Lesson Four - Mythology
Description
Students work in small groups to analyse and list the characteristics of myths. Through teacher-led discussion, students come to understand how myths reflect the beliefs of a civilization. Students communicate their learning through a Retell, Relate, Reflect response.
Expectations
- formulate questions to develop a research focus (e.g.,What farming methods were used by the Aztecs? How did trade between early African civilization contribute to mutual prosperity? How did social organization differ among various North American First Nation peoples?);
- use a variety of resources and tools to investigate characteristics of a number of early civilizations, including their significant innovations and technological advances;
- outline how social needs were met in two or more early civilizations (e.g., family roles, recreation, sports, arts, entertainment, sanitation, education, written language);
Teaching / Learning
DAY ONE - Collaborative/Cooperative Learning:
1. Divide students into their museum groups.
2. Distribute a myth to each group that is appropriate to their civilization.
3. Ask students to read the myth they have been assigned, then to create a chart of the characteristics of their myth. (e.g., it explains something in nature).
4. Post all charts around the room when students are finished.
5. Invite members from each group to share the contents of their chart with the class.
6. While the students are describing the characteristics of their myth to the class, write key characteristics of myths on a master chart as they are mentioned (see Notes to Teacher).
7. Discuss each characteristic as it is added to the list and leave chart posted for continuation of lesson the next day.
DAY TWO - Read Aloud/Advance Organizer:
8. Read a myth to the class.
9. As a class, discuss how this myth fits into the chart of characteristics of a myth created on DAY ONE.
10. Discuss the idea that a myth is a fictional story to us, but to those who created it, the myth reflected their beliefs, values, and realities.
11. Do a shared writing session in which you lead students through a Retell/Relate/Reflect on the myth you read as a class. Retell or summarize the myth. Relate the myth to what we think it tells us about the beliefs of the civilization. Also discuss how our beliefs are revealed in our stories (religious writings, etc.). Reflect on how myths reveal the beliefs, values, and realities of a civilization. Ask questions and write hypotheses.
Retell/Relate/Reflect:
12. Tell students to independently write a similar Retell/Relate/Reflect response about the myth that they read on DAY ONE.
Adaptations
To accommodate the needs of students with learning difficulties, in this lesson the following accommodations could be incorporated into the lesson plan:
* give students specific instructions as they complete each portion of the narrative framework in order to guide and facilitate the writing process;
* ensure students are closely monitored during group work in order to prevent any problems before they occur.
* pair student with a peer who can help him/her read the text;
* allow the students to listen to the myth on tape.
To accommodate the needs of students identified as gifted, in this lesson the following accommodations may be incorporated into the lesson plan:
* use Reader’s Theater to get students engaged in the reading of the story;
* compare different versions of the same myth.
Assessment
- Use the Learning Log Rubric to assess student responses to their group's myth
Assessment Strategies
- Performance Task
Assessment Recording Devices
- Rubric
Resources
The Random House Book of Greek Myths Joan D. Vinge
Eyewitness Books: Mythology Melanie Halton et al.
Multicultural Myths and Legends Tara McCarthy
Dragons, Gods & Spirits from Chinese Mythology Tao Tao Liu Sanders
Gods and Heroes from Viking Mythology Brian Branston
Gods and Pharaohs from Egyptian Mythology Geraldine Harris
Gods and Goddesses: The Mystery andMagic Series Diana Briscoe, Ed.
Pegasus, the Flying Horse Jane Yolen
chart paper
Notes to Teacher
An understanding of how myths reflect the beliefs of a civilization is extended to understanding the beliefs of the specific civilization student groups are studying. This provides the groundwork required for students to succeed at Lesson 5.
One of the things to consider when studying myths of ancient civilizations is that the stories were their way of explaining beliefs or natural occurrences that they experienced.
When doing the shared writing of the Retell/Relate/Reflect activity, it is important to be sensitive to the very broad range of beliefs that may be represented in your class.
Qualities of a Myth:
Myths help explain how a group of people developed a particular social system with its many customs and ways of life. They help us to understand the feelings and values that bind members of society into one group. When we compare myths of various cultures, we discover how these cultures differ and how they resemble one another. Myths help explain why people behave as they do. Most myths express religious beliefs of a group of people and usually are of unknown origin. In earlier times, people lacked the scientific knowledge to provide answers to questions about the world around them.
Common Characteristics of Myths:
1) Events were explained in terms of stories about gods, goddesses, and heroes. For example: People in ancient Greece had a story to explain evil and trouble, Pandora’s Box.
2) Religious life and beliefs were explained through myths which were sacred and contained some truths. For example, the story of Ra, the Sun God (Egyptian beliefs).
3) Divinities with supernatural powers were part of the myths. These characters were greater than any human being but were guided by human emotions. For example, stories about Zeus (Greek and Roman beliefs).
