Mythology

[|Mythology Allusions]

Mythology Matrix** ELA UNIT PLANNING ** TIME FRAME: _ TEACHER/GR: __ The text selected is Edith Hamilton’s __Mythology__, a staple in exploring mythology. The lesson engages the learner in mythology while recognizing its importance in terms of literary allusion and learner reading experience. This study of mythology is offered as an in-depth view of the foundational studies of mythology in freshman and junior year. The lesson is a timely complement to the study of Sophocles’ //Antigone// and Shakespeare’s //Hamlet//. Where I have always struggled is in the balance of time with the overwhelming nature of the unit and the sheer quantity of material. ||
 * **Unit Summary and Rationale:**

£ Students will demonstrate independence. £ Students will value evidence. £ Students will build strong content knowledge. £ Students will respond to the varying demands of audience, task, and discipline. £ Students will critique as well as comprehend. £ Students will use technology and digital media strategically and capably. £ Students will develop an understanding of other perspectives and cultures. ||
 * **Unit** **Connection College** **and Career Ready Descriptions:**


 * **Unit Standards:** Teachers should list the standards to be addressed within the unit. ||
 * **Reading** **Literature**

2. Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary of the text

6.Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, orunderstatement).

10.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity bandindependently and proficiently.

5. Analyze and evaluate the effectiveness of the structure an author uses in his orher exposition or argument, including whether the structure makes points clear,convincing, and engaging.

7. Integrate and evaluate multiple sources of information presented in differentmedia or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. || **Writing** 1. Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the text c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, create cohesion,and clarify the relationships between claim(s) and reasons,between reasons and evidence, and between claim(s)and counterclaims.d. Establish and maintain a formal style and objective tonethe norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. || **Speaking and Listening** 1.Initiate and participate effectively in a range of collaborative iscussions (oneon- one, in groups, and teacher-led) with diverse partners on texts, and issues,persuasively.a. Come to discussions prepared, having read and researched material understudy; explicitly draw on that preparation by referring to evidence from textsand other research on the topic or issue to stimulate a thoughtful, wellreasonedexchange of ideas.b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and respondingto questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue;clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listenerscan follow the line of reasoning,alternative or opposing perspectives are addressed, and the organization,development, substance, and style are appropriate to purpose, audience, and arange or formal and informal tasks. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,reasoning, and evidence and to add interest. |||| **Language** 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty ordescribing a state contrary to fact).

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabularyknowledge when considering a word or phrase important to comprehension or expression. || Process: Create a group wiki with Mrs. Saunders' educator account as a collaborative group effort
 * ** Enduring Question: How does the analysis and evaluation of mythology **
 * impact appreciation of literary meaning? ** |||||| ** Big Idea: Mythology is present and relevant in literature, belief systems, and modern Pop-Culture ** ||
 * ** Learning Targets ** :

‍ Notes:
In an attempt to encourage abstract reasoning and higher order thinking skills, students select two from the abstract level with the option of selecting two others from either the upper (abstract) or lower (basic) ranges presented. Furthermore, in the spirit of differentiation, students are also given the option to negotiate parallel activities for which they are interested. The chart supports options that foster 21st century learners through technology, global awareness, and higher order thinking skills. ||  ||

Teach a 20-25 minute lesson on your chapter that includes technology, visuals, and interactive features as a highlight of your selections. Choose two activities from the upper half and two from any remaining options. Remember that this is a class-generated resource. ||
 * ** Assessments: ** ||
 * ** DIAGNOSTIC ** || ** FORMATIVE ** || ** SUMMATIVE ** ||
 * ** Surveys **
 * Informal Discussion ** || ** Student Generated Rubrics **
 * Review of Targets/Products ** || ** Creation of Group Wiki Space **
 * Students Will: **

