demeter and persephone - mondo publishing€¦ · 2 demeter and persephone session 1 text...

Mondo Bookshop Grade 4 1

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LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA This Greek myth, which tells about the goddess demeter and the loss and partial reunion with her daughter, persephone, explains how the seasons came to be.

RL.4.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.4 MAIN FOCUS Craft & Structure Sessions 1, 2, 3 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.4.2 Comprehension & Collaboration sessions 1, 2, 3 paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

L.4.4a Vocabulary Acquisition & Use sessions 1, 2, additional Instruction Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

RF.4.3a Phonics & Word Recognition additional Instruction Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

RF.4.4b Fluency session 2 read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

W.4.3 Text Types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.8* Research to Build & Present Knowledge sessions 1, 2, 3 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. *standard adapted from another grade

W.4.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

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demeter and persephoneretold and illustrated by Connie northern

GR_G4_B3_Demeter and Persephone_LP.indd 1 12/18/14 12:45 PM

2 Demeter anD PersePhone

Session 1 Text selection: pp. 3–13

Key Idea: Text Selection Demeter provides the earth and its people with warmth and food. Unknown to her, her daughter Persephone is taken by Hades as his bride. Devastated, Demeter searches for her daughter.

PRevIewIng THe TexT 5 minutesRead the title and author credit with students. Invite students to read the back cover of the book.

Let’s find out more about the origin of this story. The front cover says that the story is retold, not written. Who can say what this means?

It’s a new version of an older story.

Read the back cover. Who can remind us why people created myths?

to explain something that happened in nature that they didn’t understand

ReADIng THe TexT cloSely 10 minutesexplain the learning focus for students. Invite them to read pages 3–6, then discuss what they read.

Today we’ll be reading closely to explain the meaning of what is said and to infer ideas about the deeper meaning of the myth. To infer means to make a good guess. We’ll use text details to show that we understand what we read and to support the inferences we make. Inferences are the good guesses we make about things the author doesn’t directly state. Let’s work together to track what happens on pages 3 to 6. Who’d like to share?

Demeter is a goddess. she has the power over plants and seeds. she loves the earth and its people.

Does it say that explicitly or do we have to infer it?

It says it in the text, so it’s explicit.

Let’s think deeply about how Demeter feels about the people of the earth. If Demeter has to choose between the earth’s people and Persephone, which do you think she would choose?

Persephone

What information helps us to infer that?

It says she loved her daughter more than she loved the earth and its people.

continue the discussion by having students read to page 8. check to see how they are doing with the application of the focus and provide support if needed. Then have them read through the last paragraph on page 10.

Which details from the book help us understand the meaning of the myth? Who can share with us?

Hades sees Persephone among the flowers and falls in love with her. He goes to Zeus and asks to have her as his wife. Zeus tells him okay.

Is there an inference we can draw from this?

Zeus must not care about Demeter’s feelings. He didn’t have to let Hades take her daughter.

If you are satisfied that students can identify examples to explain both explicit meaning and to support inferences, set the reading assignment for the session. If not, prompt students to return to page 8 to read and think through what is

LEARNINg FOCUS RL.4.1

Students will read closely and refer to details and examples when explaining what the text says explicitly and when drawing inferences.

VOCABULARY

RL.4.4 Discuss with students the elements of a myth, including the domain-specific terms gods and goddesses and how their special powers determine their connection to nature. During the discussion of Demeter, elicit from students the meaning of abundance (more than what is needed) as symbolized by the cornucopia.

Corrective FeedbackHave students closely reread pages 3 through 6 and remind them that this story is a myth. Help students look for characteristics of a myth including gods and goddesses, made-up places such as Olympus, and unusual powers. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

TEACHER TIP

Explain some of the text features of a myth:• Plot involves actions

between worlds• Set in distant past, in

another world, or other parts of the world

• Characters are often gods or other supernatural beings

• Events bend or break natural law, or are about love, adventure, trickery, or revenge

• Story explains natural phenomena



happening in the story and to share their inferences. Students may not read the entire selection during the session.

