Ms.

Bruns’ 5th Grade Language Arts Block (90 minutes)

Monday Tuesday Wednesday Thursday Friday

Literature Circle Minilesson/Intro to Literature Circle Minilesson/Intro to Meet with Literature Circle
Reading Discussions – 40 Reading/answer Discussions – 40 minutes Reading/answer Group 3 – included in timing
minutes questions – 15 questions – 15 for writing because I will grab
minutes *Meet with Group 2 minutes people in the middle of it.
*Meet with Group 1
Short Story Read Research for writing Short Story Read
Research for writing Aloud/Discussion – (included with writing Aloud/Discussion – 25
(included with 25 minutes process period) minutes
writing process (full class) (full class)
period)

Writing Process Reflection/Activity Writing Process Stages Reflection/Activity Independent Time

Writing Stages for creative Based on Read for creative story Based on Read Aloud Writing Day/Conferencing/tie
story (prewriting, Aloud that day – 30 (prewriting, drafting, that day – 30 minutes up loose ends that you did
drafting, editing, minutes editing, publishing) – 50 (individual or small not finish throughout the
publishing) – 50 (individual or small minutes (individual) group depending on week – 90 minutes
minutes group depending on day and activity) (individual/classmate/teache
(individual) day and activity) r support)

Status-of-the-class
assessment every week to
see progress and
accountability.
*Incorporated in New People, Places, or *Incorporated in New People, Places, or *Time can be used for using
Word with literature circle Things to note in with literature circle Things to note in learned words in writing.
Study time as word finder personal dictionary – time as word finder personal dictionary –
discusses words 15 minutes discusses words 15 minutes
(individual and class) (individual and class)

Exit Slip/Last Minute Exit Slip/Last Minute

Questions – 5 minutes Questions – 5 minutes
Books Selections for Greek Mythology Unit

1. Heroes in Training – This book would be used for Group 1 Literature Circles. This group will be comprised of more struggling
readers who read below grade level. What is good about this book is while it is at 3 rd grade-4th grade reading level, the
content is no different than other levels. The only difference is the simpler method of presenting it in narrative form to
readers.
2. Have a Hot Time, Hades – This book will serve as a text for Group 2 of Literature Circles. This group is comprised of students
who read at a 5th grade level, and this book is appropriate for that reading level. It will be a challenge but still at these
readers’ independent level. They will be able to support one another in their comprehension during LC.
3. Percy Jackson The Lightning Thief – I would use this book as a part Group 3 Literature Circle because it is appropriate for
advanced readers at a 6th to 7th grade reading level. Additionally, it is the first book in the series of six found directly below.
This will ensure engagement and options for readers who wish for more content or finish the Lightning Thief quickly.
4. The Percy Jackson Series
a. The Lightning Thief (2005)
b. The Sea of Monsters (2006)
c. The Titan's Curse (2007)
d. The Battle of the Labyrinth (2008)
e. The Last Olympian (2009)
5. The Olympian Series – These stories of myths will be at the instructional level for all students since the content will be new to
most. This puts everyone on a level playing field with no prior knowledge required. It will be aiding in student understanding
of the gods and their origins. These various books will serve as read aloud stories as well as be available for reference.
Students will receive handouts about the topic on the days we read about them.
6. Argos: The Story of Odysseus as Told by his Loyal Dog – this story will serve as a supplement to those who wish to further
their knowledge on Greek Mythology on their own time. This book will not be required, but there will be a few copies if
anyone wishes to read it in addition to their other readings and writings. It is an above 5 th grade text and length, so it will be
purely to the students’ judgement if they have time and wish to pursue it.
7. Treasury of Greek Mythology – These traditional Greek Myths will be at the instructional level for most students as
sometimes they may be hard to grasp without guidance. While it is a 4 th or 5th grade reading level, these will serve as the read
aloud stories where writing activities will be derived. This way we can discuss confusion with the content if there is any
content. From a fluency and mechanics of reading standpoint, this book is achievable to all levels of reading which will make
it possible for popcorn activities during read aloud time.
 8. Gifts from the Gods: Ancient Words and Wisdom from Greek and Roman Mythology – This book will serve as a supplement to
student research as they listen to Greek Myths and brainstorm ideas for their final pieces of writing. It is at a 5 th grade level of
reading, but content wise, it may need guidance which is why they may use it in unison with their personal dictionaries.
9. What a Beast! A Look-It-Up Guide to the Monsters and Mutants of Mythology – This book will also serve as a resource for
researching for the narrative students will write. It will be necessary for their personal dictionaries and incorporation of a
monster in their stories. This is at 4th-6th grade level of reading.
10. Percy Jackson’s Greek Heroes – This will be more advanced (5th-7th grade level), but it will be a supplemental reading in which
students of all reading levels can challenge themselves. The content will be familiar as we will have discussed different
heroes aloud.
11. Classical Mythology A to Z: An Encyclopedia of Gods & Goddesses, Heroes & Heroines, Nymphs, Spirits, Monsters, and Places
– This encyclopedia does not have a reading level since it is not in narrative storytelling form, but it will be an important
resource for everything Greek.
12. Goddess Power: A Kids' Book of Greek and Roman Mythology: 10 Empowering Tales of Legendary Women – This resource
will be helpful for learning specifically about goddesses for those interested in pursuing one as a character in their final
paper. It is at a wide 3rd-6th grade range of reading, making it accessible and necessary for all students to check out when
furthering their understanding of the characters of Greek Myths.

