Mythology

Grade Level: 4-6

Teacher Guidelines ▶ pages 1 – 3 Instructional Pages ▶ pages 4 Activity Page ▶ pages 5 - 6 Practice Page ▶ page 7 - 9 Homework Page ▶ page 10 - 11 Answer Key ▶ page 12 - 15

Approximate Grade Level: 4-6

Objectives:

Students will identify the purpose for traditional myths and features of myths. Students will read and analyze myths from a variety of cultures. Students will write their own myths that include traditional mythological elements.

Common Core Standards:

CCSS.ELA-LITERACY.RL.4.9

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Class Sessions (45 minutes):

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Teaching Materials/Worksheets:

Greek myths and myths from other cultures (links provided in text of lesson) texts, hand outs, images for warm up activity, writing utensils, Smart Board if possible, supplies for the anchor chart.

Student Supplies:

Writing utensils, paper, handouts, materials for reading, materials for illustrating.

Prepare Ahead of Time:

Make sure you have printed or selected a video clip to use for the warm up activity, prepare copies of handouts, prepare materials for anchor chart, make sure there are writing and art supplies for the students to create their own myth.

1. Begin the lesson by showing a short clip of a lightning storm. https://www.youtube.com/watch?v=SCLblwbE5LE

2. Ask students if they can explain what causes lightning or thunderstorms. Many of your students should be able to provide a basic scientific explanation, but if they can’t, you can provide them with a quick explanation such as the one found here : http://scijinks.gov/lightning/.

3. After discussing lightning briefly, say, “Science has made so many advances in modern times. But long ago, people couldn’t explain natural wonders or disasters. They looked for a way to create explanations for things they could not explain. These stories are called “myths”. Write on the board as you state this definition: “Myths are defined as ancient or traditional stories, often ones that contain the early history of people, or explaining natural or social phenomenon. Myths typically involve supernatural beings or events.”

4. Continue, “Some of the most famous myths in the world come from Greek culture. The ancient Greeks had hundreds of myths and worshipped the gods and heroes from the myths they created. Let’s read Greek mythology’s explanation for thunder and lightning.”

5. Read Zeus, God of the Sky aloud as the students follow along. When they are done reading, compare and contrast the scientific explanation for lightning vs. the mythological explanation via whole class discussion. Make sure to ask what the myth offers an explanation for - lightning/storms, which unbelievable/supernatural events are included- Cronus swallowing children whole, Zeus throwing thunderbolts, ruling the sky, terrible monsters, etc., and which supernatural beings are included- gods and monsters/Titans.

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Classroom Procedure:

Myths

WHAT:Stories from long ago/ ancient traditions

WHEN: From the beginning of humankind

WHO: All ancient cultures/ancient peoples

WHERE: All parts of the inhabited world have myths

WHY: Provide explanations for natural phenomena

HOW: Contain supernatural events (acts of unusual power or magic) or beings (gods, monsters, creatures that do not actually exist)

6. Create the mythology anchor chart as follows:

Options for Lesson:

Day 1: Focus on Greek Mythology and purpose for myths (explaining the unexplainable for ancient peoples). Complete reading comprehension questions that relate to myths.

Day 2: Expand to other cultures’ mythology with reading comprehension passages.

Day 3: Create myths and questions to handout to classmates and share.

Day 4: Quiz

7. Review the chart and assign activity page one to be completed with a partner.

8. Review activity page one with the entire class and assign the practice page which introduces myths from other cultures.

9. Assign the create your own myth project (see details on the homework assignment sheet).

10. After checking student work on their own myths, assign them to groups of three or four students each. Have students share their myths and complete the comprehension questions they created.

11. Have students complete the mythology quiz.

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Mythology is a classic form of literature that has cultural and historical significance for all people. Exposing children to mythology and developing an understanding of elements of mythology allows them to see common threads in literature from many cultures. Many great works of literature allude to myths and mythological elements. Having an understanding of mythology will assist students as they read across the disciplines as it provides a more well developed world view and more extensive background knowledge.