Our work as readers today is to read closely to pay attention to what is stated in the text and to draw inferences about the myth to give us a deeper understanding of its meaning. Let’s read through page 13 to learn more about what happens.

DIScUSSIng THe TexT 10 minutesInvite students to share what they have learned about what happens to Demeter and Persephone, including explicit meaning and inferences they can make and support with details from the text. Ask them to paraphrase the text to demonstrate their understanding.

As we discuss the myth, let’s paraphrase, or tell in our own words, what happens to Demeter and Persephone in these pages.

Hades rides his chariot from the Underworld. He grabs her and takes her deep into the ground.

What about Demeter?

It doesn’t say where she is, but she hears Persephone’s cries.

Who can share other important details?

Only two others hear what happens to Persephone; one is Helios—he moves the sun in the sky. the other is Hecate—she’s a powerful old woman in the sea.

Do they help Persephone? What can you infer about what they do?

they don’t help. I think they’re afraid of Hades. Hades is probably more powerful than they are.

Focus on the word vanished in the second paragraph on page 10.

Let’s have a close read of what happens when Persephone is taken to the Underworld. The text says, “the world . . . vanished into the dark.” What clues in the text help you explain the meaning of vanished?

It says, “Persephone could no longer see the sky or stars.” It says, “darkness filled her eyes.” vanished means the same as disappeared.

confirm students’ good use of the focus and encourage them to keep it in mind as they read details and find examples as they infer the deeper meaning of the myth.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE coMPReHenSIon: MAKe InFeRenceS E-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to make inferences in the text. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE conSTRUcTeD ReSPonSe: collecT TexT evIDenceE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 10 to collect evidence as they read. Students will collect details from the text to answer the question: Why didn’t Zeus choose another bride for Hades when he saw that Demeter was so upset? Review students’ collected evidence as you evaluate their mastery of the learning focus.

SL.4.2 DISCUSSION Paraphrase

L.4.4a VOCABULARY Context Clues

COMPREHENSION SHARE

You may want to bookmark details and examples of important things that happen in the story. That way you can refer to them when you are telling about what the text says.

W.4.8*, RL.4.1 WRITINg gather Information

RL.4.1 COMPREHENSION Inferences




ReTURnIng To THe TexT 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

What has happened to Demeter and Persephone so far?

Hades gets permission from Zeus to marry Persephone. He takes her to the Underworld.

Can anyone add to that?

Demeter searches for Persephone for nine days. Finally Hecate tells Demeter that she heard hooves and a chariot, but didn’t see who took Persephone.

ReADIng THe TexT cloSely 10 minutesexplain the learning focuses. Invite students to reread page 8. check to see how well they understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

During our last session, we read about what happened in the myth, paying attention to details and examples that the author states explicitly and how we can use details to help us infer a deeper meaning about the myth. Today we are going to think about the meaning of the words and phrases the author uses. Let’s look on page 8 at the description of Hades. Can anyone tell us how you figured out a word you weren’t sure of at first?

I’m wasn’t sure about resided. I read on and found “in the city of Erebus,” and thought of a related word, resident. I know a resident is a person who lives somewhere, so resided probably means lived.

Focus students’ attention on pages 8 and 9. explain that readers also get information from illustrations that adds to the meaning of the text by connecting or adding to what is stated. Invite students to reread the first paragraph on page 8 and examine the illustration on page 9. check in to see how well they have understood both the illustration and text.

Today we’ll look at how illustrations add more meaning or show details not stated in the text. Take a few minutes to reread page 8 and examine the illustration on page 9. Who’d like to explain how the illustration supports the text or adds information to it?

On page 8, it says that Persephone had wandered away from her friends and spotted a narcissus. the picture on page 9 supports the text. It shows her on the next hill looking at a yellow flower. It also shows what a narcissus looks like. the text doesn’t describe the flower.

Formative Assessment: Fluency listen to each student read a portion of the text. observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases that they find challenging for discussion after the reading.