Week 1: Monday Week 1: Tuesday Week 1: Wednesday Week 1: Thursday Week 1: Friday
Illinois Common Core
SL.1: Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas and
expressing their own clearly
W.10: 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
Reading
Teacher: Literature Circle Job
Refresher. Introduction to
Greek Mythology Unit with
background and mini
description presentation of
each group’s book for the unit.
Student: After receiving the
books and description of each
story, students will get out
their literature binders and
assign roles in their literature
circle groups.
Assessment: Assignment and
understanding of each group
member’s literature circle role.
Illinois Common Core
RL.4: Determine the
meaning of general academic
and domain-specific words
and phrases in a text
relevant to a grade 5 topic or
subject area
L.5: Demonstrate
understanding of figurative
language, word
relationships, and nuances in
word meanings.
Reading
Teacher: I do, We do, You do
demonstration where I will
demonstrate highlighting
important facts about each
Olympian we will cover.
Students will be given a
synopsis of each Olympian
that we will read.
Student: Following along as
we read about the first few
Olympians together,
highlighting important
information.
Assessment: Participation in
conversation
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
W.10: 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
Reading
Teacher: Meet with Group 1
about their Lit Circle book
Heroes in Training and
participate in their
discussion. I will also be
meeting with Group 2 on
Have a Hot Time Hades
today since this week on
Monday, we introduced the
unit instead of doing Lit.
Circles.
Student: Group 1 will be
with me for the beginning,
and Group 2 and 3 will be
meeting to go over their job
in their Lit. Circles.
Assessment: Completion of
job for lit circle and
engagement with group
Illinois Common Core
RL.2: Determine a theme
of a story, drama, or poem
from details in the text,
including how characters
in a story or drama
respond to challenges or
how the speaker in a poem
reflects upon a topic;
summarize the text.
W.3: Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
Reading
Teacher: We will do a
refresher on topics learned
as well as words that will be
introduced in the myth I
will present in read aloud
Student: Students will listen
to myth while filling out the
Myth Story Map page
which will help them follow
along.
Assessment: Participation in
discussion of the myth story
points as noted on the Story
Map
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
W.10: 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
Reading
Teacher: Meet with Group 3
Literature Circles on Percy
Jackson: The Lightning
Thief.
Student: Literature Circles
will meet and go over their
books with their jobs.
Assessment: Completion of
job for lit circle and
engagement with group
about storyline. The
“Checker” will report who is
completing their
assignments.

