Welcome to Mythology
1. Have students complete the mythology people search. Discuss what mythology is as a class as we go though the answers. Keep the following questions in mind:
2. What is mythology? 2. Why do we make myths? 3. Why should we study myths?
-Go over mythology Unit Overview
2. What is mythology? 2. Why do we make myths? 3. Why should we study myths?
-Go over mythology Unit Overview
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3. Watch two clips based on Greek Myths (see below)
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4. Give partners copies of the allusion booklet. Pick out three interesting ones and share with the class one.
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6. Add to their reasons on why we should study myths:
-All of our hero and hero qualities come from Greek myths,
-so does the structure for our stories, the themes for our stories, many of our monsters, symbols and many of our explanations for how the world is the way it is 6. Explain the three types of myth and get them to write them down:
Creation Myth: How something was created or came to be
Battle Myth: Clash between good and evil or two opposing groups, result of original evil being let out into the world (Pandora, Garden of Eden)
Journey Myth: Hero sets out to fix something wrong in his world, must leave home to fix the problem. Always learns something in the process.
7. Review the Greek Myth of creation with them and show them an example Matrix.
-All of our hero and hero qualities come from Greek myths,
-so does the structure for our stories, the themes for our stories, many of our monsters, symbols and many of our explanations for how the world is the way it is 6. Explain the three types of myth and get them to write them down:
Creation Myth: How something was created or came to be
Battle Myth: Clash between good and evil or two opposing groups, result of original evil being let out into the world (Pandora, Garden of Eden)
Journey Myth: Hero sets out to fix something wrong in his world, must leave home to fix the problem. Always learns something in the process.
7. Review the Greek Myth of creation with them and show them an example Matrix.
8. Get them to pick a creation myth in pairs and make a matrix and hand it in.
9. Discuss some similarities between creation myths no matter what culture they come from:
-world created out of chaos/nothing/darkness
-either humans, animals, or nature created next depending on the cultures values
-Explain how nature came to be
9. Discuss some similarities between creation myths no matter what culture they come from:
-world created out of chaos/nothing/darkness
-either humans, animals, or nature created next depending on the cultures values
-Explain how nature came to be
Lesson 2 -
1. Show Monty Python Clip with the Wooden Rabbit:
What Greek Myth are they alluding to? What do you know about that myth |
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2. Read the Trojan War together, Have them list 6 of the main points.
3. Show the following scenes from Troy
-37 minutes-44 minutes (Ships coming on beach)
-1:10:00-1:19:00 minutes (Paris vs. Menelaus)
-2:16-2:32 (Sacking and burning of Troy, Death of Achilles, Odysseus buries the dead)
4. Finish their creation myths
Daedelus and Icarus
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1. Listen to the song “Big Eyed” Fish by Dave Matthews Band. What do they think the theme of the song is? Discuss and link their ideas to the Greek idea of hubris. Show the clip from cartoon DVD: Greek Mythology (Library)
2. Tell them when viewing a video they also need to engage in reading strategies to help them understand what they are viewing. For this video we will be practicing picking out the main events of plot, and the main ideas (theme) and supporting ideas because I will expect you to do the same thing next week with a myth of your choice when you turn it into a comic life project. 3. Go over what they need to watch for in the video and begin playing the movie |
4. After the movie, in groups of 4 they must come up with 2 themes and represent the key plot ideas in a poem, whiteboard comic, play dough or a skit. When they are done they will present to me.
Key Themes:
-Operate within in the bounds and rules of society or you will perish
-Limitations of humans and resulting hubris (you can’t do exactly what you want)
-Some dreams are doomed
-Ambition can ruin your life
-love your child for who they are
-No peace in vengeance, no rest in revenge
5. Finish Daedelus and Icarus
6. Start Comic Project.
Key Themes:
-Operate within in the bounds and rules of society or you will perish
-Limitations of humans and resulting hubris (you can’t do exactly what you want)
-Some dreams are doomed
-Ambition can ruin your life
-love your child for who they are
-No peace in vengeance, no rest in revenge
5. Finish Daedelus and Icarus
6. Start Comic Project.
Comic Life Project
1. Introduce comic life and explain how to set it up.
2. Show model summaries and theme statements from “Daedalus and Icarus”
3. In groups of 4, students choose a myth and read it.
4. Set up the template for comic life.
5. Takes about 3 days.
2. Show model summaries and theme statements from “Daedalus and Icarus”
3. In groups of 4, students choose a myth and read it.
4. Set up the template for comic life.
5. Takes about 3 days.
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Myths Vs Legends
1. Ask them if anyone knows the difference between a myth and a legend
Myth: Story to teach or explain. Legend: story based on history but greatly exaggerated.
3. Ask them what they know about knight and the King Arthur tales. What was it like to be a knight?
-Show clip that illustrates what people think fighting like a knight would be like, (King Arthur battle scenes)
-show last scene in Macbeth to show what it is really like (slow and cumbersome)
Myth: Story to teach or explain. Legend: story based on history but greatly exaggerated.
3. Ask them what they know about knight and the King Arthur tales. What was it like to be a knight?
-Show clip that illustrates what people think fighting like a knight would be like, (King Arthur battle scenes)
-show last scene in Macbeth to show what it is really like (slow and cumbersome)
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4. Ask if anyone thinks that they could be a knight (very heavy equipment) get them to stand at front holding 2 text books with arms up (simulate weight of sword and shield) and see how long they last
5. Have a small jousting tournament with student pigging backing each other and hitting them with the foam swords
6. Background: The figure of King Arthur was probably based upon a Celtic king or chieftain who lived in southwestern England during the 6th century and led his warriors against invading armies of Saxons. Explain who Merlin was and the background before Arthur was born. Show the summary cartoons of the King Arthur Legends
7. Read The Coming of King Arthur.
King Arthur Continued
1. Read The Coming of King Arthur
2. Show The Sword in the Stone clip
2. Show The Sword in the Stone clip
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3. Explain the story of Excalibur
4. Read the Knights of the Round Table and discuss the symbol of the table, Excalibur, the cup and Camelot.
5. Talk about the death of Arthur
6. Discuss the rules of Chivalry and examples of modern knights, Go over the survey
4. Read the Knights of the Round Table and discuss the symbol of the table, Excalibur, the cup and Camelot.
5. Talk about the death of Arthur
6. Discuss the rules of Chivalry and examples of modern knights, Go over the survey
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Final Arthurian Lessons
1. Discuss their examples of modern Knight from their sheet on the King Arthur myths
2. Explain how to fill out the Character analysis chart
3. Watch "The Mighty"
4. Introduce the Essay and fill in a paragraph on the outline together
2. Explain how to fill out the Character analysis chart
3. Watch "The Mighty"
4. Introduce the Essay and fill in a paragraph on the outline together
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gr._9_adversity_essay.docx | |
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mighty_essay_rubric.docx | |
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1. Read over Essay notes
2. Fill in paragraph on The Mighty
3. Finish the outline
4. Write Essay
5. Use Checklist
2. Fill in paragraph on The Mighty
3. Finish the outline
4. Write Essay
5. Use Checklist