Grade 6 Module 1: Unit 2 - Myths: Not Just Long Ago

Unit 2: Elements and Theme of Mythology in The Lightning Thief

In this second unit of module 1, students will delve deeply into mythology: its purpose,
elements, and themes that align with themes in The Lightning Thief. While they continue
to read The Lightning Thief independently, students will closely read multiple myths. In
the first half of the unit, they will use the informational text Key Elements of Mythology
to better understand the elements and themes of the myths they read. In their mid-unit
assessment, students will read the myth of Prometheus and write an analytical
mini-essay identifying the elements of mythology present in the myth, describing a
theme of the myth, and explaining how key details contribute to the theme. In the
second half of the unit, students will read, think, talk, and write the myths alluded to in
The Lightning Thief. They will determine the themes of myths and how the themes align
with themes in the novel.. As students build toward writing a literary analysis, the
teacher will model writing skills using the myth of Cronus. Students practice these skills
using myths they are reading in small, expert groups. For their end of unit assessment,
students will write a literary analysis summarizing the myth of Cronus, identifying a
common theme between the myth of Cronus and The Lightning Thief, and explaining
why the author chose to include this myth in the novel.

Guiding Questions and Big Ideas

What makes a myth?

Why do myths matter?
All stories have universal elements and themes.

Mid-Unit 1 Analytical Mini-Essay about Elements and Theme of the Myth of

Assessment Prometheus
This assessment centers on ELA CCSS RL.6.1, RL.6.2, RI.6.1,
W.6.2, and W.6.9. For this assessment, students will write an
analytical mini-essay responding to the following prompts: What
are significant elements of mythology in the story of Prometheus?
Explain how elements of mythology contained in the plot make
Prometheus a classic myth. What is an important theme in the
myth of Prometheus? What key details from the myth contribute to
this theme?
Students will have read and discussed the myth Prometheus in
class as well as an informational text about the Key Elements of
Mythology. They will use recording forms to collect important
 details. Their mini-essay will contain two body paragraphs (one
about the elements of myth that they see in Prometheus and one a
theme of the myth) plus a one-sentence introduction and a brief
conclusion to explain how an element of mythology connects to a
theme of the myth. The reading standards assessed center around
citing textual evidence from both the literary text Prometheus and
the informational text Key Elements of Mythology. Students also
are assessed on their ability to determining of a theme of a literary
text. The reading standards could be assessed through the graphic
organizer alone, or verbally, if necessary. This is both a reading and
writing assessment.

End of Unit 1 Literary AnalysisConnecting Themes in Cronus and The

Assessment Lightning Thief
This assessment addresses W.6.2, W.6.5, W.6.9, and L.6.1a, b, c, d.
Students will write a literary analysis responding to the following
prompts:
What is a theme that connects the myth of Cronus and The
Lightning Thief? After reading the myth of Cronus and the novel The
Lightning Thief, write a literary analysis in which you do the
following:
Summarize the myth and present a theme that connects the myth and
the novel;
Describe how the theme is communicated in the myth;
Describe how the theme is communicated in The Lightning Thief;
Explain why myths still matter and why the author may have chosen
to include this myth in the novel.
You will have the opportunity to discuss the reading and your
thinking with your partner before writing independently.
This is primarily a writing assessment. It is not intended to assess
students reading of a myth; discussion is intentionally built in as a
scaffold toward writing. In Lesson 18 students launch this
assessment, writing their best on-demand draft. This draft is not
formally assessed. The actual assessment occurs in Lesson 20, after
peer feedback.

Content Connections

This module is designed to address English Language Arts standards. However, the module
intentionally incorporates Social Studies content that many teachers may be teaching during
other parts of the day. These intentional connections are described below.

