Download Resource ID#: 49598

Hubris: A Recurring Theme in Greek
Mythology
Resource ID#: 49598
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students will analyze protagonist, antagonist, conflict, resolution, and hubris in three classic
myths: "Odysseus and Polyphemus," "Athena and Arachne," and "Echo and Narcissus." They
will write an essay explaining the message of each myth using examples from the myths and
discuss the impact of the recurring theme of hubris on the ancient Greek audience.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead
Projector, Speakers/Headphones
Instructional Time: 2 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: myths, Odysseus, Polyphemus, Cyclops, Arachne, Athena, Echo, Narcissus, theme,
mythology, conflict, protagonist, antagonist, resolution, hubris, pride, excessive pride, resolution
Instructional Component Type(s): Lesson Plan, Worksheet, Assessment
, Video/Audio/Animation, Text Resource, Formative Assessment
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
MythsHubris_Handout.docx
LESSON CONTENT
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Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this
lesson?
Students will be able to:
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understand the terms and be able to identify the protagonist, antagonist, conflict (acts of hubris),
and resolution (consequences of hubris) in three myths.
determine and explain the themes of three myths using specific evidence as support.
write an informative essay identifying and explaining the themes of the myths, and put forth an
(educated) opinion about the probable impact of these myths on the ancient Greek audience.
Prior Knowledge: What prior knowledge should students have for this lesson?
Terms to Know:
Review the terms below before beginning the lesson. A short quiz on the terms would be recommended to
be sure students understand them before moving into the lesson. Refer back to these terms throughout the
lesson.
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Protagonist: main character on whom the action of a story is focused
Antagonist: minor character who serves to confront and impact the protagonist in some way
Conflict: problem in a story expressed generally as ________ vs. ________
 Important note: Explain that in these myths the conflict is rooted in the act of hubris.
Hubris: excessive pride
Resolution: the way a conflict is resolved at the conclusion of a story
 Important note: Explain that in these myths the resolution is reflected in the
consequences of each protagonist's hubris.
Theme: lesson or message in a literary work
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Guiding Questions: What are the guiding questions for this lesson?
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Summarize the myths "Odysseus and Polyphemus," "Arachne and Athena," and "Echo and
Narcissus."
Who are the protagonists and antagonists in "Odysseus and Polyphemus," "Arachne and Athena,"
and "Echo and Narcissus"?
What are the conflicts (acts of hubris) and resolutions (consequences of hubris) in "Odysseus and
Polyphemus," "Arachne and Athena," and "Echo and Narcissus"?
What are the themes in "Odysseus and Polyphemus," "Arachne and Athena," and "Echo and
Narcissus" and why?
In what possible way(s) would the ancient Greek audience be impacted by "Odysseus and
Polyphemus," "Arachne and Athena," and "Echo and Narcissus"?
Teaching Phase: How will the teacher present the concept or skill to students?
Preparation:
Texts: Make one copy of each myth and the student handout for each student before starting the lesson.
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"Odysseus and Polyphemus" from The Odyssey by Homer
 Video Options: Preview before choosing or search for additional options based on student
maturity.
 Teachers might wish to purchase The Odyssey staring Armand Assante or check their
local libraries to see if it is available for free. If so, they should show the clip beginning at
29:24 and ending at 41:26, or teachers might show the cartoon in the provided
link animated clip
"Athena and Arachne"
"Echo and Narcissus"
Mini-Lecture:
Many Greek myths and legends are a warning to not underestimate the power of the gods, and that mocking
or attempting to usurp their powers never ends well for the fool-hearty person who tries. To be true human
heroes, they must master their pride and humble themselves before the gods.
Steps:
1. Provide each student with a copy of the student sections of the handout and each of the three myths.
2. First, the teacher will model the expectation using the "Odysseus and Polyphemus" episode of The
Odyssey. Show the video (from the options above or select one of your own) and use a copy of the story
text to read and summarize the story modeling the "who, what, when, where, why, and how" approach to
summarizing in just two or three sentences.
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Use the video first and give students a copy of the myth for the activity. Have students watch the
video first, and afterward mark up their own text copy by highlighting or underlining the "who,
what, when, where, why, and how."
Then ask students to collaboratively assist you as you write the summary on the overhead
projector or board. Ask students to copy the summary onto the handout in the appropriate location.
3. Then give students about five minutes to complete the chart identifying Odysseus' act of hubris, the
antagonist, the power of the antagonist, and the consequences of Odysseus' display of excessive pride in the
boxes provided on the handout.
4. Select students to share out their answers prompting and probing them for text-based support and
explanations. Clarify misunderstandings as students share out. Ask them to fill in each section of the chart
correctly if revisions are needed.
5. Project on an overhead a copy of the above mini-lecture notes, and ask students to complete the
"Odysseus and Polyphemus" theme statement box on the handout. Circulate and observe.