Writing
Teacher: Ask students for a
reflection on what we are
looking forward to in this unit
and concerns.
Student: Write their reflection
in their writer’s notebooks.
Assessment: Exit slip of their
feelings going into this unit
and a question they may have.
Also their definition of what is
a myth
Other ELA
Teacher: What is a myth?
Defining what a myth is and
having a conversation about it
with students
Student: Own personal
definition of myth in their
dictionaries
Assessment: *same as writing
assessment*
Week 2: Monday
Illinois Common Core
SL.1: Engage effectively in a
range of collaborative
discussions (one-on-one, in
Writing
Teacher: I will hand out charts
for students to write in their
facts about each god and
goddess we cover today, so
they have a basis to work from
throughout the unit.
Student: Fill out the chart as
we read about each Olympian
Assessment: Filled out chart at
the end of class detailing key
facts about each Olympian
Other ELA
Teacher: I will address
unfamiliar words that are
circled by each student which
they can add to their
dictionary.
Student: Add words to their
dictionary they might not
know
Assessment: Participation and
questions about unfamiliar
words.
Week 2: Tuesday
Illinois Common Core
RL.2: Determine a theme of
a story, drama, or poem
from details in the text,
about storyline
Writing
Teacher: present refreshers
on grammar and dialogue
with examples of Greek
Mythology for the students
to rewrite with proper
grammar
Student: complete the
worksheets rewriting with
proper grammar and
mechanics
Assessment: The proper
grammar worksheet to be
turned in
Other ELA
Student: If time at the end,
review the gods and
goddesses.
Week 2: Wednesday
Illinois Common Core
SL.1: Engage effectively
in a range of collaborative
discussions (one-on-one,
Writing
Teacher: Gives guidelines
for their short story i.e.
length and reminder to
include introduction,
conflict and resolution
Student: Pairs will work on
writing their own story
map / short story based on
the god/goddess of ____
they choose to be (ex: god
of music, goddess of dance)
Assessment: The story map
and short story they write
with their threesomes and
the participation in sharing
the stories.
Other ELA
Student: will write new
words discussed in the read
aloud in their personal
dictionaries.
Week 2: Thursday
Illinois Common Core
RI.9: Integrate information
from several texts on the
same topic in order to write
Writing
Teacher: Introduce the paper
students will be doing for
the unit which will be
creative narrative style
where they create a myth on
how something was created
in the world (ex: eating
utensils, basketball, ice
cream, sunshine etc…)
Student: Students will
review 6+1 writing traits as
a class. In small groups they
will make posters further
explaining each trait and
how they will use it
Assessment: Engagement
with topic and exit slip of
how they will specifically
work on one of the 6+1
traits.
Other ELA
Teacher: conferencing with
students throughout the
prewriting process.
Student: A time to work
independently on their
organization and topics.
Assessment: N/A
Week 2: Friday
Illinois Common Core
W.3: Write narratives to
develop real or imagined
experiences or events using
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas and
expressing their own clearly
W.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
Reading
Teacher: Meet with Group 1
about their Lit Circle book
Heroes in Training and
participate in their discussion.
Student: Group 2 and 3 will do
their literature circle
discussions while I work with
group one on comprehension.
Assessment: Participation in
the literature circle discussions
Writing
Teacher: Assisting in writing
process. Review 6+1 method
of writing when restating the
paper topic and expectations.
Checking with students what
including how characters in
a story or drama respond
to challenges or how the
speaker in a poem reflects
upon a topic; summarize
the text.
W.10: 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
Reading
Teacher: Mini lesson on