LEARNINg FOCUSES RL.4.1, RL.4.4, RL.4.7

Students continue to read closely and refer to details and examples when explaining what the text says explicitly and when drawing inferences. Simultaneously, students will determine the meaning of words and phrases, while making connections between descriptive text and illustrations.

COMPREHENSION SHARE

Make self-stick notes to point out details and examples of important things that happen in the text. That way you can refer to them when you are telling about what the text says.

ELL SUPPORT

L.4.4 Vocabulary Support vocabulary such as power, wandered, and beloved in context using the ELL vocabulary strategies in Getting started.



DIScUSSIng THe TexT 10 minutesBegin a discussion in which students paraphrase explicit information about the myth so far and use details to make inferences to get at the deeper meaning. Remind students to pay close attention to words and phrases to make sure they understand the author’s exact meaning. encourage them to examine the illustrations for details that enhance the meaning of the text and for details that provide additional information. Focus on pages 3, 10, and 13.

Let’s take a closer look at pages 3, 10, and 13 and discuss what has happened to Persephone and Demeter. Remember to paraphrase by using your own words. This helps you notice details and examples that are directly stated in the text. You can often use these details to make inferences and learn more about the meaning of the story.

Demeter is the goddess of plants and seeds. she lives on the earth with its people. she doesn’t live in Olympus. she loves her daughter, Persephone more than anything. Persephone is taken by Hades, and no one helps her. Demeter grieves for her.

guide students to use details to make inferences about the story.

We inferred earlier that fear of Hades’ power could have been a reason that no one helped Persephone. Who’d like to show us another reason you inferred using details from the story?

the text says that Persephone is beautiful. Maybe old Hecate didn’t help because she’s jealous of her beauty and didn’t care what happened to her. Maybe the other gods didn’t like Demeter because she spent all her time with earth’s people. Don’t myths always have gods and goddesses insulting and fighting each other?

Focus student’s attention on illustrations and how they enhance or add more meaning to the myth.

Who would like to talk about an illustration that helped them better understand a character or what happens in the myth?

I liked the picture on page 12. It shows what the text said, that Demeter flew all over the world looking for Persephone. It shows her power as a goddess.

Does this illustration help you understand something not stated in the story?

she looks all alone in the sky. I think it shows that no one is helping Demeter look for Persephone. It shows that she thinks Persephone is on earth and not in Olympus or the Underworld.

Focus on the word crevasse in the first paragraph of page 10.

Let’s have a close read about the scene on page 10 where Hades captures Persephone. The text says a crevasse opened in the rocks. Who’d like to explain the meaning of crevasse using clues in the text?

It says it “opened in the rocks in front of her,” “opening in the earth,” and “his home deep in the earth,” so it sounds like it’s an opening that’s really deep. A crevasse must be a deep crack or cave that leads somewhere.

What does the word crevasse help you understand about the story?

that the Underworld is deep in the earth, it’s so deep you probably can’t escape


TEACHER TIP

Explain to students that a story will rarely describe a character directly. Instead, readers must read between the lines to define the characters. Urge students to look at the actions and attitudes of the characters to help understand them better.

COMPREHENSION SHARE

Looking closely at the pictures in a story will give you more information about the characters. The pictures can give you more information about the people, places, and what is happening in a story.

L.4.4a VOCABULARY Context Clues



Help students understand the benefits of paraphrasing the text and using what they see in the illustrations and encourage them to include these in their discussion.

We’ve talked about the characters and paraphrased what happens in this myth. We also discussed important details in the text and illustrations that help us infer deeper meanings. How did paraphrasing what we read help us in our discussion?

Paraphrasing helps us to be sure we get the story. If I tell something wrong, someone will help me get it right. then I can make sure I use details that are right, so I can make inferences that make sense.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session’s learning focuses. observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE FlUency Follow-UPFluency Practice Have students work in small groups or pairs to read the first paragraph on page 10 several times aloud, paying particular attention to the accurate pronunciation of words and phrasing. Remind them to look for clues, such as commas and prepositions, to help them chunk words into phrases.