6. After all students have attempted an answer, choose students to share out. Correct incorrect or
incomplete answers. Ask students to revise their theme statement if necessary.

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
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Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
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Students will independently complete the final section of the chart by reading and analyzing "Echo
and Narcissus" and filling in the relevant sections of the handout.
After fifteen minutes or when the majority of the students have finished, ask individual students to
share out and help you fill in the section of your chart (project on overhead). Probe them for
explanations and reasons for their answers. Allow students to correct incorrect or incomplete
answers.
Collect students' charts and make comments—both positive and corrective if necessary—and
return them to students the following day to use as a graphic organizer for writing the essay.
Explain the grading scale before the students write the summative assessment independently,
using their handout completed the previous day.
Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
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Put students in partners, and have students read "Arachne and Athena," write a summary using a
"who, what, when, where, why, and how," and complete all related sections of the chart in the
same manner as the teacher modeled in the Teaching Phase using the "Odysseus and Polyphemus"
myth.
When pairs have finished, ask five different teams to share out one section (out of the five
sections) on the handout for "Arachne and Athena." The rest of the class as well as the teacher will
provide corrective feedback as teams share in a whole-class discussion format.
Students will be encouraged to correct any incorrect or vague answers. Explain that the
information on their charts must be correct since they will use it to write a short essay as a
summative assessment.
After grading the essays, the teacher will show students two or three excellent essay examples and
will explain how they earned a high score by directly referencing the grading scale.
The teacher will return scored essays and have students write a self-assessment in the space
provided explaining why the student earned the score he/she did by referring to specific words and
categories as explained on the grading scale.
Option: Allowing students to argue for a different score is a possibility if they disagree with the
teacher's score. Doing this often results in students changing their minds and realizing that the
teacher score is, in fact, accurate. However, teacher must be prepared to change a score if a student
adequately argues for a different score.
Summative Assessment
Essay Prompt:
All three Greek stories depict a similar theme: having excessive pride, hubris, results in
tragic consequences. Considering the protagonist, antagonist, conflict, and resolution of
each myth, explain how they depict a similar theme. Finally, answer this question: how
might this recurring theme have impacted the ancient Greek audience?
Students will be considered proficient by earning at least a 3 on the essay grading scale provided on the
student handout.
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Formative Assessment
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Using a vocabulary quiz on the terms from the Prior Knowledge section, determine students'
understanding of the meanings.
The chart and sentence starters on the student handout will serve as a tool to gather information
about student learning during the Teaching Phase, Guided Practice, and Independent Practice.
Feedback to Students
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After students take the quiz on the terms from prior knowledge, have them self-grade using a red
pen/pencil and make corrections in red. Reteach any terms before the lesson begins in a wholeclass mini-lesson or by circulating and individually clarifying those that particular students missed
on the quiz.
During team-work, team sharing, whole-class discussion and collaboration in the Teaching Phase
and Guided Practice, the teacher will gather information and clarify any misunderstandings or
misconceptions on-the-spot.
The teacher will make positive and corrective comments on the student handout after collecting it
at the end of the independent practice section, and then return it to students before they write the
essay so they may use it as a graphic organizer.
ACCOMMODATIONS & RECOMMENDATIONS
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Accommodations:
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Students with extended time may take the chart home to complete and/or make corrections.
Students with extended time may come in before school or after school to have extra time to finish
the essay writing Assignment.
Students with learning challenges may conference with the teacher to go over the chart
individually in advance of writing the essay. The teacher may ask questions and clarify struggling
students' misunderstandings or misconceptions one-on-one.
The teacher can differentiate (in an inconspicuous manner) by focusing on particular students'
learning accommodations as he/she circulates while students pairs work on the charts to be sure
those students understand the content.
Struggling writers may need to be provided with a writing frame to help them organize their essay.
Extensions:
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Student will be asked to research another Greek myth with hubris as a flaw of the protagonist.
Ask them to print out a copy of the myth, create a loose leaf page with the same boxes and
sentence starters as this lesson's student handout, and complete it using the myth they found.
o The teacher can collect these on a particular due date, and as a review have one student at a time
(as a bell-ringer activity possibly) share their myth and analysis as an ongoing review activity.
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector,
Speakers/Headphones
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
LAFS.910.RL.1.1:
LAFS.910.RL.1.2:
LAFS.910.W.1.2:
LAFS.910.W.2.4:
LAFS.910.W.3.9:
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
Determine a theme or central idea of a text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide
an objective summary of the text.
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content.
a. Introduce a topic; organize complex ideas, concepts, and
information to make important connections and
distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows
from and supports the information or explanation
presented (e.g., articulating implications or the
significance of the topic).
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g.,
“Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning”).