actively thinking about what
may come next in a story.
Prediction and sequencing
events. This will help
students practice the body of
their own narratives. Reading
story involving monsters of
Greek Mythology.
Read aloud and discussion
with class on the read aloud.
Student: participation in the
read aloud and references to
one’s own books and
research they have done.
Assessment: Participation
and engagement
Writing
Teacher: In middle of story,
will have students reflect and
predict what could happen
next in the myth before we
finish.
in groups, and teacher-
led) with diverse partners
on grade 5 topics and
texts, building on others’
ideas and expressing their
own clearly
L.5: Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings.
Reading
Teacher: Meet with Group
2 about their Lit Circle
book Have a Hot Time,
Hades and participate and
their discussion.
Student: Group 1 and 3 will
do their literature circle
discussions while I work
with group 2 on
comprehension.
Assessment: Participation
in the literature circle
discussions
Writing
Teacher: Hand out graphic
organizer that students will
fill out including which
characters they will be
using in their myth and
or speak about the subject
knowledgeably.
Reading
Teacher: Read a past year
student’s work as an
example. Ask students for
examples of what made it a
strong piece. I will write
these on the board.
Student: Come up with how
it was a strong piece of
writing. Take note of
comments and use those
comments in their own
writing.
Assessment: participation in
reading, assessing will come
later on when they use tactics
that they said made it strong.
Writing
Teacher: Writing workshop
day. I will work with
students one on one on their
story and conference with
them while the class works.
effective technique,
descriptive details, and
clear event sequences.
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
Reading
Teacher: Meet with Group 3
about their Lit circle book
Percy Jackson: The
Lightning Thief
Student: Group 1 and 2 will
do their literature circle dis
past discussions while I work
with group 3 on
comprehension.
Assessment: Participation in
the literature circle
discussions.
Writing
Teacher: As people are
drafting and making progress
on their myths, have a lesson
on the proper structure of a
narrative.
their myth topic will be and
giving them rest of guidelines
for the paper including:
Who will be main character?
What other 2 gods will be
involved?
Include metamorphosis.
What monster will be
involved?
Is there a hero or animal
involved?
Conflict and resolution
minilesson.
Student: Prewriting stages and
research for creative paper,
just gather ideas and
brainstorming in their
journals. It is their time to
workshop and ask me
questions.
Assessment: engagement with
mini lesson and effort during
workshop.
Other ELA
Teacher: Give students an
opportunity for free time for
meeting with me or the
Maker’s space
Student: Go to maker’s space
for time to draw or read more
on a certain area of the unit.
Assessment: N/A This is
student led time.
Student: Takes time to make
prediction of what will come
next in the text.
Assessment: The reflection
and prediction the student
makes based on the story.
Other ELA
Teacher: I will do a read
aloud of an additional myth
where I will have students act
out in skit form what is going
on in the story.
Student: Some students will
participate in the skit while
others observe and cheer on.
Assessment: Participation
and interaction with the story
via skit.
what their topic sentence
will be.
Student: Students will
begin to formulate their
myths, and they will come
up with their topic sentence
and possibly begin drafting
their storyline if time.
People will all be in
different mindsets and
paces of their stories.
Assessment: Graphic
organizer to be turned in at
end of class period.
Other ELA
Teacher: Using Multimedia
and examples from real life
forms of Greek Mythology,
show students where it is
referenced in real life
situations / movies etc…
Student: Brainstorm where
