the travels of Odysseus, the main character from Homer‘s

The Odyssey. While students watch and learn about Odysseus, have them think

about how his life experiences and adventures fit into the ―Heart & Soul‖ unit.

(See Appendix C for questions with video)

3. Introduce/define the core vocabulary words to be used throughout the unit as the

story is read. These words can be found at the beginning of each story under

―Academic Vocabulary‖.

4. ―Orpheus, the Great Musician‖ is recommended as the first story to use in this

unit. The story makes references to the underworld, also known as Hades. A

good building background activity is a website search. Below is the link that

provides information about Hades:

http://www.springfield.k12.il.us/schools/southeast/pprojects/Group%202/%20text

/nonni_/nonni/underworld/index.html.

See Appendix D for worksheet that goes along with website search. Have

students read myth and complete Reading Focus on p. 913.

5. The next myth that is recommended is ―The Twelve Tasks of Heracles‖. A

background activity that explains the different tasks can found in Appendix E &

F. Have students read the myth and discuss the positives and negatives about this

story being told as a graphic story. ** As an extension, have students create their

own graphic story based on another myth/story read in class or one not discussed.

(e.g. ―The Flight of Icarus‖ or King Midas and the Golden Touch‖)

6. Main Idea: Review over main idea and details with the students. Main idea is

what the paragraph is about. Details support the main idea. (Appendix G)

a. Have students read one of the following stories listed below and identify

the main idea in the text or in a portion of the text. Students will make a

paragraph mobile that shows the main idea and details. They can write a

topic sentence on a large piece of construction paper, foam block, or

cardboard canister. Then, they can write supporting details on smaller

pieces and dangle them from the main idea. Have each student make a

presentation of their mobile in front of the class. Then display the mobiles

in the classroom so students can share their work.

b. Another way to practice working with this skill is to get a few newspapers

as well as Scholastic type newspaper/magazines and have them laminated.

Then, put them in a center with a variety of options for telling about what

they read. Sticky notes for the Main Idea(yellow), 3 supporting facts

(pink), and one like and one dislike about the article (blue). You may also

include copies of ready to use graphic organizers for "Main Idea‖. For

students to complete.

Refer to Informational Text Focus on p. 97 and the Holt~ One Stop Planner CD

Resources pt 1 HRS for other lesson plan ideas.

c. ―Mason Dixon Memory‖ p. 65

d. ―Music Makers‖ p. 990

e. ―Power of Music‖ p. 1008

f. ―Hungry Here? For Millions of Americans the Answer is ‗Yes‘‖ p. 870

7. Inference:

a. Review with the students that we make inferences when we take

information from a text, connect with our own experience to make a

conclusion. (Appendix J) Possible idea – Give students a bag filled with

many items that relate to a particular concept. Then, have the students

draw conclusions about what they may be reading about. This skill can be

done with any story within the unit.

b. If computer access is available, an alternative way to review inferring is

by having students work individually or in partners to solve crimes on the

website

http://www.superpages.com/enlightenme/superthinkers/pages/welcome.ht

ml . This website is very interactive and engaging for students.

c. ―Merlin and the Dragons‖ p. 967

d. ―King Midas and the Golden Touch‖ p. 908

e. ―Sir Gawain and the Loathly Lady‖ p. 978

f. ―The Flight of Icarus‖ p. 925

g. ―The Twelve Tasks of Hercules‖ p. 935

8. Summarizing and Paraphrasing: Review with students that summarizing is a

restatement of the main points whereas paraphrasing is a restatement of the text

giving the meaning in another form.

