LESSON 18 TEACHER’S GUIDE Proud Achilles - …forms.hmhco.com/assets/pdf/journeys/grade/L18_proud_achilles_V.pdf · LESSON 18 TEACHER’S GUIDE Proud Achilles by Edwin Hernandez

Number of Words: 2,386

L E S S O N 1 8 T E A C H E R ’ S G U I D E

Proud Achillesby Edwin Hernandez

Fountas-Pinnell Level VMythSelection SummaryAn ancient Greek myth, The Iliad, describes how the warrior Achilles fought heroically in the Trojan War, helping to defeat the Trojan army. However, he was fated to die young in his quest to achieve great glory and eternal fame on the battlefi eld.

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Characteristics of the Text Genre • Myth

Text Structure • Third-person narrative organized in eleven short chapters • A brief introduction gives the history of the myth

Content • Greek myth, The Iliad• The Trojan War • Ancient Greece

Themes and Ideas • You cannot outwit fate.• Rage and pride can lead to sorrow.

Language and Literary Features

• Vivid details convey mythical history • Dialogue used to increase reader interest

Sentence Complexity • A mixture of short and longer, more complex sentences• Full range of punctuation

Vocabulary • Many Greek names of people and places, some of which might not be familiar to English language learners, such as Styx and Agamemnon. Cultural references such as Achilles’ heel (p. 18)

Words • Some challenging multisyllable words, such as labyrinth, Menelaus, prophecyIllustrations • Color illustrations with captions and labels, map of ancient Greece

Book and Print Features • Seventeen pages of text, with illustrations on many pages• Easy-to-read chapter headings, introduction, sidebars

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

abandon – to leave a person or thing behind, p. 9

bitterly – to do something with intense resentment, p. 8

embrace – to hold closely in a hug, p. 15

fury – a wild fi t of anger or violence, p. 5

labyrinth – a winding arrangement of passages, p. 6

massive – very large, heavy, and bulky, p. 5

rash – to act too quickly and carelessly, p. 4

somber – gloomy, p. 10steadfast – focused, p. 10unravels – a structure that comes

apart, p. 13

Proud Achilles by Edwin Hernandez

Build BackgroundHelp students use their knowledge about fate to visualize the story. Build interest by asking a question such as the following: Why do some people believe that their destiny is inevitable? Read the title and author and talk about the cover illustration. Note the 11 chapter heads. Tell students that this book is a myth, so it will tell what a group of people believe about the world.

Frontload Vocabulary Some everyday words may be unfamiliar to English language learners. Before reading, check for understanding of the following words: prophecy, fl eet, prophet, chariot, armor.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Page 3: Read the caption under the illustration. Explain that this is a book about a famous Greek warrior. Direct students to the chapter heading: A Choice for Achilles. Suggested language: In this chapter, we learn that Achilles’ mother was told of a prophecy: her son could live a long life and die an old man or he could win fame and glory on the battlefi eld but die young. What do you think Achilles’ mother did when she heard this prediction of her son’s future?

Page 4: Describe how a rash, or reckless, act by a prince named Paris brought about the ruin of Troy. Have students fi nd the highlighted word rash. How could someone’s rash behavior result in war? Can you think of a different solution?

Page 6: Read the caption under the illustration. Make sure students understand that Trojans are the people of Troy. What do you think will happen next?

Page 18: Draw attention to the sidebar: Achilles’ Heel. Cultural Support: Explain that ever since Achilles was shot in his unprotected heel, the term “Achilles’ heel” means a weakness despite overall strength. What sentence could you write using the term “Achilles’ heel”?

Now turn back to the beginning of the book and read to fi nd out about how Achilles played a key role in the Trojan War

2 Lesson 18: Proud AchillesGrade 6© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Infer/Predict Strategy and use text clues to fi gure out what the author means or what might happen in the future.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: How can someone’s pride lead to disastrous consequences? What lessons can you learn from The Iliad?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Greek gods and goddesses interfered in the affairs of mortals.

• While Achilles treasured friendship and honor, he let anger keep him from the battle.

• Achilles’ wounded pride lead to his selfi sh position.

• Sometimes people cannot escape their fate.

• A small weakness can lead to someone’s downfall.

• A map depicts ancient Greece at the time of the Trojan War.

• Sidebars discuss The Iliad’s companion piece, The Odyssey, and the meaning of “Achilles’ heel.”

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to present a readers’

theater. Remind them to read the dialogue with appropriate emotion, stressing the character’s strong emotions.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that longer words are often formed from shorter, familiar words. For example, the word battlefi eld on page 12 is a compound word combining the words battle and fi eld. Have students use a dictionary to learn the meaning of a compound word.