TEACHER’SCHOICE conSTRUcTeD ReSPonSe: collecT TexT evIDenceE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: Why didn’t Zeus choose another bride for Hades when he saw that Demeter was so upset? Review students’ collected evidence as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE cloSe ReADIng oPTIonSE-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3’s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

RF.4.4bFLUENCY

Accuracy and Expression

W.4.8*, RL.4.3WRITINg

gather Information



Key Idea: Text Selection Demeter learns that Zeus allowed Hades to take Persephone. She takes revenge by not allowing anything to grow, causing a famine. Zeus relents, but Hades tricks Persephone into spending three months a year in the Underworld. During this time, Demeter allows nothing to grow, creating winter on earth.

ReTURnIng To THe TexT 5 minutesRemind students that they have read about Demeter and the loss of her daughter, Persephone. Have them continue to read closely to identify details about Demeter’s search for Persephone and to understand what happens in the rest of the myth.

As we read more about Demeter and Persephone, we’ll continue reading closely to explain the meaning of what is directly stated in the text and shown in the illustrations. These are explicit details. Who can tell us how we can use these explicit details?

to help us understand words and phrases in the text, and to make guesses about the deeper meaning of the myth

ReADIng THe TexT cloSely 10 minutesState the learning focuses and invite students to read pages 14–19. check to see how they are doing with application of the focuses, as you have done previously. Then have students read pages 20–22, paying specific attention to explicit details in the text and the deeper meanings they can infer.

Take some time to read pages 14 through 18. What deeper meaning can you infer from what happens in Eleusis?

Demeter wanders in as a poor old woman. she takes care of a baby boy and feeds him ambrosia to make him a god. On page 19, she is shown putting him in a fire to make him immortal. But his mother stops her. I can infer that Demeter thinks the baby will end her grieving if he never goes to the Underworld like Persephone. Also, the baby’s mother saves him from the fire. that probably made Demeter more mad because none of the gods and goddesses saved Persephone or helped find her.

DIScUSSIng THe TexT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to look for details in the text and illustrations to understand what happens, as well as to infer deeper meanings in the story. emphasize the importance of paraphrasing.

Let’s read pages 20 through 22. Think about the details in the text and illustrations that add to your understanding and help you infer a deeper meaning about the text. Remember to tell using your own words. Who’d like to start?

Because she’s angry, Demeter stops seeds and plants from growing, so the people don’t have gifts to give the gods. Demeter says she’ll make all living things die and her people starve until Persephone is returned to her. I can infer that the gods are selfish. Demeter will let her people starve if she can’t have her way. Zeus only sends the gods to Demeter because sacrifices and gifts from earth have stopped.


LEARNINg FOCUSES RL.4.1, RL.4.4, RL.4.7

Students continue to read closely and refer to details and examples when explaining what the text says explicitly and when drawing inferences. Students continue to use context to determine the meaning of words and phrases, while continuing to make connections between descriptive text and illustrations.

VOCABULARY

RL.4.4 When students come upon an unknown word or phrase, such as revenge on page 21, have them use the other words in the sentence to see if they can figure out the meaning.


DISCUSSION TIP

Provide support for having students paraphrase information that is presented in diverse media and formats by asking questions such as, “What detail in the illustration on page 24 tells you about Hermes?” and “How did Hades trick Persephone?”



Support students as they finish reading the text. encourage them to share their understandings with the class.

You’ll finish this book on your own. You may want to take notes about details you find in the text and illustrations so you can refer to them as you paraphrase and share inferences. Who can talk about an illustration that enhanced or added information?

On page 24, it talks about the pomegranate that Hades uses to trick Persephone. I never heard of a pomegranate before. the picture on page 25 shows her holding a big red fruit. that helped me understand what a it looks like.

TEACHER’SCHOICE conSTRUcTeD ReSPonSe: wRITe To SoURceE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate piece of paper that answers the question: Why didn’t Zeus choose another bride for Hades when he saw that Demeter was so upset? Have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE writing Task: narrative

E-RESOURCEE-RESOURCE Summative Assessment Review with students the elements of a myth. Invite them to write their own myth with a new explanation for an event in nature. Students will work independently to write their myths. guide them to use the planning organizer on page 12 as they organize the details of the natural event they choose and the plot of the myth that explains it. consider having students illustrate and publish their myths.