‍Learning Tasks:
a. The gods b. The two great gods, earth c. Creation of man/mankind d. The earliest heroes || 1a. Explain origins of gods and identify unique characteristics using technology resources from the text or [|godchecker.com]. || 2a. Summarize the strengths and weaknesses of the gods and chart relationship to cultural beliefs. || 3a. Apply meaning to foundational beliefs in the present day in terms of religious practice through [|surveys.] || 4a. Consider the relationships of the gods and how the belief systems of the people shaped the arts. || 5a. Create a god that embodies the values of your culture. In doing so, develop strengths and weaknesses. || 6a. Evaluate two creation myths to consider commonalities and differences and how the myths shaped the history of the same period of origin. || a. Cupid and Psyche b. Tales of lovers c. Quest…Golden Fleece d. Great adventures || 7a. List lovers and create illustrations of strengths and weaknesses through a [|poster], [|storyboard] or computer generated graphic. || 8a. Describe a common struggle of the lovers through a [|video] or [|Animoto], technology of this culture and share ideas using a model, poster. || 9a. Apply meaning to modern-day pop culture and incorporate parallel visuals through a Power Point or [|Prezi] presentation. || 10a. Compare and contrast modern day lovers with the characters represented through stories of love and adventure in a [|web-poster] or [|Glogster] that includes a summary. || 11a. Imagine that you have the ability to create a story of love and adventure. Create unique characteristics, fatal flaws, and strengths. Predict the outcome of the relationship you create in consideration of the described strengths and weaknesses in cause and effect chart with written description. || 12a. Conclude how, without the passion of romance and the spirit of adventure, the human spirit would be disinclined to take risks. What impact would this effect have on global issues and global citizenship? Create a model that simulates a world without imagination and compassion. || a. Perseus b. Theseus c. Hercules d. Atalanta || 13a. Read one selection from the literary options and discuss in a collaborative group that addresses all four options. || 14a. Explain some of the common characteristics found in each of the four selections and demonstrate through a Venn diagram or other visual. || 15a. Show the challenges of survival before the Trojan War through the creation of replica items such as weapons and tools through a computer generated or [|3-D graphic or a model]. || 16a. Compare and contrast two heroes in literary terms and place them in a modern-period. Create a mock interview that enhances the perspective of the hero on the challenges of modern society. What are the commonalities and the differences? || 17a Pretend that you are one of the gods and you are given the opportunity to change the past. What would you change and how would that change impact future events. || 18a.Judge a contest with the four gods to determine which god upheld the criteria of prowess at arms and mental prowess. Judge with criteria and defend your selection with a [|nominating speech]. || a. Paris b. Fall of Troy c. Odysseus d. Aeneas || 19a. Present artifacts from the time period of the Trojan war and relate their importance in terms of survival. || 20a. Investigate information about the Trojan war with focus on one area; summarize the impact of hero’s actions on the events surrounding the war. || 21a. Collect statistical data and visual representations of the geographical area of the Trojan War. Reveal this information in a [|video] or [|Animoto] set to music and pictures. || 22a. Specify similarities and differences between a modern-day hero and one from the list. Narrate a battle between the two and indicate the outcome in a [|storyboard]. || 23a. Create an imaginary god that alters the outcome of the war. Predict how it would impact Greek culture and history through a mock survey presentation to reveal impact. || 24a. Decide which of the four items held the most importance in literature and support your claim through a newscast and editorial. || a. House of Atreus b. Royal House of Thebes c. Royal House of Athens d. Select one other || 25a. Describe one of the four great families and the complexity of the family tree. Use a hand-drawn or [|computer generated genealogy chart] to identify relationships. || 26a. Explain the challenges of one house and role-play characters with biographies in a collaborative group. Use learner-generated questions to balance the discussion in the intended spirit of the mythological period. || 27a. Model one of the three families in a modern day struggle as it would appear on a reality television show. Present skit to class. || 28a. Compare and contrast two families in the spirit of Romeo and Juliet or West Side Story. Consider the challenges of a romance across the two families and the cultural similarities and differences. Represent your findings in an [|Extranormal] video. || 29a. Predict how one great family would react to modern culture. Take a one event in the life of the family and predict how the same event would play out in modern times. Create a poster, [|e-poster], or [|Glogster] document to represent the types of movies, stores, television programs and activities that the family would engage in the 21st century. || 30a. Conclude what family members would function in today’s lawful society and those that would be admonished for their behavior. Synthesize the common characteristics of law-abiding citizens in modern culture with the one of the great families and evaluate the universal [|traits] that they embody. ||
 * **Mythology** |||||| **Basic Thinking** |||||| **Abstract Thinking** ||
 * ^  || **Knowledge** || **Comprehension** || **Application** || **Analysis** || **Creative Thinking** || **Critical Thinking** ||
 * 1. The gods, creation and earliest heroes
 * 2. Stories of love and adventure
 * 3. Heroes pre-Trojan War
 * 4. Heroes of Trojan War
 * 5.Great Families

Due date: April:

Rubrics are due on the Ides of March. Create your own rubric Minimum of four categories Maximum of 25 points each

Teach a 20-25 minute lesson on your chapter that includes technology, visuals, and interactive features as a highlight of your selections. Choose two activities from the upper half and two from any remaining options. Remember that this is a class-generated resource.