else they may have seen
references to Greek
Mythology
Assessment: Extra credit to
those students who find a
reference to Greek
Mythology in their
everyday life over the next
couple of weeks.
Student: initial writing and
drafting and presenting their
initial ideas with me when I
meet with each student.
Assessment: engagement and
plan of action moving
forward with their writing
after conferencing with me.
Other ELA
Teacher: I will do a read
aloud of an additional myth
where I will have students
act out in skit form what is
going on in the story.
Student: Some students will
participate in the skit while
others observe and cheer on.
Assessment: Participation
and interaction with the story
via skit.
Student: Take note and
address any concerns they
have with the structure of the
narrative.
Assessment: Working
together as a class to do a
rough story outline.
Engagement with that is
what they will be assessed on
as well as ideas for topics
they come up with in “mock
paper”
Other ELA
Teacher: I will ask if anyone
went home and found any
other examples of Greek
Mythology in everyday life.
Student: Possible
presentation of application of
Greek Mythology to
everyday life.
Assessment: Extra credit
point to those who
researched.
Week 3: Monday
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
RL.4: Determine the
meaning of general
academic and domain-
specific words and phrases
in a text relevant to a grade
5 topic or subject area.
Reading
Teacher: Meet with Group 1
about their Lit Circle book
Heroes in Training and
participate in their
discussion. Introduce the
project they will work on as
a group next week as they
will be finishing their text
this week.
Student: Group 2 and 3 will
do their literature circle
discussions while I work
with group one on
comprehension.
Assessment: Participation in
the literature circle
discussions
Week 3: Tuesday
Illinois Common Core
W.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and
clear event sequences
Reading
Teacher: Today will be a
writing intensive day as it
will one of the last days to
finish their stories before
peer editing on Thursday.
Student: Rereading one’s
own story as well as past
examples and reviewing
proper structure of a
narrative
Assessment: Attentiveness to
reviewing one’s writing.
Week 3: Wednesday
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
W.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and
clear event sequences
Reading
Teacher: Meet with Group 2
about their Lit Circle book
Have a Hot Time, Hades and
participate and their
discussion. Introduce the
project they will work on as
a group next week as they
will be finishing their text
this week.
Student: Group 1 and 3 will
do their literature circle
discussions while I work
with group 2 on
comprehension. Group 1 can
begin pondering their group
project.
Assessment: Participation in
the literature circle
discussions
Week 3: Thursday
Illinois Common Core
W.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and
clear event sequences
RL.4: Determine the
meaning of general
academic and domain-
specific words and phrases
in a text relevant to a grade
5 topic or subject area.
Reading
Teacher: I will facilitate a
structured peer editing
session where I will
demonstrate how to properly
do so.
Student: Students will mirror
my demonstration, and we
will peer edit one another’s
papers. Each student will
most likely have time to read
two stories.
Assessment: Engaged
reading of their classmate’s
Week 3: Friday
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
W.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and
clear event sequences
Reading
Teacher: Meet with Group 3
about their Lit circle book
Percy Jackson: The
Lightning Thief. Introduce
the project they will work on
as a group next week as they
will be finishing their text
this week.
Student: Group 1 and 2 will
do their literature circle
discussions/brainstorm for
their group project. while I
work with group 3 on
comprehension.
Assessment: Participation in
the literature circle
discussions.