a. A great, engaging way to review summary is by having students make fortune

tellers. Students will use this activity after students have read or listened to a

story. First, you will need to print a copy of the Summarizing Fortune Teller

handout for each student. Each student will need a piece of paper. Students are

to fold the fortune teller according to instructions. It is best to model the steps

in the folding process. After students are finished folding the fortune teller,

they are to write the words and questions on their fortune teller the same as

they are on the example provided. Students will then partner up and

summarize the story by using the fortune tellers. (Appendix H)

b. A great way to practice paraphrasing is by having students listen or read a

variety of passages and then without having students look back at the text,

have them rewrite what they heard in their own words. This is a great way to

show students that paraphrasing is a restatement of the text giving the

meaning in another form. (Appendix I)

c. Teachers can use sentence summary frames for this activity.(Appendix K)

The summary frames work for both general reading (1.E.4.e)

summarizing/paraphrasing and informational text summarizing/paraphrasing

(2.A.4.d).

a. ―Mason Dixon Memory‖ p. 65

b. ―Music Makers‖ p. 990

c. ―Power of Music‖ p. 1008

d. ―Hungry Here? For Millions of Americans the Answer is ‗Yes‘‖ p. 870

e. ―Here Be Dragons‖ p. 332

f. ―King Midas and the Golden Touch‖ p. 908

g. ―Orpheus, the Great Musician‖ p. 915

h. ―Sir Gawain and the Loathly Lady‖ p. 978

i. Optional text can be found using ProQuest

Username: Wicomico

Password:1776

9. Mood and Setting:

a. Setting: Read a passage from an illustrated children‘s book that introduces

the setting. Do not show students the illustration. Have students sketch the

setting, based on the information in the description. Allow students to

share the pictures. Have them explain why they drew the setting the way

that they did. What words or phrases influenced their interpretation and

depiction of the setting? Show the illustration in the book. Discuss

similarities and differences among the all of the drawings.

Establish with students that setting, one of the elements of fiction, is the

time and place of the action of a story. The setting may be specific and

detailed and introduced at the very beginning of the story, or it may be

merely suggested through the use of details scattered throughout the story.

Customs, manners, clothing, scenery, weather, geography, buildings, and

methods of transportation are all part of setting. The importance of setting

differs from story to story. Sometimes the setting is fairly unimportant, as

in most fables. In other stories, the setting is very important. It may have

an effect on the events of the plot, reveal character, or create a certain

atmosphere. Discuss the specific elements of setting, which are outlined

below.

Time and Place

Read the following passage to students:

On a rainy November morning in 1776, a soldier trod a solitary path along

a road in western Virginia. His gait was slow, and his face—barely visible

beneath untold layers of grime—betrayed an anguished, exhausted

expression.

Ask students the following:

Where does the story take place? What details tell you this?

When do the events of this story take place? What clues tell you so?

b. Mood

Establish with students that the setting can help develop and establish the

mood of a story. A vivid description of the setting will help the reader to

see, hear, smell, taste, and touch the environment of the story.

Share with students the following passage:

It was a cold and cheerless evening. The fog seemed to hover over the

street, clutching the buildings, the streetlamps—the entire city—in a

damp, icy grip. If one were to stand still, passers-by would emerge briefly

from the gloom, only to disappear from view after taking just a few steps.

These ghostly apparitions tormented James as he impatiently waited for

his valet to return with his carriage.

Ask students the following:

What sensory details does the author use to draw the reader into the

setting?

What mood do these details help create?

Review with students that mood is the way a reader feels after reading

something. Explain that how the writer describes the setting can create the

mood. Using the color activity (Appendix M), have students demonstrate

their understanding of how different events would create different color

choices due to the mood that they are setting. The teacher can use the first

and last Seeds at mdk12.org for activities.

―Orpheus, the Great Musician‖ p. 915

―Merlin and the Dragons‖ p. 967

10. Tone: Review with students that tone is how the author feels about the subject.

Use Shel Silverstein poems to help teach the concept (Appendix L). Important

words are used to set the tone or mood of a story. For example, what pictures

come to mind when you read the following sentences. ―The boat gently rocked in

the waves.‖ ―The boat tossed in the waves.‖ After discussing the mental images,

share how words can set the mood or tone of the whole story or poem.

