The Monster in the Cave

ELA: Greek myths

Social studies: World cultures

Social-emotional learning: Responsible decision-making (identifying problems, analyzing situations, solving problems); relationship skills (teamwork)

Character traits, cause and effect, key details, summarizing, plot, sequencing

Set a Purpose for Reading/Explore Text Features (10 minutes)

• Look at pages 20 and 21 with the class. Point to the labels “Play” and “Read-aloud myth.” Explain that myths are stories told long ago in different countries around the world. Many of these stories include talking-animal characters, supernatural events, and people who act like modern-day superheroes.
• Point to Greece on a map. Explain that this read-aloud play is based on a Greek myth about the adventures of Odysseus, a famous hero and warrior. He had many adventures as he returned to his homeland after fighting in the Trojan War.
• Read aloud the title and subtitle. Point to the illustration on page 20. What does the monster look like? Where does he live?
• Direct students to the illustration on page 23. What is the monster doing in this picture? How does the monster probably feel in the picture on page 24?
• Call on volunteers to read aloud the Think and Read box on page 21 and the Think and Write box on page 25. As students read, they should look for character traits that help Odysseus fight the monster.

Introduce Vocabulary (15 minutes)

• While the play does not include definitions of vocabulary words in the text, a Vocabulary Skill Builder covers challenging words. Project or distribute the Skill Builder to go over the words. You may also play our Vocabulary Slideshow.
• Challenging words: boulder, hideous, sputters, clinging, revenge
  

Bridging Decoding and Comprehension

• Remind students that the stage directions in parentheses tell a reader or actor how to say a line or perform an action in the play. Direct students to page 22. Point to the words afraid in column 1 and whispering in column 2. Read aloud the dialogue with appropriate expression or action. Have students repeat after you.

Reading and Unpacking the Text

• Before reading: Point out the Characters box on page 21. Remind students that this is a list of all the characters in the play. Direct students to the phonetic spelling of Odysseus and Polyphemus. Read the names aloud and have students repeat after you. Explain that a Cyclops is a one-eyed monster in Greek mythology. Point to Polyphemus on page 20.
• Remind students that they have read plays where narrators explain some of the action and events. The Greek chorus in an ancient Greek play is like a narrator in a modern-day play.
• First read: Continue reading the play as a class. Point to the information bubble on page 21 and read it with the students. Read aloud the phonetic spelling of Cyclopes.
• Second read: Project or distribute the Close-Reading Questions. Discuss them as a class, rereading lines or scenes as necessary.
• Separate students into groups to discuss the Critical-Thinking Questions. Then have groups share their answers with the class. 
  

Close-Reading Questions (30 minutes)

• Read Scene 1. Why does Odysseus want to row to a small island where the Cyclopes live? (cause and effect) His crew is weak from hunger. They have no food left and very little water.
• Read Scene 2. What treasures do the men find inside the Cyclops’ cave? (key details) They find food: cheese, sheep, wheat, and milk.
• Read Scene 3. Why is the Cyclops so scary? (summarizing) He’s a huge monster. Sores cover his face, and he only has one eye on his forehead.
• Why does Odysseus warn his men not to kill the Cyclops? (plot) Only the Cyclops is big enough to move the huge stone covering the cave opening. If they kill him, they’ll be trapped inside the cave.
• Read Scene 4. What does Odysseus do after the Cyclops kills four more of his crew? (sequencing) He gives the Cyclops two cups of wine. Then the monster falls asleep.
• Read Scene 5. What is Odysseus’ plan so his men can escape the Cyclops? (summarizing) He and his men cling to the sheep’s bellies. Because the Cyclops is now blind, he only feels the sheep’s backs. When the sheep run out of the cave, the men escape.
• What does Odysseus’ plan show about his character? (character traits) He is very smart and knows how to outwit the monster. Also, he lets his men escape from the cave first before he rides out.
  

Critical-Thinking Question (10 minutes)

• What do you think was the most important character trait that helped Odysseus fight the Cyclops and save himself and his men?  (character traits) Answers may vary. Students may say that Odysseus was very smart. He could solve a problem by planning ahead. For example, when Telamon wanted to kill the Cyclops, Odysseus warned him not to. He knew that if the monster died, the men would be trapped inside the cave. Also, Odysseus gave the Cyclops a drink that put him to sleep so it would be easier to attack the monster.

Cause and Effect (30 minutes)

• Have students complete the Character Traits Skill Builder. They should also write a paragraph to answer the question in the Think and Write box. Students can read aloud their paragraphs in small groups.