Technology options: 1. [|Animoto] [] a. videos b. previews c. topic summaries 2. Wikispaces http://www.wikispaces.com/ a. Embeddable files b. RSS feeds c. Interactive live features d. Living classroom 3. Cartoons [] 4. Surveymonkey [] a. Anticipation guides b. Interest inventories c. Parent/student surveys 5. Poll Everywhere [] a. Bellringers b. Warm-ups c. M/C prep 6. [|Teacher website] [] a. Quiz feature b. Aggreggate summaries c. Online Scoring d. Blogs e. Discussion Boards f. Puzzles 7. [|Freerice] [] a. Language feature b. Grammar option c. Science d. Social Studies e. Math f. English g. Foreign Language 8. [] a. Teacher graphic b. Student graphic 9. Power Point a. integrate videos b. Links c. Interactive Material 10. Classtools.net [] a. Vocabulary Practice b. Countdown Timer c. Random student selection 11. [|Wordle] - [] a. Writing, adjectives lesson b. Word clouds c. Common concepts 12. [|Net Trekker] [] a. Interactive features b. Online quizzes c. Visual features 13. [|Donors Choose] [] a. Free stuff!!!! b. What else matters? 14. RSS Feeds [] a. Word of the day b. Quote of the day c. Weather d. Fun facts e. News streams 15. Music a. E-Z Tracks [] b. [|Wiki] [] 16. Glogster.edu [] a. Posters b. Videos 17. [|Quizlet.com] [] a. Flashcards b. Online quiz feature 18. [|Discovery Education] [] a. Interactive lesson b. Online quiz feature c. Video integration 19. SMARTBoard: Files are too large to load. Please see me for template instruction. 20. [|PBS.org] [] a. Interactive lessons b. Supplemental videos c. Current events

‍Samples:
Post rubrics on this page. Post all interactive material on your own group wiki. =‍Group 2 Outline= Each group member will present their topic through the activity that they were assigned. Elizabeth – 10a. Compare and contrast modern day lovers with the characters represented through stories of love and adventure in a web-poster or Glogster that includes a summary. Elizabeth will compare and contrast the stories from the “Eight Tales of Lovers”. Nathan & Corey – 12a. Conclude how, without the passion of romance and the spirit of adventure, the human spirit would be disinclined to take risks. What impact would this effect have on global issues and global citizenship? Create a model that simulates a world without imagination and compassion. Alicia – 9a. Apply meaning to modern-day pop culture and incorporate parallel visuals through a Power Point or Prezi presentation “Cupid and Psyche” Blake – 11a. Imagine that you have the ability to create a story of love and adventure. Create unique characteristics, fatal flaws, and strengths. Predict the outcome of the relationship you create in consideration of the described strengths and weaknesses in cause and effect chart with written description. Each member will be graded on participation, content, comprehension, and presentation.


 * || Four Points || Three Points || Two Points || One Points ||
 * Overall Content || The information shown gives the reader a complete view of love in Greek Mythology. It is written so that it is both interesting and informative. All stories and themes are covered. || The information gives the reader good insight into Greek Mythology. It may not be very interesting or lacks some information, but overall points are still given. All stories and themes are covered in some detail. || The information gives the reader some insight into Greek mythology. It is likely not very interesting and lacks information. Most of the overall points are given. Some of the stories are given at some level of detail. || The information gives the reader little insight into Greek Mythology. It is not interesting at all or off topic. It lacks a huge amount of information. Little to no stories are given at the level of detail desited. ||
 * Presentation || All information is covered during presentation. The presentation shows an accurate representation of what Greek Mythology’s views on love were and the stories surrounding it. The presentation is both entertaining and on topic. || Most information is covered during presentation. The presentation gives a representation on Greek Mythology’s views on the topic of love. Most stories are given. The presentation may be a little boring and is off topic a little bit. || Some information is covered. The presentation only gives a brief view on the topic desired. The presentation shows a lack of effort. It is both boring and off topic. The audience learns little to nothing about Greek mythology. || Little to no information relating to Greek Love is given. The presentation is boring and uninformative. This presentation shows complete lack of effort and likely does not show the stories or themes decided on to the class. ||
 * Timeliness || Everything is turned in on time. The group works well together to achieve all time goals that are set by group. || Everything is turned in around time. However, group fails to achieve their own goals to have things done. || Things not done or turned in exactly on time. Things might be a couple days late, but done eventually. || Out, out, brief candle! The time has all been used and our candle has ceased to burn. The group fails to present due to it being very late. ||
 * Visual and Interactive Aid || Visuals are bright and grabs attention. People will enjoy being on the wiki. The interactive aids are fun and interesting. For four points the aids must make the site fun to be on. || Good aids, but one or the other may be lacking. It is somewhat interesting, but might be boring, a little incomplete, or shows a lack of effort. || Aids are okay, but may be missing parts or very boring. The aids add little to the website and do not teach anything about Greek Mythology. || Aids are significantly lacking or nonexistent. One aid or the other may not even exist. If both exist than they are unrelated, seriously lacking in content, or show no effort. ||

