Curriculum / ELA / 4th Grade / Unit 3: Interpreting Perspectives: Greek Myths / Lesson 23

Interpreting Perspectives: Greek Myths

Lesson 23

ELA

Unit 3

4th Grade

Lesson 23 of 23

These assessments accompany this unit to help gauge student understanding of key unit content and skills.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing. This assessment should take approximately one class period.

Fluency Assessment

The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. The Fluency Assessment should be given at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing. Find additional guidance for using this assessment and supporting reading fluency in Teacher Tools.

Download Fluency Assessment

Lesson 22

Lesson Map

Identify one ancient Greek god or goddess, and explain their significance to the ancient Greeks.

“The Gods and Goddesses of Ancient Greece!”
“Greek Mythology for kids: Greek Gods, their Symbols and Temples in Greece”
Boxes and Bullets Graphic Organizer
Ancient Greece Timeline (G4, U3, L1)
Trading Card Template (G4, U3, L1)

Standards

RI.4.9W.4.8

Summarize what happens in "Pandora's Box."

McElderry... pp. 6–12 — "Pandora's Box"

Standards

RL.4.2

Analyze how the speaker's point of view in "Pandora" influences how events are described.

I am Arachne pp. 6–10

Standards

RL.4.3RL.4.6

Explain how the speaker's perspective of Pandora changes from one poem to the next.

Echo Echo — "Pandora and the Box"

Standards

RL.4.5RL.4.6RL.4.7

Describe how the author uses structural elements of drama to retell what happens in "Pandora's Box."

Myth Plays pp. 23–27

Standards

RL.4.2RL.4.5RL.4.7

Explain how comparing different forms of a literary text helps build a deeper understanding of the text and its major themes. Analyze which author's craft decisions or structures have the greatest influence on how events are described.

I am Arachne pp. 6–10
Myth Plays pp. 23–27
McElderry...
Echo Echo
Theme Brainstorming Page (G4, U3, L6)

Standards

RL.4.5RL.4.6RL.4.7RL.4.9SL.4.1SL.4.1.cSL.4.1.dW.4.1

Use subordinating conjunctions to show cause-and-effect or contrast in complex sentences.

Editing Checklist 1 (G4, U3)

Standards

L.4.1.f

Rewrite the myth from Epimetheus's point of view.

I am Arachne
Myth Plays
Echo Echo
McElderry...
Narrative Writing Rubric (G4)
Single Point Narrative Writing Rubric 1 (G4, U3)
Narrative Brainstorming Graphic Organizer
Sample Narrative Brainstorming Graphic Organizer 1 (G4, U3, L8)

Standards

L.4.3.aW.4.3.aW.4.3.d

Summarize what happened in "Arachne."

McElderry... pp. 30–35

Standards

L.4.1.fRL.4.2RL.4.3RL.4.6

Describe the impact of telling a story from different points of view.

I am Arachne pp. 2–5
Echo Echo — "Arachne and Athena"

Standards

L.4.1.fRL.4.2

Explain how the author uses the structural elements of drama to retell the story of Arachne.

Myth Plays pp. 48–51

Standards

L.4.1.fRL.4.5RL.4.7

Explain how comparing different forms of a literary text helps build a deeper understanding of the text and which author's craft decisions or structures have the greatest influence on how events are described.

I am Arachne pp. 2–5
Myth Plays pp. 48–51
McElderry...
Echo Echo
Discussion Handout (G4, U3, L12)

Standards

RL.4.2RL.4.5RL.4.6RL.4.7RL.4.9W.4.1

Use relative pronouns to add more detail to an independent clause.

Editing Checklist 2 (G4, U3)

Standards

L.4.1.a

Rewrite the myth "Arachne" from Athena's point of view.

All unit texts
Narrative Writing Rubric (G4)
Single Point Narrative Writing Rubric 1 (G4, U3)
Narrative Brainstorming Graphic Organizer
Sample Narrative Brainstorming Graphic Organizer 2 (G4, U3, L14)

Standards

L.4.2.bL.4.3.aW.4.3.aW.4.3.b

Summarize "Echo and Narcissus."