Writing
Teacher: Review proper
narrative structure as this
week will be a writing
intensive and conferencing
week.
Student: Students will be in
different stages of writing at
this point, but most will be in
the drafting point.
Assessment: Student report
of what part of the writing
stage they are at, at the end
of class.
Other ELA
Teacher: I will ask students
what words they have put in
their personal dictionary
from this unit as they could
inspire some students to
widen their vocabulary in
their papers.
Student: As they share new
words they have been adding
to their dictionary, I will
write them on the board and
ask that students incorporate
at least three of these new
words in their papers and
highlight where they use
them.
Assessment: The use of the
words in their final papers.
Writing
Teacher: Conferences on
content and structure of
paper. Telling students we
will be peer editing on
Thursday, so be sure to focus
these next few days.
Student: Independent time
for students as some will be
at different points in paper
than others.
Assessment: Changes in the
student progress writing
report.
Other ELA
Teacher: After students have
worked hard on their writing
today, I will show them part
of Hercules as a brain break.
Student: Enjoy the movie
while also making references
to their own readings.
Assessment: Everyone give
an example of something
familiar they saw in their
own readings that was in the
Hercules showing.
Writing
Teacher: Monitoring from a
distance – touching base with
students who need a push on
picking up their pace based
on their progress board.
Student: Continuing to make
final touches on their draft
before peer editing
tomorrow.
Assessment: exit slip on
what to look for when peer
editing and constructive
comments.
Other ELA
Teacher: Remind students of
the materials available to
them in the classroom for
further research for their
papers
Student: Will be able to
move throughout the
classroom to gain inspiration
from different tools for the
drafting stage of their papers.
Assessment: engagement
throughout the writing
process and one resource
they plan to use for their
paper.
Writing
Teacher: Mini lesson on how
to properly peer edit a paper
Student: peer editing day for
students. They will trade
with a partner and with a
colored pen spend time
reading and adding 2 stars
and a wish to their
classmates’ narrative
Assessment: The two stars
and a wish everyone gives
their classmate when peer
editing.
Other ELA
Teacher: Remind students to
check and make sure their
classmates have used at least
3 vocab words we have
written down from their
personal dictionaries.
Student: Pay attention to
their classmates use of vocab
when peer editing.
Assessment: student notes if
their classmate has fulfilled
the vocabulary requirement.
**By end of week, all
students will have received
the project rubric of what
they need to include in the
project and what they will be
graded on.
Writing
Teacher: I will be available
for final questions prior to the
students turning in their final
narratives.
Student: Final revisions and
product will be completed to
be turned in on Monday.
Giving the students the
weekend to finish final
touches if they need to.
Assessment: Completed
creative narrative to be
turned in Monday.
Other ELA
Teacher: Explain to students
they will have the option to
type or write their final draft
after their classmates’ peer
edits.
Student: student will choose
which route they will take
whether it be writing or
typing.
Assessment: student executes
which choice they made for
their final draft.
Week 4: Monday
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
RL.2: Determine a theme
of a story, drama, or poem
from details in the text,
including how characters
in a story or drama
respond to challenges or
how the speaker in a poem
reflects upon a topic;
summarize the text.
Reading
Teacher: lit circles should be
wrapped up. I will explain
how the next two days will
be dedicated to the groups
breaking up and deciding
what would be in the main
characters backpack, what
songs would they be
listening to and why, and a
small summary/opinion of
the story. Mini lesson on
dividing and conquering the
project they will be doing
and having different people
working and others
supporting.
Student: Students will have
Week 4: Tuesday
Illinois Common Core
SL.1: Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
grade 5 topics and texts,
building on others’ ideas
and expressing their own
clearly
RI.9: Integrate information
from several texts on the
same topic in order to write
or speak about the subject
knowledgeably.
Reading
Teacher: Reminder of
today’s tasks and to use their
books for reference when
finishing up their projects
today.
Student: Students will finish
projects today and put them
into a presentable compiled
form. Depending how they
divided up their groups, a
few people may be working
on making the work look
presentable while other
assign roles for presenting.
Assessment: Completed
group project ready for
presentation in the next few
Week 4: Wednesday
Illinois Common Core
SL.4: Report on a topic or
text or present an opinion,
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main
ideas or themes; speak
clearly at an
understandable pace.
Reading
Teacher: reread synopsis of
story to be presented that day.
Student: Students will read
their presentation to the class.
Assessment: Their written
presentation and the
cleanliness of it.
Week 4: Thursday
Illinois Common Core
SL.4: Report on a topic or
text or present an opinion,
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main
ideas or themes; speak
clearly at an
understandable pace.
Reading
Teacher: reread synopsis of
story to be presented that
day.
Student: Students will read
their presentation to the
class.
Assessment: Their written
presentation and the
cleanliness of it.
Week 4: Friday
Illinois Common Core
SL.4: Report on a topic or
text or present an opinion,
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main
ideas or themes; speak
clearly at an
understandable pace.
Reading
Teacher: reread synopsis of
story to be presented that
day.
Student: Students will read
their presentation to the
class.
Assessment: Their written
presentation and the
cleanliness of it.
had last week and weekend days.
to start thinking about their
project ideas. Working
together in their groups to
discuss overall impression of
the book and divide roles for
the project
Assessment: Group
engagement with the project.
Progress by the end of the
class period.

