• Benchmark 2: The student writes narrative text using the writing process.
  • Assignment: Student will write an original myth.

Literature Standard: The student responds to a variety of text.

• Benchmark 2: The student understands the significance of literature and its contributions to various cultures.
  • Assignment: Student will read about Greek mythology, its place in ancient Greek life and how the legends remain strong in modernity.

Activities:

1. KWL chart on Greek mythology. What myths do they already know?
2. Research online the various gods and goddesses, and have each student chose one god or goddess that most closely represents their own character or personality trait.
3. Have students create a personal profile for the god or goddess, as well as their own personal profile about themselves. The profiles should include items like: interests, fears, accomplishments, friends, adversaries, ambitions, hobbies, family members, country of origin, personal anecdotes, etc.
4. Have students keep a journal throughout the duration of the unit, and mark anytime they hear or see a reference to mythology (even though they will likely not “catch” all of them). This will show how the legends live on, and be a continuation of their KWL charts.
   Self-expression and original thinking will be rewarded and praised in class. In addition, discussion and questions will be encouraged throughout the day.

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Activities:

1. Have students create a visual image of their god or goddess and display around the room. This visual image may be a picture or illustration found on the Internet or in a book, an original drawing, or even a 3D model. (visual, maybe kinesthetic)
2. Display pictorial representations of any mythological stories that I can find. (visual)
3. On the final day of the unit, students will “compete” in ancient Greek Olympic games, which will be followed by a Greek feast in the classroom. (auditory, kinesthetic, gustatory, visual)

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Learning Goals and Activites: Students will demonstrate knowledge of what a myth is; including how myths originated and how and why they persist as well as elements of the “best” myths. They will understand how many myths boil down to good story telling. They will realize this after exploring and comparing a variety of mythological stories (Greek, Roman, creation, modern-day versions). Students will eventually write an original myth. At the end of the unit, students will be familiar with the Greek deities and myths, and will be able to identify and understand references to them in today's culture. They will see how myths have evolved from the ancient Greek tradition to the popular culture tradition.

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Declarative Learning Goals: Students will acquire background knowledge about Greek myths. They will read some stories and see some representations in video, magazines and other media sources. They will see how myths, or our belief in myths, have evolved over the centuries. They will examine the myths and identify important elements of them. They will hypothesize on why they think myths were an important part of the ancient Greek culture, as well as why they continue to be referred to in the 21st century. They will transfer their ideas of what makes a good myth into what makes a good story in general.

Activities:

1. Students read myths from a number of sources, most notably the books, Metamorphoses, Ovid, A Wonder Book, Nathaniel Hawthorne and Greek Mythology Cliff Notes.
2. Students write down characteristics of assigned gods and goddesses on a character analysis chart.
3. Students compare some of the legends and deities on a T-Chart. They will see how the Greek and Roman myths are similar, but with subtle differences.
4. Students think, pair, and share to find other stories they have heard that remind them of particular myths.

Procedural Learning Goals: Students will find exaggerate and expand on myths they remember from their past or they will write their own myth. In doing this, they will demonstrate knowledge of how myths originate and what makes them last (the critical story elements). They will engage in the writing process over the period of a few days. They will share their myths in class.

Activities:

1. Students re-read legends and myths, but this time they scour the readings to identify
   the important elements of a myth.
2. Students reflect and journal about “encounters” with myths in their past, and also
   about ideas they think would make good “myth material”.
3. Students write down and elaborate on an old myth (from their past), or create a new one.

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Learning Goal: Having viewed the film “The Storyteller: Greek Myths” (which tells the stories of Perseus and Medusa, Icarus and Daedalus, Theseus and the Minotaur and Orpheus and Eurydice), students will chose one Greek character to sympathize with and defend orally in a class discussion/debate of each story.

Activities:

1. Students will view “The Storyteller: Greek Myths”
2. During each story, students will record their thoughts on each character's actions, and ultimately decide whom to sympathize with or defend.
3. After the film, students will spend time (most likely as homework) developing their thoughts and arguments pertaining to each story. [For example, in the story of Orpheus and Eurydice, when Orpheus retrieves Eurydice from Hades, he cannot wait to look at her (because he loves her so much and is concerned about her well-being) even though he has been warned that if he looks back before he and Eurydice are out of Hades, he will lose her for good. In discussion, a student may choose to sympathize with Orpheus because he was worried, or they may choose to reject his actions as stupidity - either way they will be required to develop a brief argument/statement of defense to back up their opinion.]
4. Students will be arranged in a circle around the room. The teacher will introduce each story, asking for a brief summary of each from the students. Then, one-by-one the students will state their evaluation of the story, choosing one perspective to debate from (either Orpheus or Eurydice) and one opinion of their actions (If the student chooses Orpheus, either Orpheus should be blamed or not blamed for what happened).

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1. Examine KWL charts to see how much students already know.
2. Use rubric to evaluate personal and god/goddess profiles.
3. Use a writing checklist to periodically evaluate Greek myth journals.
4. Use scoring tool to evaluate student Venn Diagrams on Greek vs. Roman gods.
5. Use a rubric to evaluate written original myths.
6. Use a checklist to evaluate student discussion on myth story perspectives.
7. Have students write a self-reflection and give themselves a grade based on a pre-written rubric, at the conclusion of the unit.

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