6.6 Classical civilizations developed and grew into large empires characterized by powerful
centralized governments, advanced commerce and trade systems, and complex social
hierarchies. The scientific and cultural achievements of these civilizations continue to impact
the world today.
* 6.6.a The classical era was marked by an increase in the number and size of
civilizations.
* 6.6.b Classical civilizations maintained social order through various political systems
that corresponded to the values of their citizens.
* 6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have
shaped our understanding of the world today.
6.7 Major religions and belief systems developed as civilizations grew, which unified
societies, but also became a major source of tension and conflict.
* 6.7.a Belief systems and religions are sets of mutual values that help to explain the way
the world and humanity work.
* 6.7.b Over time, civilizations developed belief systems and religions that differed
across place but shared similar themes.
6.7.c Belief systems and religions unify groups of people and are woven into the social
organization of societies.

Key Text

Rick Riordan, The Lightning Thief (New York: Hyperion Paperbacks for Children, 2005),
ISBN: 0-7868-3865-3.

Related Texts
Berens, E. M. Cronus (Saturn). Myths and Legends of Ancient Greece and Rome. New
York: Maynard, Merrill and Co., 1894.14-15. Web. 7 June 2013.
http://www.gutenberg.org/files/22381/22381-h/22381-h.htm.
Lang, Jean. Prometheus and Pandora. A Book of Myths. New York: Thomas Nelson and
Sons, 1914. 1-4. Web. 7 June 2013. <
http://www.gutenberg.org/files/22693/22693-h/22693-h.htm>
Key Elements of Mythology Written by EL Education for instructional purposes.