In this myth, Demeter tries to get revenge for the actions of the other gods. You’ve collected evidence about the different gods in the myth and the events in nature that they explain. Work with a partner to review the evidence you’ve gathered and make necessary additions or changes. Now it’s your turn to write a short myth. Think about something that happens in nature. Think about what happened to Demeter, how it made her feel, and what she did as a result. Then write a story with your own characters. Organize your story using a sequence of events that makes it clear what happens and how the actions of the characters explain the event you have chosen.

W.4.8*, RL.4.3WRITINg

Respond to Question

W.4.3WRITINg Narrative



woRD STUDyCompound Words The length of compound words can intimidate some readers. Splitting compound words into the words that make them up and defining each word separately is an effective strategy.

A compound word is made up of two words combined. An example from this text is Underworld. What two words make up the compound? (Under and world) How do their meanings help you understand this compound word?

the Underworld is a world under or below this world.

Find these other compound words in the text and guess what they mean based on the words that make up the compound: grapevines (page 5), hillside (page 8), newborn (page 17), overjoyed and underground (page 26).

vocABUlARyMultiple-Meaning Words Help students develop vocabulary by providing opportunities to determine the correct meaning or usage of multiple-meaning words within context. For more practice, discuss these story words in the same way.

Some words have more than one meaning. We need to use our common sense to see which meaning is being used in a text. For example, we see the word spring on page 5. What can spring mean?

a coiled-up piece of wire, a brook, to jump

Let’s read it in context. Which meaning do you think the word spring has here?

to jump, because it makes sense in the myth to say that plants jumped out of the ground wherever she walked

Who can find more multiple-meaning words in the text?

pounded (page 10), thunder (page 13), and related (page 26)

woRD RecognITIon Letter-Sound Correspondence, Syllabication, and Morphology Help students use letter-sound correspondence, syllabication, and morphology to accurately read unfamiliar multisyllabic words in context. Direct students’ attention to the word cornucopia on page 5.

This may be an unfamiliar word, but we can use familiar strategies to read it. If you were seeing it for the first time, what part of it might confuse you?

I am not sure if the c should sound like a k or an s.

Let’s look at it carefully. Does it look like any other words you know?

It looks like the word corn is part of it.

That is a great clue to this word. Now, let’s identify the syllables and pronounce it together.

cor-nu-co-pi-a

TEACHER’SCHOICE Additional Instruction

L.4.4a VOCABULARY Compound Words

L.4.4a VOCABULARY Multiple-Meaning Words

RF.4.3a VOCABULARY Multisyllabic Words



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comprehension: Make InferencesUse this graphic organizer to record inferences about the story Demeter and Persephone and details you found in the text that support your inferences. In the first column, list inferences you made about characters or events in the story. In the second column, list explicit details in the text that helped you make your inferences.

Inferences Details

Score:



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collecting Text evidenceWhy didn’t Zeus choose another bride for Hades when he saw that Demeter was so upset?

Use the chart to collect evidence from Demeter and Persephone. Be sure to include page references as you take notes. You may need more than one copy of this chart.

evidence Page

Score:



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writing Task: Planning your narrativeThink about how the actions of demeter, Zeus, persephone, and hades created the seasons. Write your own myth that tells a story about how something in nature came to be. You can plan your myth below.

MyTH DeTAIlSThe myth explains:

The name of the god or goddess:

special power or trait of the god or goddess:

other gods or goddesses involved in the myth:

PloT oUTlIne1. Introduce main character, including his or her powers.

2. Tell what happens to the main character, including how other characters are involved.

3. Then tell what this causes the main character to do.

4. explain the connection between the action and powers of the main character and the event in nature.

Write your myth on a separate sheet of paper or a computer. remember to read your writing when you are done and make any necessary revisions.

Score:


demeter and persephone - mondo publishing€¦ · 2 demeter and persephone session 1 text...

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