Write A Myth

Designed by: Elizabeth Williams, Hopkins Middle

GRADE LEVEL: Sixth or Seventh  SUBJECT(S): Reading & Language Arts

1) CORE CURRICULUM OBJECTIVE(S):  After sampling a variety of genres, determine the type of literature and compare the present selection to the previous selections.  (6-AL-1) 
Write various types of compositions (journals, letters, essays, reports, poetry, stories, plays, scripts).  (6-WA-4) 

2) OVERVIEW:

During this lesson, students will learn about the purposes, uses, and elements of myths in ancient times. The teacher will begin by asking students what they know about myths. The teacher may record this information using an overhead projector. Then students will either read a short myth or view a video production of a myth to determine specific characteristics of a myth and to see how they are incorporated. The teacher will present a list of the characteristics of a myth to share with the class. Students will then work in groups of two or three to first orally formulate a myth that explains some occurrence. After orally creating a myth, students will work in their groups to write their myth. After students have proofread, revised, edited their work, and conferenced with the teacher and/or peers, students will write their final drafts. At this point, students will decide how they would like to visually present their myths. Students will present their myths to their class or a guest class or a video tape may be made and shared with other classes in the school.

3) FOCUS/ESSENTIAL QUESTION(S):

What is a myth? How does a myth differ from other genres?

4) TIME FRAME:

Three to four class periods of fifty minutes.

5) RESOURCES/MATERIALS:

Materials:
Computers for word processing or visual presentation
Internet access or access to Compton's Multimedia Encyclopedia for students to use if they choose to find additional information on the gods or goddesses they include in their myths.
Poster board, markers, crayons for visuals or props
Video camera, blank video tape, tripod (helpful)

Resources for teachers and students:
Elements of Literature First Course, Holt, Rinehart, and Winston, Inc., 1993, pages 456 to 525.

Suggested readings include:

"Narcissus" retold by Roger L. Green
"The First Anemones" retold by Roger L. Green
"Phaethon" retold by Robert Graves
"King Midas's Ears" retold by Robert Graves
"Ceres and Proserpine" retold by Rex Warner and list of gods and goddesses on page 459

Adventures for Readers An Introduction, Holt, Rinehart, and Winston, Inc., 1996, pages 567 to 572. ("Perseus" retold by Robert Graves)
Greek and Roman Mythology, Reproducible / Workbook, McDonald Publishing Company, 1990.

Suggested readings include:

"The Spinning Contest", page 3
"Where Peacocks Come From", page 4
"Echo", page 5
"King Midas", page 11
"Phaeton Drives Apollo's Chariot", page 12 and list of gods and goddesses on page 1

Edith Hamilton's Mythology
The Greek Gods, B. Evslin, D. Evslin, and N.Hoopes, Scholastic, Inc., 1966.

Suggested readings include:

"Prometheus", page 57
"Pandora", page 61
"Narcissus and Echo", page 87 and information on gods and goddesses on pages 3 to 52.

Possible internet sites:
http://www.intergate.net/uhtml/.jhunt/greek myth/greek_myth.html http://www.unm.edu/~rkoshak

6) CULMINATING ASSESSMENT:

The assessment for this lesson will be students' original myths that they have created, written, and visually presented. Students understanding of the genre should be evident in the myth they create which will show students' abilities to identify the differences between this genre and others. A sample assessment rubric is included.

Create Your Own Myth

Title:
Students' Names:

Your myth and presentation will be graded using the following rubric.

Comments:

Final Grade:

(7) INSTRUCTIONAL ACTIVITIES:

The teacher will have the students read a myth or view a film/video production of a myth. After having some exposure to a myth, the teacher will lead the students in a discussion about the myth and the features or characteristics that make a myth different from another genre.

Make a list on the overhead projector of the characteristics of myths. Stress that myths were created to explain some occurrence or phenomenon. (You may also want to have a list of the gods and goddesses handy since they are characters in myths. It is very helpful for this lesson to be taught after students have become familiar with the gods and goddesses and their areas of power.)

Tell students that they are going to create their own myths. Students should be given the choice of working individually or with a collaborative group.

Students should be free to choose what they want their myth to explain. However, it may be helpful to lead the class through a brainstorming activity to help them focus on what their myth may explain, or suggest the following:

Explain to students the steps that will be used in creating their myths. If students are working in groups, they will begin by orally creating their myth as people did in ancient times. When students feel comfortable with the myth they have created, ask students to write their myth. If students have access to computers, encourage students to compose on the computer. When students have finished writing their myths, have them carefully proofread, edit, and revise their work. The teacher should conference with individual students and groups to insure that myths incorporate the characteristics and elements of a myth. When students have their final drafts of their myths, students should prepare a final presentation of their myth. They may construct a poster that will visually accompany the reading of their myth, they may prepare a computer presentation (perhaps utilizing Power Point) to accompany their myth, they may devise a skit with props to act out their myth, or they may have their own ideas about how they would like to visually present their myth. Share rubric criteria with students, and give them adequate time to prepare their visual presentation. The teacher should work with the students as needed to help them make a quality presentation.

Students will present their myths to their class. Other classes, teachers, the principal, or parents may be invited to see the presentations, or a video may be made to share with other classes in the school.

Extension Activities:

Students should write a journal entry explaining what they learned about myths and explain how myths are different from short stories, novels, tall tales, etc.

Students should write a journal entry or have a class discussion about modern day myths that people create to explain things they don't understand.

Supplement

Myths

Myths are always religious in a sense. There were six primary uses for myths. The uses were:

1. To explain natural phenomena or an occurrence.
2. To explain the creation of the world.
3. To teach people moral lessons.
4. To explain some historical event.
5. To explain some ancient religious practices.
6. To reveal the common hopes and fears of mankind.

Seven characteristics of a myth are:

1. Myths are early man's desire to explain the universe. (Ex.: Apollo, the son of Zeus, drove the chariot of the sun across the sky.)
2. Many gods and goddesses are present in myths.
3. The gods, goddesses, and heroes are super human in nature. (Ex.: Atlas bore the weight of the world and heavens on his shoulders.)
4. Human emotions are experienced by the gods. (Ex.: Hera was jealous. Demeter mourned the loss of her daughter when her daughter was abducted.)
5. Magic is often present in myths. (Ex.: Athena came full-grown out of the forehead of Zeus.)
6. Gods sometimes appear in disguised form. (Ex.: Zeus came to Hera as a poor bird caught in a storm. Athena appeared as an old woman and challenged Arachne to a weaving contest.)
7. A metamorphosis may occur. (Ex.: Smyrna is turned into a myrrh tree. Adonis's blood brings the yearly return of anemones.)