Lesson Lesson Title Long-term Supporting Ongoing Anchor

Targets Targets Assessment Charts and
Instructional
Strategies

1 Reading I can cite I can Using

Closely to text-based make Text Details
Build evidence to inferences to
Background support an about Percy Determine
Knowledge: analysis of based on the Main
Myths and information details from Idea
 Legends al text. the text. recording
(RI.6.1) I can use form
I can text details Exit
determine to Ticket
the main determine
idea of an the main
information ideas in
al text based Myths and
on details in Legends.
the text.
(RI.6.2)
2 Building I can cite I can use
Background text-based details from Predictions
Knowledge: evidence images to
The Myth that make Selected-res
of Cronus provides the predictions ponse
strongest about the
support for myth of Understandi
my analysis Cronus. ng a Key
of a literary I can get Allusion to
text. the gist of Cronus in
(RL.6.1) the myth of Chapter 10
I can Cronus. of The
determine a I can Lightning
theme based reflect on Thief
on details in the things
a literary that close
text. readers do.
(RL.6.2)
3 Using I can cite I can Things
Details to text-based answer Understandi Close
Determine evidence questions ng the Readers Do
Theme: The that about the Allusion in Things I
Myth of provides the myth of Chapter 10 Notice/Thin
Cronus strongest Cronus (from gs I Wonder
support for using homework) about
my analysis evidence Chalk Chalk
of a literary from the Talk charts Talk
text. text. protocol
(RL.6.1) I can use
I can context
determine a clues to
theme based determine
 on details in the meaning
a literary of unknown
text. words in the
(RL.6.2) myth of
Cronus.
I can
collaborate
with my
peers to
determine
themes in
the myth of
Cronus.
I can
explain how
a theme in
Cronus is
connected
to a theme
in The
Lightning
Thief.
4 What Makes I can cite I can Carousel
a Myth a text-based make Understandi protocol
Myth? evidence to comparison ng the
Comparing support an s between Allusion in
Cronus and analysis of ideas in the Chapter 10
Shrouded in literary text. myth of Chalk
Myth (RL.6.1) Cronus and Talk charts
I can Shrouded
determine a in Myth. QuickWrite:
theme based I can get The Most
on details in the gist of Important
a literary sections of Thing
text. The Key
(RL.6.2) Elements of
I can cite Mythology.
text-based
evidence to I can
support an reflect on
analysis of things that
information close
al text. readers do.
(RI.6.1)
 I can
determine
the main
idea of an
information
al text based
on details in
the text.
(RI.6.2)
5 Building I can cite I can Word
Vocabulary: text-based collaborate models
Working evidence to with my Student
with Words support an peers to responses
about the analysis of create word
Key information models for Observation
Elements of al text. key s of student
Mythology (RI.6.1) vocabulary thinking
I can use in about
a variety of mythology. vocabulary
strategies to I can
determine explain the
the meaning meaning of
of unknown key
words and vocabulary
phrases. in
(L.6.4) mythology
to my peers.
6 Using I can cite I can Things
Details to text-based answer Understandi Close
Determine evidence questions ng the Readers Do
Theme: The that about the Allusion in Things I
Myth of provides the myth of Chapter 10 Notice/Thin
Cronus strongest Cronus (from gs I Wonder
support for using homework) about
my analysis evidence Chalk Chalk
of a literary from the Talk charts Talk
text. text. protocol
(RL.6.1) I can use
I can context
determine a clues to
theme based determine
on details in the meaning
a literary of unknown
 text. words in the
(RL.6.2) myth of
Cronus.
I can
collaborate
with my
peers to
determine
themes in
the myth of
Cronus.
I can
explain how
a theme in
Cronus is
connected
to a theme
in The
Lightning
Thief.
7 Analyzing I can I can Elements Structure
the Model analyze describe the of Myth of Model
Analytical how a structure of graphic Analytical
Mini-Essay: particular an organizer Mini-Essay
Elements of sentence, analytical (for the about Myth
Mythology paragraph, mini-essay. model
and Theme of chapter, or I can mini-essay)
Cronus section fits describe the Theme
into the details the graphic
overall author used organizer
structure of to make a (for the
a text and claim about model
contributes the elements mini-essay)
to the of a myth.
developmen I can
t of the describe the
ideas. details the
(RI.6.5) author used
I can to make a
write claim about
informative/ the theme of
explanatory a myth.
texts that I can
convey explain why
 ideas and an author
concepts chose
using particular
relevant details to
information support a
that is claim.
carefully
selected and
organized.
(W.6.2)
With
support
from peers
and adults, I
can use a
writing
process to
produce
clear and
coherent
writing.
(W.6.5)
I can use
evidence
from a
variety of
grade-appro
priate texts
