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Decision MakingGreek Mythology

Lesson Plan
English Language Arts
9th Grade Honors ELA
Decision-Making: Which Greek God would make the best ally?
90 Minutes
Christine Pekatos

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Summary/Overview
The focus of this lesson is to give students the opportunity to consider the different Greek Gods and their
characteristics. This will also offer the students an

Enduring Understanding(s)
At the end of this lesson the student will understand that
a. The Gods had complicated networks of relationships, one of their anthropomorphic characteristics.
b. Choosing alliances was difficult for the heroes of the Odyssey.
Essential Question(s)
What qualities determine the strength of a characters?

Concept(s) to Maintain

Politics of Mt. Olympus

Evidence of Learning
What students should know:
Revised April 2009

a. Characteristics of the different Greek gods.

b. The relationships between the god on Mt. Olympus
What students should be able to do:
a. Debate characteristics and prioritize strengths.
b. Predict outcomes based on characterization.
Suggested Vocabulary

Anthropomorphic
Archetype

Hubris

Procedure(s)
Phase 1: Hook
1.

Students will complete the Decision-Making Style Inventory and discuss their style with their elbow partner.

Phase 2: Examine the Content

2. Ask students to make a list of resources weve used so far this unit (The Value of Myth The Golden
Apples and Epic Characteristics Presentation). After listing all resources, remind students that these and
their Cornell Notes should be used as their background materials over the course of the lesson.
3.

Group Students: Students will be divided into homogenous groups based on the results of their DecisionMaking Style Inventory, with no more than 4 students per group.

4.

Review the Small Group Directions: Each group is presented with the same scenario: Each group is acting
as Odysseus advisors. Each group can recommend that Odysseus acts for help from ONE god or goddess as
they leave for war against Troy.

Phase 3: Decision Making

5.

First use a priority pyramid to determine which elements of the God or Goddess characteristics are most
important: this process is open-ended, allowing students to get as complex as theyd like. Some suggested
characteristics are intelligence, strength, and courage in battle. Groups can also consider how the personal
friendship, family ties, and alliances of their protector could affect their performance at war.

6.

Consensus Building: Each group will build consensus to determine which god or goddess would be the most
strategic protector in time of war.

Phase 4: Synthesis Activity

7.

Communicate the Decision: Construct a prayer or invocation of your own, based on texts from that time,
asking your chosen god or goddess to protect you on your journey.

Summarizing Activity
Revised April 2009

Triangle-Square-Circle
Triangle: Three things you learned today
Square: Connections to previous knowledge (things that square away)
Circle: Any questions going around your mind?
Resource(s)

Anchor Text(s): This should be completed BEFORE beginning The Odyssey.

Technology: Epic Hero Cycle PPT Presentation
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 5:
Handout 6:

The Value of Myth Non-fiction article

The Golden Apple Myth
Priority Pyramid
Notes Organizer
Consensus Building Rules

Revised April 2009