• ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I will read and understand the first half of The Epic of Gilgamesh selection from our text, and make a bubble map to cite evidence explaining who the main character is..

Activator: Star Trek: The Next Generation – Jean Luc Picard discusses Gilgamesh.


Work Session: So, after watching our snazzy video today, we’re going to dive into reading Gilgamesh! Are you excited? YOU SHOULD BE!

Just in case any of you guys are reading from home or ISS or something, here is a link to the full text of Gilgamesh. We’re reading excerpts from this text in our book – you want to search in the PDF for The Battle with Humbaba, The Death of Enkidu, The Story of the Flood, and The Return.

Epic of Gilgamesh, Translated by N.K. Sandars

And today we’re going to read the first two of those sections, plus the prologue. Afterward, we’re going to talk about the things that make Gilgamesh into an archetypal hero. What’s that? Archetype?


  1. A very typical example of a certain person or thing.
  2. An original that has been imitated.

Anyway, to discuss who and what Gilgamesh is, let’s make…dundunDUN!!! A BUBBLE MAP!!!!

I would like each of you to make a bubble map to explain who Gilgamesh is. That means you put Gilgamesh’s name in the center of the bubble map and write adjectives in the bubbles around it. All these adjectives should describe Gilgamesh. I want you to have at least five. For those of you that are new to this whole thinking map thing, here’s what a bubble map looks like:

Who doesn’t love ice cream?

Now, here’s the catch. For each of your adjectives, I want you to prove to me how you know this. And you’ll do so with evidence in the form of quotes from the story. That means you have to look in the book and find five quotes that tell you who Gilgamesh is as a character. You’ll have the rest of class to work on this, and then at the very end we’ll partner up and share 🙂

Closing Session: Ticket out the door: Think-pair-share your bubble map with a partner and then with the class.

Assessment: Bubble maps can be formatively checked for understanding.

Differentiation: Process (printed maps provided)

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