McElderry... pp. 22–29

Standards

L.4.1.aRL.4.2RL.4.3

Defend if Narcissus learns his lesson.

I am Arachne pp. 36–42
Echo Echo — "Narcissus and Echo"
Discussion Recording Page (G4, U3, L16)

Standards

L.4.1.aRL.4.2RL.4.3

Identify and explain which parts of the story are highlighted in the drama.

Myth Plays pp. 28–33

Standards

L.4.1.aRL.4.3RL.4.5RL.4.7

Explain how comparing different forms of a literary text helps build a deeper understanding of the text and which author's craft decisions or structures have the greatest influence on how events are described.

I am Arachne pp. 37–44
Myth Plays pp. 28–33
Echo Echo
McElderry...

Standards

RL.4.2RL.4.5RL.4.6RL.4.9SL.4.1W.4.1

Rewrite the myth "Echo and Narcissus" from Narcissus's point of view.

All unit texts
Narrative Writing Rubric (G4)
Single Point Narrative Writing Rubric 1 (G4, U3)
Narrative Brainstorming Graphic Organizer
Sample Narrative Brainstorming Graphic Organizer 3 (G4, U3, L19)

Standards

L.4.3.aW.4.3.aW.4.3.bW.4.3.d

Analyze how a theme or topic is treated in each of the myths from the unit by comparing and contrasting the treatment of similar themes and topics.

All unit texts
Discussion Graphic Organizer (G4, U3, L20)

Standards

RL.4.2RL.4.9SL.4.1SL.4.1.cSL.4.1.dSL.4.3W.4.1

4 days

Defend how Greek myths are still relevant today by using examples from students' lives and the world around them.

All unit texts
Opinion Writing Rubric (G4)
Single Point Opinion Writing Rubric (G4, U3)
Editing Checklist 2 (G4, U3)
Two Paragraph Outline
Sample Two Paragraph Outline (G4, U3, L21)

Day 1 - Brainstorming

Plan an opinion essay by naming an opinion and listing reasons to support it.

All unit texts
Two Paragraph Outline
Sample Two Paragraph Outline (G4, U3, L21)

Standards

W.4.1W.4.1.aW.4.1.b

Day 2 - Drafting

Provide adequate elaboration of reasons to support an opinion or position.

All unit texts
Single Point Opinion Writing Rubric (G4, U3)
Two Paragraph Outline — Completed from Day 1

Standards

W.4.1W.4.1.aW.4.1.bW.4.5

Day 3 - Drafting

Provide clear introduction and conclusion sections relating to the topic.

All unit texts
Single Point Opinion Writing Rubric (G4, U3)
Completed Student Drafts from Day 2

Standards

SL.4.1W.4.1W.4.1.aW.4.1.b

Day 4 - Revision & Editing

Revise by deleting details that don't support the main idea.

Opinion Writing Rubric (G4)
Single Point Opinion Writing Rubric (G4, U3)
Editing Checklist 2 (G4, U3)
Completed Student Drafts from Day 3

Standards

L.4.1.aL.4.1.fW.4.1W.4.5

2 days

Revise and edit a narrative from earlier in the unit.

Narrative Writing Rubric (G4)
Single Point Narrative Writing Rubric 2 (G4, U3)
Editing Checklist 2 (G4, U3)
Student work from Lessons 8, 14, and 19

Day 1 - Revising

Use precise dialogue tags to convey ideas and develop characters.

Single Point Narrative Writing Rubric 2 (G4, U3)
Student work from Lessons 8, 14, and 19

Standards

L.4.3.aW.4.3.bW.4.3.d

Day 2 - Revising

Include a conclusion that provides the reader with a sense of closure.

Narrative Writing Rubric (G4)
Single Point Narrative Writing Rubric 2 (G4, U3)
Editing Checklist 2 (G4, U3)
Student work from Lessons 8, 14, and 19

Standards

L.4.1.aW.4.3.e

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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