Brainstorm words that might appear in a comedy, a mystery, or a scary story.

Remind the students that important words can also be used to make predictions.

11. Inform students that many times an author may drop hints about what might

happen later on to create more suspense. This use of clues is called

foreshadowing. Possible places to go for mini-lessons would be Elements of

Literature textbook p. 161 &

http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devic

es/foreshadowing.htm

a. ―Merlin and the Dragons‖ page 967.

12. Use questions from each text (Literary Perspective, Literary Focus, etc) to assess

students on information that is directly stated from the text.

a. All text can be used

13. As students are reading the selections, they will have multiple journal

opportunities with teacher selected topics that relate to the theme. Several of the

short story selections have journal opportunities at the end of the story.

14. Have students begin the Performance Task, using the short works that have not

been taught. You might narrow these options down to 3-5 that you wish for

students to focus on.

15. After the Performance Task, have students respond to the Student Self-

Assessment task outlined in Stage Two (2) of this unit.

A Myths Building Background

To complete the following chart, please visit the following web address

and navigate to find your answers.

http://www.mythweb.com/gods/index.html Click on the picture of the

god to obtain information.

The Olympians

Title Relations Roman Name

Zeus Supreme god of

the Olympians

-Youngest son of Cronus and

Rhea

- He was the father of the heroes

Perseus and Heracles

Jupiter

Hera

Aphrodite

Poseidon

Athena

Apollo

Artemis

Demeter

Hephaestus

Hermes

Ares

Dionysus

B Name_______________________

The Greek God -___________________________

What am I God

of?

Is there a special Myth

about me?

Name of Myth:

The basic story:

C Greek Mythology Video Questions

1. Mythology comes from the Greek word for

__________________________.

2. Myths were the stories people told to explain: _________

a. The world around them

b. Troubles within the universe

c. How to create a god

3. Who wrote The Odyssey? ______________

4. How long did it take Odysseus to get from Troy to Ithaca?

____________

5. Name 2 challenges that Odysseus faced.

6. Name 3 facts you learned about Greek Mythology.

D Hades and the Underworld

1. Fill in the blanks from the paragraph

Down in the depths of the earth lies the _____________. Hades is the god who rules over

this ___________ __ ____ ________. Hades is a selfish god who is only concerned with

increasing his ____________. Those that help the underworlds population grow are

favored. He is very unwilling to let any of his subjects ___________. For most, life in the

underworld is especially unpleasant. It is almost "like a miserable dream, full of

_______________without sunlight or hope. A joyless place where the dead slowly fade

into______________.

2. Scroll down and click on The Map. Use the map to answer the following

questions.

Follow the path of Aneus. Where does it end? ______________________

Follow the path of Odysseus. What grove does he travel through?

____________________

Examine the key. Out of which waters are the souls drinking from?

________________________

Using spatial organization (to the right, to the left, etc.) Describe the

underworld in four sentences.

3. Scroll down and click to the rivers. Answer the following questions and

complete the chart.

How did souls ride on the Acheron River?

________________________________________________

Name of River Known as the river of ….

4. Scroll down and click on the globe. Once on homepage, scroll down and click on

Hades. Read about Hades and write down 4 facts about him.

1.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________

2.

3.

4.

5. Click on Globe. Once on homepage, scroll down and click on Stories of the

Underworld. Read and then answer the following questions.

Who is Hades wife? ______________________ *** What is she the

goddess of? ________________

How did Hades get her to stay with him?

_________________________________________________

What is the name of Hades‘ three-headed dog?

__________________________

Who were the 3 judges that the souls had to be tried through?

____________________________________________________________

_____________________

YAY, you are an underworld expert! Woo Hoo!

E

Background- 12 Tasks of Hercules The Nemean Lion- More than two thousand years ago, Greeks believed the god Zeus placed the figure of a gigantic lion in the sky with the rest of the stars. This lion lived in the city of Nemea. The people who lived in that region were terrorized by the Nemean Lion. Several times they tried to destroy the beast.

