Grade 6: The Black Ships Before Troy – The Story of the Iliad – excerpt from The Golden Apple


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Reading Literature

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.



This Grade 6 lesson titled “The Black Ships Before Troy – The Story of the Iliad – excerpt from The Golden Apple” by Washoe County teachers and cited on is a close read that was designed to help students gain ELA/Literacy by using textual evidence to answer text-dependent questions. After students read a short excerpt from The Golden Apple, they practice using text evidence to support their responses. In a culminating activity, students independently write an explanatory essay response to a prompt that connects stated evidence in order to support a claim about the moral of the story.


Connecticut teachers are cautioned that additional scaffolding and support for students who are ELL, have disabilities, or read well below the grade level text band may be needed. Although there are some assessment guidelines and a sample student response, the use of a Common Core-aligned rubric that elicits direct, observable evidence of the degree to which students can independently demonstrate all of the targeted standards is suggested. There is no suggested instructional time/pacing guide included with the lesson plan.



This lesson is a useful example of how to make reading text closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Materials include: the secondary source text on ancient Greek civilization, text-dependent questions, an academic vocabulary list, a writing prompt for writing to sources, a sample student written response, and an extension activity.