to support
analysis,
reflection,
and
research.
(W.6.9)
8 Exploring I can cite I can Myth of
Allusions to text-based explore how Prometheus
Myths in The evidence to the allusion annotated
Lightning support an to the myth for the gist
Thief: Close analysis of of
Reading Part literary text. Prometheus
1 of (RL.6.1) improves
Prometheus I can my
analyze understandi
how an ng of The
 authors Lightning
word choice Thief.
affects tone I can
and explain how
meaning in key
a literary vocabulary
text. adds to
(RL.6.4) meaning in
I can use an excerpt
a variety of of The
strategies to Lightning
determine Thief.
the meaning I can get
of unknown the gist of
words and the myth of
phrases. Prometheus.
(L.6.4)
9 Analyzing I can I can Elements
Details in the determine a reflect on of Myth
Myth of theme based the things graphic
Prometheus on details in close organizer
for Elements a literary readers do. Theme
of Mythology text. I can use graphic
and Theme (RL.6.2) details to organizer
I can cite make a
text-based claim about
evidence to the
support an elements of
analysis of mythology
information in the myth
al text. of
(RI.6.1) Prometheus.
I can I can use
write details to
informative/ make a
explanatory claim about
texts that a theme of
convey the myth of
ideas and Prometheus.
concepts
using
relevant
information
that is
 carefully
selected and
organized.
(W.6.2)
10 Drafting an I can cite I can use Partner
Analytical text-based a model text Writing:
Mini-Essay: evidence to to guide my Analytical
Using support an writing of Mini-Essay
Partner Talk analysis of an recording
and Graphic information analytical form (two
Organizers al text. mini-essay. body
to Guide (RI.6.1) I can use paragraphs)
Thinking I can cite the writing
text-based process, and
evidence to the support
support an of my
analysis of teacher and
literary text. peers, to
(RL.6.1) plan and
I can draft my
write analytical
informative/ mini-essay
explanatory about
texts that Prometheus.
convey I can
ideas and identify and
concepts write
using clearly
relevant about the
information elements of
that is mythology
carefully in the myth
selected and of
organized. Prometheus.
(W.6.2) I can
With identify and
support write
from peers clearly
and adults, I about a
can use a theme in the
writing myth of
process to Prometheus.
produce I can
clear and support my
 coherent thinking
writing. with details
(W.6.5) from the
I can use text.
evidence
from a
variety of
grade-appro
priate texts
to support
analysis,
reflection,
and
research.
(W.6.9)
11 Mid-Unit 2 I can cite I can use Partner
Assessment: text-based a model text Writing:
Writing an evidence to to guide my Analytical
Analytical support an writing of mini-essay
Mini-Essay analysis of an recording
about literary text. introduction form
Mythological (RL.6.1) and (introductio
Elements and I can cite conclusion n and
Theme text-based for my conclusion)
evidence to analytical Final draft
support mini-essay. of the
analysis of I can use analytical
an feedback to mini-essay
information revise and
al text. publish an
(RI.6.1) analytical
I can mini-essay
determine a about
theme based Prometheus.
on details in
a literary
text.
(RL.6.2)
I can
write
informative/
explanatory
texts that
convey
 ideas and
concepts
using
relevant
information
that is
carefully
selected and
organized.
(W.6.2)
I can
produce
clear and
coherent
writing that
is
appropriate
to task,
purpose,
and
audience.
(W.6.4)
With
support
from peers
and adults, I
can use a
writing
process to
produce
clear and
coherent
writing.
(W.6.5)
12 Determining I can I can get Expert
Theme: determine a the gist of group myth
Reading theme based my expert annotated
Myths in on details in group myth. for gist
Expert a literary I can
Groups text. collect
(RL.6.2) details from
I can use my expert
a variety of group myth
strategies to to
 determine determine a
word theme.
meaning in I can
information identify the
al texts. criteria for
(RI.6.4) strong
I can analytical
write writing
informative/ based on
explanatory Row 1 of
texts that the NYS
convey Writing
ideas and Rubric.
concepts
using
relevant
information
that is
carefully
selected and
organized.
(W.6.2)
13 Connecting I can cite I can Exit Chalk
the Theme text-based choose ticket: How Talk
of the evidence to evidence Is protocol
Expert support an from The Mythology
Group Myth analysis of Lightning Important
to a Theme literary text. Thief to Today?
in The (RL.6.1) explain how
Lightning I can the theme of
Thief and to write the expert
Life informative/ group myth
Lessons explanatory is
texts that communicat
convey ed in the
ideas and novel.
concepts I can
using describe a
relevant life lesson
information that can be
that is learned
carefully from my
selected and expert
organized. group myth.
 (W.6.2) I can
identify the
criteria for
strong