Additional Resources:Content:http://www.mensaforkids.org/teach/lesson-plans/an-introduction-to-greek-mythology/EXTREMELY HIGHLY RECOMMENDEDhttp://greece.mrdonn.org/greekgods/zeus.htmlhttp://www.ngkids.co.uk/history/Greek-Myths

Worksheets:http://www.mensaforkids.org/teach/lesson-plans/an-introduction-to-greek-mythology/https://www.muscogee.k12.ga.us/ForStudents/eBooks/Literature_Foreign%20Language/holt_literature_g10/data/SEaudio_g10_c9.pdfhttp://bogglesworldesl.com/greek_myths.htm

Videos:https://www.youtube.com/watch?v=eJCm8W5RZeshttps://www.youtube.com/watch?v=LGTTAfwHugYhttps://www.youtube.com/watch?v=koxp_q46z0Q&list=PLDFB99FC5A036A7CDhttps://www.youtube.com/watch?v=PIQ9Ea7WDSIhttps://www.youtube.com/watch?v=r5JcMKKty70

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Teacher Notes

Zeus, God of the SkyTraditional Greek Myth

retold by Mary Culler

Long ago, there was a mighty Titan named Cronus, who ruled over all the universe. He had overthrown his own mighty father to gain his power, and he knew that if he had a son, one day he might also be overthrown. To prevent this from happening, Cronus took each of his children as soon as it was born, and swallowed it whole!

As you can imagine, this angered and saddened his wife, Rhea, who was miserable with the loss of her children, but she was not strong enough to stop Cronus. She was however, clever enough to trick him. When her next child was born, a son, she fooled Cronus into swallowing a large stone, and hid her child away. This son was called Zeus.

When Zeus grew up, he was determined to free his mother, brothers, and sisters from Cronus. He led a revolt against Cronus and his band of fearsome monsters, the Titans. When Cronus was trapped, Zeus cut a hole in his stomach, and out stepped his brothers Hades, and Poseidon, and his sisters, Hera, Demeter, and Hestia, now also fully grown! They rejoiced at being freed, and helped imprison the Titans and create new order on earth.

Zeus and his siblings knew that with Cronus gone, the universe would need order or devolve into chaos. The three brothers drew lots to see which one would rule what portion of the world. Hades chose the underworld, and all the riches of the earth. Poseidon drew the water, oceans, seas, and everything that lived in them. Zeus received command of the air and heavens. As he had freed his family, he was also made the ruler and chief of all the gods and goddesses.

Zeus knew that there would be challenges to his superiority one day, but unlike his father and grandfather, he did not want to fear a revolt from his own children. When Zeus married, his first born was a boy that he called Hephaestus. Zeus made him god of fire and the forge. Though his son was not handsome, he was extremely clever and gifted working with fire and metal. Zeus wanted his son to help protect his power, not destroy it. He asked if his son could create a mighty weapon, fit for the god of the heavens.

Hephaestus worked long and hard to present his father with a worthy weapon. Finally, he brought it to Zeus. “I call this is the thunderbolt. It will sting with fire and can scorch the earth, it will light up the sky, and when you throw it, the heavens will turn black with your wrath and the earth below will know your power and respect it.”

Zeus was thrilled with the thunderbolt. Whenever he threw one, storms raged, skies turned black, and were only lit with a flash of flames. Truly a weapon made for a god.

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Instructions: Read the following myth which is from the Greek culture. After reading, use a separate sheet of paper to analyze the mythological elements and answer the reading comprehension questions in complete sentences.

Hades and PersephoneA traditional Greek myth retold by Mary Culler

Hades, brother of Zeus, ruled the underworld, which was a lonely place. He was the wealthiest of all gods, because he controlled all the precious metals of the earth, like gold and silver, and all the jewels in the earth, like rubies and diamonds. But his wealth didn’t make him happy. He wanted a wife to share his dark and lonely castle in the underworld, and all the riches he possessed.

One day, Hades looked into the earth above and there saw the most beautiful goddess. It was Persephone, daughter of Demeter. Demeter was goddess of the harvest and growing things. Her daughter was just as beautiful and full of life. Dark and lonely Hades fell madly in love.

Persephone was unaware that Hades had taken an interest in her, many gods were interested in her vitality and beauty. Hades approached her mother to ask for her hand in marriage, and Demeter angrily refused. A cold, dark place was no home for her sunny daughter who loved life and growing things.

By this time, Hades had lost his heart completely. He couldn’t court Persephone directly, but he wondered if he could trick her into becoming his wife. Hades asked her to accompany him to the underworld, just for a few days, to see a tree which bore blood red fruit and contained ruby seeds. Persephone was a bold and curious young woman who loved all plants, and she agreed to go at once, without telling anyone.