Writing Writing Writing Writing Writing

Teacher: Collect papers from
all the students, and I will
explain the project in terms
of a 5-sentence summary of
the book and if they would
recommend that I use it next
year.
Student: Have a designated
writer for the summary to
turn in. Students will pick 5-
10 songs to add to a
character’s playlist and write
1-2 sentences of why it
would be on there.
Additionally, groups will say
5-8 things that the main
character would have in their
backpack and 1-2 sentences
of why as it refers to the
book.
Assessment: I will meet with
each group to make sure a
character is chosen for the
playlist and they have made
progress on their backpack
Teacher: Give reminders on
making sure the grammar is
correct in the students’ group
projects.
Student: Students will make
presentation appealing and
neat.
Assessment: Students
working together to give
support and include group
members as they finish their
project.
Teacher: I will explain that
the students will write one
new thing they had learned
from the presentation as their
exit slip.
Student: Students will write
what they learned from the
presentation that day.
Assessment: New
information learned from the
project, and the students who
presented will turn in their
summary/playlist/backpack
list.
Teacher: I will explain that
the students will write one
new thing they had learned
from the presentation as their
exit slip.
Student: Students will write
what they learned from the
presentation that day.
Assessment: New
information learned from the
project, and the students who
presented will turn in their
summary/playlist/backpack
list.
Teacher: I will explain that
the students will write one
new thing they had learned
from the presentation as their
exit slip.
Student: Students will write
what they learned from the
presentation that day.
Assessment: New
information learned from the
project, and the students who
presented will turn in their
summary/playlist/backpack
list.
Exit slip for the entire class
to give one word description
of how they felt about this
unit.
and finished the book blurb
and opinion of it.
Other ELA
Teacher: I will leave time for
any people who have done
the extra credit to present. If
no students chose to do so, I
will encourage people to take
advantage of EC in the
future.
Student: Student will present
on extra credit if they have
chosen to do so.
Assessment: EC given to
anyone who has presented.
Other ELA
Teacher: I will encourage
students to practice their
presentations and assign
parts to who will say what. I
will be available to assist
with this and will meet with
each group for guidance.
Student: Assign parts of
presentation to who will say
what in the following day.
Everyone will need to speak.
Assessment: Completed
project and assigned roles.
Other ELA
Teacher: Explain that we will
be playing charades at end of
class, and it will be Greek
Mythology themed so
students can get up and
moving.
Student: Participate in
charades game.
Assessment: No formal
assessment here, just having
fun after a hardworking 3.5
weeks!
Other ELA
Teacher: Since we started
Hercules, I will give the
students the opportunity to
finish it this day.
Student: Engage with the
movie and option to work on
other things while watching.
Assessment: No formal
assessment
Other ELA
Teacher: I will explain that
students can choose to read
their stories out loud, as I
will be returning them today.
We will go over changes in
voice and fluency practice
prior to the reading.
Student: Read their narrative
out loud for the class to hear.
Assessment: Practice with
fluency and dialect changes
as the narrative is told.
 References

Chae, Y. I., & Massari, A. (2020). Goddess Power: 10 Empowering Tales of Legendary Women. Emeryville, CA: Rockridge Press.

Giesecke, A., Tierney, J., & Hamilton, E. (2020). Classical Mythology A to Z: An encyclopedia of gods & goddesses, heroes & heroines,
nymphs, spirits, monsters, and places. New York, NY: Black Dog & Leventhal.

Hardy, R. (2018). Argos: The Story of Odysseus as Told by His Loyal Dog. New York, NY: Harper, an imprint of HarperCollins.

Holub, J., & Williams, S. (2014). Heroes in training. New York, NY: Aladdin Simon and Schuster.

Kelly, S. (2010). What a Beast!: A look-it-up Guide to the Monsters and Mutants of Mythology. New York, NY: Scholastic, Franklin
Watts.

Lunge-Larsen, L., & Hinds, G. (2016). Gifts from the Gods: Ancient Words and Wisdom from Greek and Roman Mythology. Boston:
Houghton Mifflin Harcourt Books for Young Readers.

McMullan, K. (2012). Have a Hot Time, Hades! Mankato, MN: Stone Arch Books.

Napoli, D. J., & Balit, C. (2017). Treasury of Greek mythology: Classic Stories of Gods, Goddesses, Heroes & Monsters. Washington,
D.C: National Geographic Kids.

O’Connor, G. (2014). Olympians Boxed Set. Roaring Brook Press.

Riordan, R. (2008). Percy Jackson and the Olympians. Los Angeles, New-York: Disney.
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