analytical
writing
based on
Row 2 of
the NYS
Writing
Rubric.
14 Building I can I can use Mid-unit
Writing write feedback assessment
Skills: informative/ from my Strengths
Receiving explanatory mid-unit and Goals
Feedback texts that assessment index card
and Varying convey and the Sentence
Sentence ideas and NYS Variety:
Structures concepts Writing Keeping
using Rubric to Readers
relevant set goals for Engaged
information myself as a recording
that is writer. form
carefully I can
selected and create
organized. sentences of
(W.6.2) varied
I can use length and
a variety of structure in
sentence order to
structures to keep a
make my reader
writing and engaged in
speaking my writing.
more
interesting.
(L.6.3)
15 Planning for I can I can Theme Carousel
Writing: determine a explain how graphic protocol
Revisiting theme based various organizer:
Key on details in elements of The Myth
Elements of a literary mythology of Cronus
Mythology text. connect to
 and (RL.6.2) the myth of
Determinin I can cite Cronus.
g a Theme text-based I can use
in the Myth evidence to details from
of Cronus support an the text to
analysis of determine a
information theme of the
al text. myth of
(RI.6.1) Cronus.
I can
write
informative/
explanatory
texts that
convey
ideas and
concepts
using
relevant
information
that is
carefully
selected and
organized.
(W.6.2)
I can use
evidence
from a
variety of
grade-appro
priate texts
to support
analysis,
reflection,
and
research.
(W.6.9)
16 Planning for I can cite I can Theme Structure
Writing: text-based identify the graphic of a Literary
Studying evidence to structure, organizer: Analysis
Model support an argument, The
Writing and analysis of and specific Lightning
Determinin literary text. claims in a Thief
g a Theme (RL.6.1) model
 in The I can literary
Lightning identify the analysis
Thief argument essay.
and specific I can use
claims in a details to
text. determine a
(RI.6.8) theme of
I can use The
evidence Lightning
from a Thief that
variety of connects
grade with the
appropriate theme I
texts to determined
support in
analysis, Cronus.
reflection,
and
research.
(W.6.9)
17 Planning for I can I can plan Structure
Writing: write the of a Literary
Introduction informative/ introduction Analysis
and explanatory of my
Conclusion texts that literary
of a Literary convey analysis.
Analysis ideas and I can plan
concepts the
using conclusion
relevant of my
information literary
that is analysis.
carefully
selected and
organized.
(W.6.2)
I can use
evidence
from a
variety of
grade-appro
priate texts
to support
analysis,
 reflection,
and
research.
(W.6.9)
18 Launching I can cite I can use Draft Structure
the End of text-based my plans to Literary of a Literary
Unit evidence to draft a Analysis Analysis
Assessment: support an literary
Drafting analysis of analysis Concentric
Literary literary text. describing Circles
Analysis (RL.6.1) how a protocol
I can theme is
write communicat
informative/ ed in the
explanatory myth and in
texts that The
convey Lightning
ideas and Thief, and
concepts how
using mythology
relevant is important
information today.
that is
carefully
selected and
organized.
(W.6.2)
19 Peer I can cite I can use Pronoun Pronouns
Critique and text-based the NYS Sentences
Pronoun evidence to Writing Draft
Mini-Lesso support an Rubric to Literary
n: Revising analysis of provide Analysis
Draft literary text. kind, (from
Literary (RL.6.1) specific, Lesson 18)
Analysis I can and helpful
write feedback to
informative/ my peers.
explanatory I can use
texts that the proper
convey case of
ideas and pronouns
concepts and
using improve the
relevant use of
information pronouns in
that is my literary
carefully analysis.
selected and
organized.
(W.6.2)
I can use
correct
grammar
and usage
when
writing or
speaking.
(L.6.1)
a. I can
use the
proper case
of pronouns
in my
writing.
b. I can
use
intensive
pronouns
(e.g.,
myself,
ourselves).
c. I can
correct
inappropriat
e shifts in
pronoun
number and
person.
d. I can
correct
vague
pronouns
(i.e., ones
with unclear
or
ambiguous
antecedents)
 .
20 End of Unit I can cite I can use Final Structure
Assessment, text-based my draft to literary of a Literary
Part 2: Final evidence to write a analysis Analysis
Draft of support an final, best
Literary analysis of version of a
Analysis literary text. literary
(RL.6.1) analysis
I can describing
write how the
informative/ theme is
explanatory communicat
texts that ed in the
convey myth, how
ideas and the theme is
concepts communicat
using ed in The
relevant Lightning
information Thief, and
that is how the
carefully myth
selected and contributes
organized. to the theme
(W.6.2) in the novel.
I can use I can
correct self-assess
grammar my end of
and usage unit literary
when analysis
writing or against the
speaking. NYS
(L.6.1) Writing
Rubric.