Once she was in Hades lonely castle in the realm of the dead, she regretted her decision, but she stayed to see the tree. Hades offered her some of pomegranate fruit, and she ate six of the luscious red seeds. At that point, Hades offered for her to stay more than just a few days, but to stay forever, as his wife.

Persephone was shocked. She raced out of the underworld and up to Olympus, where all the gods and goddesses were frantically looking for her. She told her mother Demeter where she had gone and what she had eaten. At the news, her mother began weeping and wailing.

“What’s wrong?” Persephone demanded, puzzled.

“You’ve eaten the fruit of the dead! You now belong in the underworld, a month of the year for every seed you tasted!” Demeter cried. “How many seeds did you eat?”

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Activity 1 Name __________________________ Date _________

“Six. That’s six months of every year that I must spend in the underworld?” PErsephone was angry and horrified. She stormed off to confront Hades.

When Hades heard her anger, he confessed he had tricked her out of loneliness and his love for her that made him so desperate. Persephone’s heart softened. She consented to live with him as his wife and queen for six months of every year, and return to the fields with her mother for the rest of the year.

While Hades and Persephone reached an agreement, Demeter was still furious. For six months of each year, while her daughter is below with Hades, all plants wither and die, nothing grows, as Demeter waits for Persephone’s return.

1. What natural event does the myth of Hades and Persephone explain?

2. What supernatural beings or elements does this myth contain?

3. Why would Hades and Persephone seem like an odd or “mismatched” couple?

4. How did Hades lure Persephone into the underworld?

5. What motivated Hades to trick Persephone? Do you think he was right to use these methods to get what he wanted? Why or why not?

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Activity Name __________________________ Date _________

Instructions: Read these two myths from different cultures. Compare and contrast the two myths and answer the comprehension questions below in full sentences.

Tarantuala Spins the EarthA traditional Native American myth retold by Mary Culler

In the beginning, there was only darkness. Suddenly, a thin circle appeared, one side white and one side yellow. Within this circle, sat the Creator, the One Who Lives Above. When he looked up into the endless darkness, light shown down from above. He pointed to the East, and created the dawn. He looked to the West, and created the pink and orange sunset. He also created three other gods, a little girl, a Sun-God and a small boy.

All four gods worked together, and the sweat of their four brows dripped down together in four large drops. The One Who Lives Above caught the drops in his hands and rolled the drops into a little ball in his palms. He tossed the ball from one god to another, on each pass it grew and expanded. That was the Earth. And from more drops of sweat he created celestial features, the winds, and the trickster, Tarantula.

Creator God told the Winds to go inside the ball, which was now quite large, and blew it up. And then the ball that was Earth grew. Earth was still too small for all the beings and tresse, oceans and rivers that could fill it.

Tarantula, the trickster, spun a black web and attached it to the ball and crawled away. He crawled far away, pulling with all his strength. He spun a blue web and pulled hard in the opposite direction. Then a yellow cord and white cord to the remaining two directions. With mighty pulls in all directions, he stre-e-e-tched the Earth until it was an immense sphere, floating in the darkness. But it was bare. The Creator saw the emptiness and gave the Earth its features, creatures, and man.

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Practice Name __________________________ Date _________

The Birth of RaA traditional Egyptian myth retold by Mary Culler

In the beginning, there was no land in Egypt, only ark water. This water was called Nun. Nun was powerful, but she was bound in her watery form. She gave birth to a great egg filled with light, and this was her son, Ra, the god of the Sun. He was all powerful, and his power lay in his many secret names. He told no one his own names, but whatever names he spoke immediately existed. In this way he created everything, by speaking their names.

He named Shu, the first winds. He named Tefnut, who made the rain. He named Geb, and that was earth. He named Nut, and she was the sky. He named Hapi, and she was the mighty Nile, which made all of Egypt ripe and fruitful.

And when he was done speaking things into being, he announced, “I am Khepera at the dawn, and Re at noon, and Tem in the evening.” And the sun rose and passed across the sky and set for the first time, at the land that he crossed over was Egypt.

After this Ra named all things that are upon the earth, and they grew. Last of all he named mankind, and there were men and women in the land of Egypt.

Note similarities and differences between the two myths in the boxes below.