Nemean Lion

The Hydra-The Hydra, which lived in the swamps near to the ancient city of Lerna in Argolis, was a terrifying monster which like the Nemean lion was the offspring of Echidna (half maiden - half serpent), and Typhon (had 100 heads). The Hydra had the body of a serpent and many heads of which one could never be harmed by any weapon, and if any of the other heads were severed another would grow in its place (in some versions two would grow). Also the stench from the Hydra's breath was enough to kill man or beast (in other versions it was a deadly venom). When it emerged from the swamp it would attack herds of cattle and local villagers, devouring them with its numerous heads. It totally terrorized the vicinity for many years.

Cerynition Hind- The Cerynitian hind was a female deer, a doe, that lived at Oinoe or the forest of Cerynitia. It was a very special deer because it brazen hooves and golden antlers. Not only that, the deer was sacred to the goddess of hunting and the moon, Diana; she was Diana's special pet.

Erymanthian Boar- the Erymanthian Boar was a giant fear-inspiring creature of the wilds that lived on **Mount Erymanthos**, a mountain that was apparently once sacred to the Mistress of the Animals. A boar is a huge, wild pig with a bad temper, and tusks growing out of its mouth. Every day the boar would come crashing down from his lair on the mountain, attacking men and animals all over the countryside, gouging them with its tusks, and destroying everything in its path.

The Augean Stables- King Augeas owned more cattle than anyone in Greece. Some say that he was a son of one of the great gods, and others that he was a son of a mortal; whosever son he was, Augeas was very rich, and he had many herds of cows, bulls, goats, sheep and horses. Every night the cowherds, goatherds and shepherds drove the thousands of animals to the stables. The stables had never been cleaned out.

Stymphalian Birds- An enormous flock of birds which gathered at a lake near the town of Stymphalos. Some versions of the legend say that these Stymphalian birds were vicious man-eaters. The 2nd century A.D. travel writer, Pausanias described them as equal to lions or leopards in their fierceness.

Cretan Bull- At that time, Minos, King of Crete, controlled many of the islands in the seas around Greece, and was such a powerful ruler that the Athenians sent him tribute every year. There are many bull stories about Crete. Zeus, in the shape of a bull, had carried Minos' mother Europa to Crete, and the Cretans were fond of the sport of bull-leaping, in which contestants grabbed the horns of a bull and were thrown over its back. Minos himself, in order to prove his claim to the throne, had promised the sea-god Poseidon that he would sacrifice whatever the god sent him from the sea. Poseidon sent a bull, but Minos thought it was too beautiful to kill, and so he sacrificed another bull. Poseidon was furious with Minos for breaking his promise. In his anger, he made the bull rampage all over Crete, and caused Minos' wife Pasiphae to fall in love with the animal. As a result, Pasiphae gave birth to the Minotaur, a monster with the head of a bull and the body of a man. Minos had to shut up this beast in the Labyrinth, a huge maze underneath the palace, and every year he fed it prisoners from Athens.

Mares of Diomedes- also called the Mares of Thrace were four man-eating horses that belonged to Diomedes. He fed his horses the flesh of unsuspecting strangers. It is said he was as savage as his mares; they were totally uncontrollable and were tethered by chains to a bronze manger.

Hippolyte's Belt- Hippolyte was queen of the Amazons, a tribe of women warriors. The Amazons lived apart from men, and if they ever gave birth to children, they kept only the females and reared them to be warriors like themselves. Queen Hippolyte had a special piece of armor. It was a leather belt that had been given to her by Ares, the war god, because she was the best warrior of all the Amazons. She wore this belt across her chest and used it to carry her sword and spear.