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Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 18.10.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillStory Structure

Target Comprehension Skill Have students examine details about characters, setting,

and plot. They should discuss the credibility of the characters and believability of the plot, along with the effect of the setting and characters on the plot and its resolution. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

In the box labeled “Setting,” write: A battlefi eld in ancient Troy. List major characters such as Achilles, Agamemnon, Paris, Hector, and Patroclus in the appropriate box. Below the story’s confl ict, write the resolution: Achilles dies in great glory on the battlefi eld and his name is remembered as one of the greatest warriors.

Practice the SkillEncourage students to share their examples of another book that uses Story Structure to discuss another historical hero.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What does the word labyrinth mean in the second paragraph on page 6?

• What two sentences on pages 13 and 14 show how much Achilles cared for Patroclus?

• Based on the sidebar on page 18, what can the reader predict about how people will remember Achilles?



Critical ThinkingRead and answer the questions.

1. Think within the text What does the prophecy say will happen to

Achilles if he becomes a warrior?

2. Think within the text Why were the Trojans afraid of Achilles?

3. Think beyond the text Ancient Greek stories often feature heroes.

Why do you think it was important for them to tell the stories of these

heroes?

4. Think about the text What is the turning point in the story?

Making Connections Many other heroes also have weaknesses. Compare Achilles with a hero you have read about in books or in the news. What is that hero’s weakness? How is that hero similar or different from Achilles?

Write your answer in your Reader’s Notebook.

Name Date

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 18B L A C K L I N E M A S T E R 1 8 . 1 0

Proud AchillesCritical Thinking

12 Grade 6, Unit 4: Treasures of the Ancient World

The prophecy says he will die young.

He was the strongest and bravest of the Greeks.

People used the stories to learn how to act in accordance with

their gods’ wishes. The stories also motivated them to work hard

in their own tasks like these heroes.

The turning point is when Achilles decides to fi ght to avenge the

death of Patroclus.

Possible responses shown.

18.10_6_246260RNLEAN_Crtl Thk.in12 12 6/22/09 2:29:07 PM

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that Achilles’ pride was his downfall.

Idioms The story includes some idioms that might be unfamiliar. Explain the meaning of expressions such as make him pay (page 14) and swallow your pride (page 15).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What was the weak spot on Achilles’ body?

Speaker 2: his heel

Speaker 1: Who was the woman that Paris stole?

Speaker 2: Helen

Speaker 1: What god guided the arrow that killed Achilles?

Speaker 2: Apollo

Speaker 1: When did Apollo end the sickness of the Greek soldiers?

Speaker 2: He ended the sickness after Agamemnon sent Chryseis home.

Speaker 1: Why did Achilles fi nally embrace his fate on the battlefi eld?

Speaker 2: He sought to avenge the death of his friend Patroclus.

Speaker 1: Why did Achilles believe that his pride had been wounded?

Speaker 2: He felt that he had been publicly insulted and dishonored when Agamemnon had taken Briseis away from him.



Name Date

Proud AchillesThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

One of the themes in the myth of Achilles is pride. On page 9, the author describes how Achilles refused to fight after his pride was hurt. His mother tells him to swallow his pride and fight for fame and glory. Do you think that was wise advice? Why or why not? What advice would you have given to Achilles? Explain your answer, giving examples from the story.



Critical ThinkingRead and answer the questions.

1. Think within the text What does the prophecy say will happen to

Achilles if he becomes a warrior?

2. Think within the text Why were the Trojans afraid of Achilles?

3. Think beyond the text Ancient Greek stories often feature heroes.

Why do you think it was important for them to tell the stories of these

heroes?

4. Think about the text What is the turning point in the story?

Making Connections Many other heroes also have weaknesses. Compare Achilles with a hero you have read about in books or in the news. What is that hero’s weakness? How is that hero similar or different from Achilles?

Write your answer in your Reader’s Notebook.

Name Date


Proud AchillesCritical Thinking



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Student Date

Proud Achilles

Running Record Form


Proud Achilles • LEVEL V

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

14 Achilles cried bitterly over the death of his friend. Even the loss

of Briseis did not cause Achilles so much pain.

“Only one thing will make my sadness go away,” Achilles said

to his mother. “And that is Hector’s death. I will make him pay

for what he has done.”

Achilles’ mother tried to change his mind. She said, “The gods

say that when Hector dies, you will die soon after him. If you

return home now, you can still die an old man. The choice is

yours, my son.”

Comments: Accuracy Rate (# words read

correctly/90 × 100)

%

Total Self- Corrections



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LESSON 18 TEACHER’S GUIDE Proud Achilles - …forms.hmhco.com/assets/pdf/journeys/grade/L18_proud_achilles_V.pdf · LESSON 18 TEACHER’S GUIDE Proud Achilles by Edwin Hernandez