CompareContrast

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Practice Name __________________________ Date _________

1.What natural phenomena are discussed in both myths?

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2. How did Ra come to exist?

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3. How did Tarantula come to exist? What is his part in the creation myth?

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Practice Name __________________________ Date _________

Instructions:

Write your own myth that provides an explanation for a naturally occurring event (such as an earthquake, why it gets dark at night, why the sun is hot, etc.). Illustrate your myth with at least three drawings.

First, plan out the story:

Main characters:

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Event you are explaining:

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Title:

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Complete your myth and illustrations on the next page. There are three sections included for illustrations, one after the beginning, middle, and end. You may attach extra paper if needed.

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By :

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Homework Name __________________________ Date _________

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Homework Name __________________________ Date _________

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Comprehension Questions: You will share this myth with a small group of classmates. After reading the myth, they will have to answer three questions you create. Write your three questions below. Provide answers on a separate sheet of paper.

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Answers to your mythology questions:

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Practice Name __________________________ Date _________Answer Key

Instructions: Select the best choice from the multiple choice options below.1. Myths come from ________________________A. Native American culturesB. Greek culturesC. All ancient cultures2. Myths offer an explanation for____________________A. A: Natural eventsB. Life problemsC. Historical events3. Myths typically include ________________________A. Supernatural beings or events B. Natural disastersC. All of the aboveRead the myth below and answer the questions following.

Nu Wa, Maker of MenA traditional Chinese myth retold by Mary Culler

When the world was new, Nu Wa looked at the land and thought it looked bare. The land had rivers and fields, trees and mountains, but no beings inhabited the earth. Nu Wa could create anything out of clay.

She took rich yellow clay from the banks of the river and began to form men from the clay. She worked long and hard, each molded man was perfect. But it was very taxing work, and her strength began to give out. At last, she knew she could not mold one more being. Yet, there were not enough people to fill the glorious land. Nu Wa took a rope and dipped it in the water of the river. Instead of dragging up yellow clay, as from its bank, the rope pulled up mud.

Nu Wa was exhausted. She could not make the sloppy mud hold its shape. She let the mud drip from the rope and fall into shape. When the mud was finished dripping, she had men made of yellow clay and those made of mud. She breathed life into both, but it is said that people of higher status are molded from clay by Nu Wa’s own hands, and those of lower rank were mae by the mud she pulled up on the rope.

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Quiz Name __________________________ Date _________

1.What natural event does this myth explain?

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2. What elements are included in this story that classify it as a myth?

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3. Why are some people of higher or lower class according to the myth?

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4. What similarities does this myth have to another myth you have read?

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Homework Name __________________________ Date _________

Answer KeyActivity Page One- Answers will vary, but should be similar to those given1. What natural event does the myth of Hades and Persephone explain? The winter season/why plants

die and nothing grows in winter.2. What supernatural beings or elements does this myth contain? God and goddesses3. Why would Hades and Persephone seem like an odd or “mismatched” couple? Hades represents

darkness and death, and Persephone represents life and growing things.4. How did Hades lure Persephone into the underworld? By asking her to see an unusual plant.5. What motivated Hades to trick Persephone? Do you think he was right to use these methods to get what

he wanted? Why or why not? He was lonely and wanted a wife. The other parts of this question are subjective and any answer is acceptable as long as it is backed up with appropriate reasons.

Practice Page1.What natural phenomena are discussed in both myths?Creation of the world, creation of the earth, wind, water, etc. 2. How did Ra come to exist?Ra was born out of the watery nothingness called Nun.3. How did Tarantula come to exist? What is his part in the creation myth? Tarantula was made by the Heavenly One. In the creation myth, the gods make Earth, but Tarantula is the one who makes it planet-sized.Homework:Answers will vary completely, as each child will complete the sheet based on his or her ideas for a myth. The myth should meet the criteria already discussed to classify a story as myth. Quiz:1. C2. A3. AAnswers will vary, but should be similar to these:1.What natural event does this myth explain? How human beings were created2. What elements are included in this story that classify it as a myth? It explains a natural events using a supernatural character.3. Why are some people of higher or lower class according to the myth? According to the myth, higher class people were molded out of yellow clay, and lower class are those that were drips off a rope.4. What similarities does this myth have to another myth you have read? Answers will vary.

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Name __________________________ Date _________Answer Key