The Perseus’ Project
Directions: In addition to taking a multiple choice test, you will have a project due on the day of
your English Language Arts Midterm. Use the annotation sheet and internet sources in order to
compile information and complete the project. Each written project needs to be the length of a
full page or more. You may choose from the following projects:
1. Perseus: The Game: Create a board game that includes the story, settings, and
characters in “Perseus”. You will also need to include the objective and rules of the
game. (The board game project was adapted from Mythology: A Cooperative Learning
Unit, edited by Dr. James Scott and published by Prestwick House.)
2. A Friendly Game of Dodge Earth Ball with Atlas: The Gorgon sisters want to take
revenge on Perseus for beheading Medusa. They find a way to relieve Atlas of his
sentence of holding up the earth if he is able to trick Perseus into being his replacement.
Describe how Atlas tries to trick Perseus and whether he is successful in his trickery.
(The project idea was adapted from the Percy Jackson and the Olympians series.)
3. Perseus: To the Land Beyond and Back Again: Create a play in four acts with a
dialogue and stage directions based on the following sections of “Perseus”: Act One:
“The Prophecy”, Act Two: “The Island”, Act Three: “The Quest”, and Act Four: “The
4. The Perseus Press: Create a Greek mythology newspaper. Include an article about the
story of Perseus. Also include cartoons, letters, and advertisements, such as “Snake
Away: Shampoo that Tames Unruly Hair”. (Your newspaper may be five pages long.)
5. Perseus, 2010: Write a scene for a movie retelling the story, but change the setting to
2010. (The film can be rated A for being action-packed.)
6. An Appetite for Ambrosia (or Greek god food): After Perseus completes his quest, he
decides to retire from being a hero in order to open a restaurant for the gods. Create a
menu of ten meals relating to events in the story, and then include descriptions of the
ingredients and the prices in Greek drachmas.
Example: Snake-ghetti and Eye-ball Price
Try Perseus’s favorite “if you can beat it, you can eat it” entrée. 10 Drachmas
Snake-ghetti and Eye-ball can only be described as a scrumptious
blend of Medusa’s locks marinated in sea-monster ooze and
topped with the Gray sisters’ succulent eyeball.
7. The View (Through One Eye): The three Gray sisters decide to host a talk show similar
to The View, except they can call their talk show something like The View (Through One
Eye). Through the perspective of a studio-audience member, write about an interview
they have with their guest, Perseus, and any other character from the story.
8. X Marks the Spot: Create a treasure map following Perseus’s travels. Include and
illustration all the islands described by Bernard Evlsin in Heroes, Gods, and Monsters of
the Greek Myths.
9. Law and Disorder: Suppose that Athena felt guilty about so many people turning into
stone and decided to intervene and not let Polydectes be turned into stone. What would
happen if she had Polydectes tried in court for his crimes instead? Set up a criminal trial
for Polydectes. Decide who would be the attorneys, the witnesses, and the jury. Also
include a dialogue in the court drama.
10. The Hero Makes the Sword: The Sword Makes the Hero: Describe the purpose of
each of Perseus’s three weapons and their functions along his journey.
Rubric for the Perseus Project:
MYP Unit Question: How common are our stories?
Areas of Interaction: Approaches to Learning and Health and Social
Criteria Highly Effective Sufficient Inconsistent Inefficient
Effective 7-8 5-6 3-4 1-2
A. Content *The student *The students *The student *The student The student
consistently use most of uses many of uses some of needs to use
*How well uses the supporting the supporting the details details from the
can the supporting details from details from from the story of
student create details from the story of the story of story of “Perseus”.
a project that the story of “Perseus”. “Perseus”. “Perseus.”
applies facts “Perseus”.
from the story *The student *The student *The student *The student *The student
“Perseus” in consistently uses a lot of uses uses some needs to use
an uses imagination imagination imagination. more
imaginative imagination through most imagination
way? of the project.
Organization *The project *The project *The project *The project *Many parts of
*How well is is usually is generally shows the the project are
can the consistently well- well- beginnings not organized,
student well- organized, organized, of clear, or easy
organize ideas organized, clear, and clear, and organization to understand.
in throughout clear, and easy to easy to but some
the project so easy to understand. understand. parts are
that the reader understand. not clear or
or audience easy to
can easily understand.