‍**Group 5- Rubric** (Carolina, Kalyn, Macy, Stephanie)
Wikispace Outline (Group 5) 1) Bios 2) Family tree 3) Skit 4) Modern Culture 5) Lawful Society
 * || Human || Demigod || god || AP Student ||
 * Creativity || It is evident that very little time was put into each activity and none of the activities are original in any way || It is evident that little time and thought was put into each activity and some activities are completely unoriginal || It is evident that a good amount of time and thought was put into each activity and all work is mildly to fairly original || It is evident that an abundance of time and thought was put into each activity and that all work is completely original ||
 * Visual Aid || No components of the project are appealing to the eye and presentation of all components is completely disorganized || Few components of the project are appealing to the eye and presentation of the components is disorganized || Most components of the project are appealing to the eye and are presented in a fairly neat and organized manner || All components of the project are appealing to the eye and are presented in a neat and organized manner ||
 * Presentation of Material || One or no group members displayed knowledge of the content and no information was explained in a way that was easy to understand || Few group members displayed knowledge of the content and little information was explained in a way that was easy to understand || Most group members displayed knowledge of the content and almost all information was explained in a way that was easy to understand || All group members displayed knowledge of the content and all information was explained in a way that was easy to understand ||
 * Participation of Group Members || It appears that only one group member participated in activities, and work load was distributed very unevenly || It is apparent that few group members participated in activities and work load was distributed unevenly || It appears that most group members participated in activities, but some contributed more than others || It is evident that all group members participated by contributing an equal amount of input ||
 * 1) Bio of Royal House of Thebes
 * 2) Bio of House of Atreus
 * 3) Bio of Royal House of Athens
 * 4) Bio of House of Troy
 * 1) House of Thebes (25a) -Macy
 * 1) House of Atreus (27a) -Kalyn
 * 1) House of Troy (29a) -Stephanie
 * 1) House of Athens (30a)- Carolina

Group 3 - Rubric

With Project || ALL group members participate equally, providing vital input. || MOST group members participate equally, providing vital input. || SOME group members participate equally, providing SOME vital input. || NONE of the group members participate equally, providing NO vital input. || flawless punctuation/spelling. || Slightly insightful, limited use of color, limited understanding, minor punctuation/spelling errors. || Barely insightful, hardly ANY color, hardly understandable, many punctuation/spelling errors. || Not insightful at all, bland/no color, very confusing, countless punctuation/spelling errors. || of Material || Each group member speaks for at least 4 minutes, outspoken/speaks clearly, shows strong absorption of material. || Each group member speaks for at least 3 minutes, slightly outspoken/sometimes speaks clearly, shows slight absorption of material. || Each group member speaks for at least 2 minutes, not very outspoken/ hardly understandable, hardly shows absorption of material. || Each group member speaks for at least 1 minute/does not present at all, not outspoken at all/not able to be understood, shows no absorption of material. || Material || Includes ALL students and allows them to learn the lesson. This interactive activity will cover ALL material within the chapter. It is interesting and fun for ALL students. || Includes MOST students and allows them to learn the lesson. This interactive activity will cover MOST material within the chapter. Is some what interesting and fun for MOST students. || Includes SOME students and allows them to learn the lesson. This interactive activity will cover SOME material within the chapter. Is some what interesting and fun for SOME students. || Includes NONE of the students and does not allow them to learn the lesson. This interactive activity will cover NONE of the material within the chapter. Is not interesting or fun for any of the students. ||
 * ** Item ** || ** 4 - Exemplary ** || ** 3 - Proficient ** || ** 2 - Developing ** || ** 1 - Emerging ** ||
 * Participation
 * Visual Aid || Insightful, colorful, easy to understand,
 * Presentation
 * Interactive

Group 4- Rubric
 * είδος || Τέσσερα || τρία || δυο || ένας ||
 * Authentic representation of time period || Thought out of the box with accurate examples of Greek dress and diet || Fairly accurate but lacks creativity || Lack of group participation and enthusiasm || No clear representation of dress and diet ||
 * Presentation of Material || Orderly, creative, exemplifies effort and comprehension || Orderly and creative but does not clearly parallel the book || Presentation is sloppy, confusing, and unorganized || No materials presented ||
 * Supplementary Visual Aids || Complementary visual aids that add to the presentation through the incorporation of technology and outside elements || Has visual aids but do not directly correlate to the presentation || Visual aid is present but detracts from presentation || No visual aids ||
 * Group Participation || Everybody willingly participates ||  ||   || No participation and we skip class ||
 * Class Involvement || Presentation incorporates class in a thought provoking manner || Incorporates class in a rudimentary manner || Little to no class involvement || Everyone is sleeping ||
 * Completion of cohesive Wikispace || Each wikispace page complements another with AP level work || Not all of the wikispace pages complement each other but still have higher level thinking skills ||