Cattle of Geryon- Geryon was the son of Chrysaor and Callirrhoe. Chrysaor had sprung from the body of the Gorgon Medusa after Perseus beheaded her, and Callirrhoe was the daughter of two Titans, Oceanus and Tethys. With such distinguished lineage, it is no surprise that Geryon himself was quite unique. It seems that Geryon had three heads and three sets of legs all joined at the waist. Geryon lived on an island called Erythia, which was near the boundary of Europe and Libya. On this island, Geryon kept a herd of red cattle guarded by Cerberus's brother, Orthus, a two-headed hound, and the herdsman Eurytion.

Apples of Hesperides- Hera had given these golden apples to Zeus as a wedding gift. These apples were kept in a garden at the northern edge of the world, and they were guarded not only by a hundred-headed dragon, named Ladon, but also by the Hesperides, nymphs who were daughters of Atlas, the titan who held the sky and the earth upon his shoulders.

Capture of Cerberus- Cerberus' parents were the monster Echinda (half-woman, half-serpent) and Typhon (a fire-breathing giant covered with dragons and serpents). Cerberus was a vicious beast that guarded the entrance to Hades and kept the living from entering the world of the dead. According to Apollodorus, Cerberus was a strange mixture of creatures: he had three heads of wild dogs, a dragon or serpent for a tail, and heads of snakes all over his back. Hesiod, though, says that Cerberus had fifty heads and devoured raw flesh.

F

Name: ________________

12 Tasks of Hercules-Building Background

1. Who did the Greeks believe placed the figure of the giant lion in the

sky? _______________________________

2. Write a brief description of the Hydra using at least three details.

3. Who did the Cerynition Hind belong to? _______________________

Why was it special? __________________________________________

4. How did the Boar attack the men and animals?

__________________________________________________________________

__________________________________________________________________

5. Name the various animals that occupied The Augean Stables.

__________________________________________________________________

__________________________________________________________________

6. The Stymphalian Birds were just as fierce as what 2 animals?

_______________________ & _________________________

7. What was the effect of Minos’ wife Pasiphae to fall in love with the

bull?

__________________________________________________________________

__________________________________________________________________

8. The Mares of Diomedes were also known as

____________________________

The horses were fed ___________________________________________________

The horses were chained to ___________________________________________

9. What made Hippolyte’s belt special?

__________________________________________________________________

Appendix G

Main Idea and Details

Detail Detail

Detail

Detail

Main Idea

Appendix H

Summarizing 1. Use this activity after students have read or listened to a story. 2. Print a copy of the Summarizing Fortune Teller handout for each student. 3. Students fold fortune teller according to instructions. It is best to model the steps in the folding process. 4. Using the fortune teller, students summarize the story.

Student 1 (holding the fortune teller)

Student 2 (responding to questions)

“Choose a word (Get, Into, the, Book).” Holds fortune teller closed.

“Into.”

“I…N…T…O.” (spelling out word, and opening the fortune teller one way on “I”, the other way on “N”, etc)

“Choose a word.” (Continuing to hold the game open on the four words visible when the last letter “O” was spelt)

“You!”

“Y…O…U.” ( as done above)

“Choose a word.”

“Share!”

Folds open the flap with the word Share! on it, and reads out the question underneath the flap.

Student responds to the question.

5. Have fun summarizing the stories you’ve read!

Appendix H

Appendix H

Appendix I

Paraphrasing Exercise

Directions: On a separate piece of paper, write a paraphrase of each of the following

passages. Try not to look back at the original passage.

1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our

heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera.

"The cold ocean water around Antarctica flows north to mix with warmer water from the

tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the

fragility of this regulating system is now threatened by human activity." From "Captain

Cousteau," Audubon (May 1990):17.

2. The twenties were the years when drinking was against the law, and the law was a bad joke

because everyone knew of a local bar where liquor could be had. They were the years when

organized crime ruled the cities, and the police seemed powerless to do anything against it.

