Title III Technology Literacy Challenge Grant

OVERVIEW

The study of mythology connects students to the Greek and Roman cultures, exposes students to the role love plays in personal relationships, and provides students the opportunity for involvement in dramatic presentation. Students will study the Greek and Roman gods and goddesses and how they interacted in the human experience. In addition, students will study concepts of creation, death, and afterlife. Within approximately fifteen classes, students will create and perform skits based on eight love stories from Greek and Roman mythology.

CONTENT KNOWLEDGE:

Declarative

• What is characterization?
• What is plot?
• What is narration?
• What is dialogue?
• What creates a dramatic presentation?

Procedural

• Independent reading of stories.
• Analyzing character and plot in a story.
• Partnering for the common purpose of creating a production.
• Transforming one art form into another.
• Conducting electronic research using the Internet.

ESSENTIAL QUESTIONS

• How are relationships depicted in the Greek love stories and what emotions motivate the characters? What are the consequences of their choices?
• How are relationships today alike or different from those in the stories?

CONNECTION TO NYS LEARNING STANDARDS

ELA Standard I -- Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

ELA Standard II -- Language for Literary Response and Expression

Students will read love stories written in prose and listen to oral, written, and electronically produced texts and performances from Greek and Roman mythology; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

ELA Standard III -- -- Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information, and issues.

ELA Standard IV -- Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

INITIATING ACTIVITY

To initiate interest in this experience, students will generate, through discussions, a list of familiar mythological allusions present in everyday living. (See appendix 1)

LEARNING EXPERIENCES

Class readings from the text will highlight an introduction of the gods, goddesses, and related elements of Greek mythology. Working in pairs, time will be spent on completion of worksheets on the gods, goddesses, and related elements of Greek mythology.

As a homework assignment, students will be assigned one love story to read and summarize, through notes, characterization and plot. Teacher should check student notes to ensure each student is prepared to work on story with an equally well-prepared student. Based on their notes, students will discuss in class how the theme of love is developed in each story, and then compare / contrast the nature of love in the stories and in their own experiences.

In class, students work with a partner to compare and discuss story information and accuracy. Together partners will decide what information from the prose version is needed to create a coherent play of the story, in which dialogue and actions are to be stressed. Narration may be used, but is limited to introductory and concluding material. Simplicity is acceptable, but the plot must be clearly presented. In addition, students will structure a skit for presentation. Use of scene changes, costumes, and props is expected. Students are required to research their stories and characters in books in the library and on the internet. (See appendix 2) Throughout the duration of this group activity, the teacher needs to monitor progress through verbal and written updates. As a facilitator, the teacher may keep an anecdotal record on each student. This record keeping continues throughout the group work, rehearsals, and performer-spectator activities.

Throughout the unit, students will be given quizzes on gods, goddesses, and related materials.

Students are encouraged to report on any mythological connections they become aware of outside the classroom throughout the unit work. Contributions are recorded on a poster and displayed in the classroom.

CULMINATING PERFORMANCE

In class students organize rehearsals of their skits including dress rehearsal. Students are encouraged to use other classmates as needed to participate as helpers in the performance. Their skits will be performed for an audience of their peers and guests (family members and friends). Additionally, skits may be videotaped for later viewing. (i. e., classroom, open house, senior year) The class will be provided plots for each skit. Materials, especially visuals and bibliography discovered through library and internet research, will also be shared. After the performance, students will field questions from the class. Finally, each student will submit a typed copy of the skit, including research resources, for assessment and placement in the student's portfolio.

The performance of each skit is evaluated by the following two rubrics, which should be distributed and discussed with the class prior to the beginning of the skit writing activity.

After all performances, as additional means of assessment, each student submits the following:

• the title of each skit and one or two positive comments about each skit
• a list of activities completed by each student during preparation and presentation of his / her assigned skit (list must be approved by the skit partners)
• a list of any voluntary activities done in the skits other than their own (list must be approved by the partners)

 PERFORMANCE RUBRIC

WRITTEN RUBRIC

PRE-REQUISITE SKILLS

 This unit is an introduction to a four year study of mythology. While some students may have some previous exposure to mythology, none is required. Writing and acting skills are guided according to the needs of the students.

However, students will be expected to have word processing skills as well as knowledge of the internet.

MODIFICATIONS

Due to the multiplicity of skills and the flexibility of the time frame, all students are able to choose areas of the assignment in which they would achieve and succeed. Contact with the resource teacher is maintained throughout the activity and the library staff also helps students who may need assistance with Internet usage.

UNIT SCHEDULE / TIME PLAN

Total unit time encompasses 15 (40 minute) class periods. A workable time table is as follows:

• Initiating Activity -- no more than 2 class periods
• Class reading, discussion, and study of gods and goddesses -- no more than 3 class periods
• Group work in creating a play -- no more than 5 class periods (2 of which should be spent in the library / media center)
• Dress rehearsals -- no more than 3 class periods
• Skit performances -- no more than 2 class periods

In addition to class time, students will need to make use of outside collaboration time (study halls, after school, computer lab time).

This unit may be used as an introduction or as a follow up activity to the study of other dramatic literature.

TECHNOLOGY USE

 A-V Materials:

Clash of the Titans

The Odyssey

Jason and the Argonauts

Websites:

http://www.mythweb.com/ A site dedicated to the heroes, gods, and monsters of Greek mythology

http://www.cultures.com/greek_resources/greek_encyclopedi A free illustrated encyclopedia of Greek mythology

http://www.pantheon,org/mythica/areas/greek Index file for the area on Greek mythology

http://www.entrenet.com/~groedmed/myth.html Reference materials including links to pictures and brief descriptions of several figures from Greek mythology

http://www.greekmythology.com/ Information on the gods and myths of ancient Greece.

APPENDIX 1

GREEK MYTHOLOGY IN PRESENT DAY SOCIETY

Advertising

Geography

Media (Newspaper, Magazine, TV, Radio)

Sports

Medicine

Astronomy

Entertainment

Politics and Government

Literature

Pharmacy

Astrology

Industry

Restaurants

Travel and Tourism

APPENDIX 2

Some sources in which to find information:

The Greek Gods -- Euslin

Mythology - Hamilton (text for stories)

The Dictionary of Classical Mythology - Zimmerman

Gods, Demigods, and Demons - Euslin

Age of Fable - Bulfinch

Encyclopedia of Greek Mythology

Classic Myths - Gayley

Myths and Their Meanings - Henzberg

The Times Mythology

Stories of Gods and Heroes - Benson

Mythology - Bulfinch

Greek Myths - Coolidge

The Greek Gods - Euslin and Hoopes

Who's Who in Mythology - Senior

Dictionary of World Mythology - Cotterell