Classical music was forgotten while jazz spread throughout the land, and men like Bix

Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper

was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps

more than anyone or anything else, America's break with the past. From Kathleen Yancey,

English 102 Supplemental Guide (1989): 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head

injuries. Half of those killed are school-age children. One study concluded that wearing a bike

helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs

the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports

(May 1990): 348.

4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of

all modern artists, if you admit the feel of the breeze as necessary to a landscape and the

smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway

Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With

scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in

art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of

the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter

Plagens, "Bright Lights." Newsweek (26 March 1990): 50.

5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so

far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest

building. The question is: Just how high can a building go? Structural engineer William

LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears

Tower. And architect Robert Sobel claims that existing technology could produce a 500-story

building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15.

Appendix J

Inference Chart

It Says . . . (writer’s clues)

I Say . . . (own experiences)

And So . . . (inference)

Appendix K

Appendix L

What If Last night, while I lay thinking here, some Whatifs crawled inside my ear and pranced and partied all night long and sang their same old Whatif song: Whatif I'm dumb in school? Whatif they've closed the swimming pool? Whatif I get beat up? Whatif there's poison in my cup? Whatif I start to cry? Whatif I get sick and die? Whatif I flunk that test? Whatif green hair grows on my chest? Whatif nobody likes me? Whatif a bolt of lightning strikes me? Whatif I don't grow talle? Whatif my head starts getting smaller? Whatif the fish won't bite? Whatif the wind tears up my kite? Whatif they start a war? Whatif my parents get divorced? Whatif the bus is late? Whatif my teeth don't grow in straight? Whatif I tear my pants? Whatif I never learn to dance? Everything seems well, and then the nighttime Whatifs strike again!

~Shel Silverstein

Messy Room Whosever room this is should be ashamed! His underwear is hanging on the lamp. His raincoat is there in the overstuffed chair, And the chair is becoming quite mucky and damp. His workbook is wedged in the window, His sweater's been thrown on the floor. His scarf and one ski are beneath the TV, And his pants have been carelessly hung on the door. His books are all jammed in the closet, His vest has been left in the hall. A lizard named Ed is asleep in his bed, And his smelly old sock has been stuck to the wall. Whosever room this is should be ashamed! Donald or Robert or Willie or-- Huh? You say it's mine? Oh, dear, I knew it looked familiar!

~Shel Silverstein

Rain I opened my eyes And looked up at the rain, And it dripped in my head And flowed into my brain, And all that I hear as I lie in my bed Is the slishity-slosh of the rain in my head. I step very softly, I walk very slow, I can't do a handstand-- I might overflow, So pardon the wild crazy thing I just said-- I'm just not the same since there's rain in my head.

~Shel Silverstein

Appendix M

Mood and Setting What colors do you think an artist or illustrator might use to help show the mood for each of the following events? Choose one (or two) of the colors for each sentence. 1. A wizard is casting a spell that will cause deadly, giant flying insects to come to life and attack the hero (or heroine). White Yellow Red Green Blue Purple Gray Black 2. A child is walking through a forest with his/her parent. They spot the river where they will fish and enjoy some quiet time with nature and with each other. White Yellow Red Green Blue Purple Gray Black 3. A child is walking through a forest alone when s/he sees a magical fox using a computer. White Yellow Red Green Blue Purple Gray Black 4. A small, nervous mouse carefully watches a grassy field before it inches out to look for food. White Yellow Red Green Blue Purple Gray Black 5. A family celebrates their move into a beautiful, new home. White Yellow Red Green Blue Purple Gray Black 6. A child is walking home from school when his/her grandfather drives up. The grandfather tells the child that they have to go to the hospital right away because the child’s mother has been in an accident. White Yellow Red Green Blue Purple Gray Black 7. A wild horse is standing at the top of a hill as the wind whips by. The horse is young and strong. Soon it will race down the hill enjoying its freedom and power. White Yellow Red Green Blue Purple Gray Black