teaching myth_lesson plan

7/23/2019 Teaching Myth_lesson Plan

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TEACHING

OF LITERATURE


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MYTH

- are certain products of the

imagination of a people hichta!e the form of stories"

- is a stor# a$out gods% other

supernatural $eings% or heroes ofalong past time"


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TYPES OF MYTH

1.Pure Myth or True Myth ofMyth Proper

-.e&plains natural phenomena of theorigin of things% and the# descri$eho indi'iduals should $eha'etoards the gods

2. Saga or Legend

( contains a seed of historical fact

and enlarge


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3. Folk-Tale or Fary-Tale

- are told for pleasure andamusement

- contains supernatural characterssuch as ghosts% el'es% darfs% ordemons% and the# often include

elements of magic *e&" spells%potions and o$,ects+


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!"E#T THEMES OF MYTH

1.$reaton

-.the relation of human $eings to the

natural orld and -uestions of lifeand death

-.The creator deit# $rings into $eingthe sun% moon% and stars% seas andmountains and so on


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2. god% and godde%%e%

- people $elie'ed in ideal $eings leadingthem

- relations of poer and leadership

3. Hero& Fgure%- semi(di'ine $eings

- the# ha'e superhuman poers throughdi'ine parentage. or ha'e ac-uireddi'init# through their deeds as men and

omen on earth% ith the help of deit#


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'. Mon%ter% and (e)on%

- $eings that a heroic /gureconfronts and o'ercome

*. #n)al%

( featured as ild creatures(

predator# $easts or the elusi'e pre#of hunters. or as helpful $eingstamed $# humans or as possessing

poers


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+. The ,nderorld

- prompt tales of gloom and terror ofthe un!non

. /ourney%0 ue%t% and tral%

- $ring m#thological /gures into a

num$er ofsituations here the# can pro'e

their strength


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. The #fterlfe

- some form of e&istence after death

- some spea! of paradise here the

pains of life on earth are left $ehind- death comes ,udgment% a rigoroustrial is conducted% and torture

aaits those ho fail the trial


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MYTHOLO!ES OF THE 4O"L(

0"1esopotamian 1#tholog#

2" Canaanite 1#tholog#

3" Eg#ptian 1#tholog#

4" Gree! 1#tholog#

5" Roman 1#tholog#6" Celtic 1#tholog#


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7" Norse 1#tholog#

8" 1e&ican and 9outhAmerican 1#thologies

:" ;ersian 1#tholog#0


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$hara&ter%

fro) Mythology

a+>ragons

$+Unicorn

c+Troll

d+=inni

e+H#draf+ Chimera


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g+ Centaur

h+ Fenrir

i+ Oni

,+ Nagas!+ Guie or ?uei

l+ ?appa


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POSS5LE

#$T6TES 7MYTH


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1. #"TS

a8 Sket&hng

9tudents can use their !noledge ofthe m#ths as a foundation for ritingcharacter s!etches"

E&" @hat ere Hera% ;an% Athena andthe other gods and goddesses reall#

li!e

9tudents ill $e a$le to disclose to

the orld the truth a$out these


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98 #rt Mu%eu) 6%tng

9ee the sculpture% potter#% ,eelr#

and coins of ancient Greece" Recordthe m#ths that inspired them" >ras!etches of some of #our fa'orite

items"


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&8 Ma%k Makng

@hen students are aare of the mas!s

the actors in gree! pla#s ear% studentsare as!ed to choose a character in a m#thand ma!e a mas! for that indi'idual"

Using large paper% students create theshape of the mas! *ma!ing holes fore#es% nose and mouth+ and decorateaccording to the character the# chose"

E&ampleB Arachnes mas! has spiderearings on ith ords li!e Dtoo proud%DDhaught#%D Ds!illful ea'er%D etc"


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d+ 1odel a /gure out of cla# of oneof the heroes or gods from them#ths"

e+ Create a panel mural depictingone of the students fa'orite m#ths"


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2. E%%ay 4rtng

9tudents can also use the m#ths as a

$asis for riting opinion essa#s"a+ 9hould mortals $e alloed on 1t"Ol#mpus This nota$le topic as ne'er

settled in Ancient Greece" It is up to #ourstudents to resol'e the issue $#de'eloping persuasi'e argumentati'eessa#s"

$+ @h# *or h# not+ ere the La$ors ofHercules sucient to a$sol'e him of thecrime of !illing his children If #ou erethe ,udge% hat punishment ould #ou


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c+ After reading the stor# of ?ing

1idas% hat do #ou thin! is moreimportant (( ealth or isdom

d+ D@ho is #our hero"""and h#D

@hat are some of the traits thatma!e this person a hero to #ou Arethese heroic traits parallel in some

a# to the traits of the ancientheroes #ou ha'e learned a$out fromthe Gree! m#ths


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e+ In order to help studentsunderstand the Od#sse# more full#%after reading the epic e atch DThe@iard of OD" The students composea comparisoncontrast essa#"

There are man# similarities $eteenthe or!sB the Lotus(Eatersthe /eldof poppies% ;oseidonthe @ic!ed@itch of the @est% AthenaGlenda the

good itch% Od#sseuss


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3. Letter 4rtng

Listed $elo are a series of assignmentsthat gi'e students practice in riting

application letters% order letters% re-uestletters and friendl# lettersB


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a+ Tell students that their fa'orite

m#thological character has ,ustretired" Jeus% the father of the gods%is no accepting applications for areplacement" As! #our students torite letters of application and a$rief resume or $iographical s!etch"


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$+ 9tudents% in the role of their

fa'orite hero or heroine% ill $eleading an e&pedition on adangerous ,ourne# *e"g"% =ason

-uesting after the Golden Fleece%;erseus see!ing 1edusas head orTheseus attempting to defeat the

1inotaur+" Kefore the# can go%students must order the necessar#supplies" Letters can $e addressed

to Heroic >iscount 9upplies% 744


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c+ E'er# aspiring hero or heroine

needs to recei'e the properinstruction and training"Fortunatel#% there are a fe

openings in the most distinguisheduni'ersit# in ancient Greece" Inorder for #our students to secure a

space% the# should rite for anapplication% a catalog and /nancialaid information" Re-uests can $e

sent toB Uni'ersit# of the 1uses%


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d+ As the $est friend of am#thological character% students

rite a letter oering support%encouragement or guidance"

E&ampleB

9tudents might rite to the folloingcharactersB Orpheus after failing to$ring $ac! Eur#dice from Hades*s#mpath# and ad'ice+% ;ol#phemusafter $eing tric!ed $# Od#sseus*compassion and concern+% Ariadne


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'. Mytholog&al (&tonary

9tudents might record ords in a

note$oo! or compile"E&ampleB

As! them hat it means to ha'e anDAchilles heelD" As the# do theirresearch% the#ll /nd that Achilles asa Gree! hero hose mother ru$$edhim ith am$rosia and put him in a/re *or dipped him in the ri'er 9t#&+hen he as a $a$# so his $od#could not $e ierced $ ea ons"


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9ince he as held $# the heelduring the process% his heel as notprotected" ;aris found this out and

shot Achilles in the heel ith anarro" From this% let pupils speculateon the meaning of the modern(da#

e&pression and then let them chec!their de/nition ith dictionaries"


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*. "ole playng

This oers #our students an opportunit# to

interpret the Gree! m#ths" As! #our classto $rainstorm a list of characters and theircorresponding ad'entures" Kegin ith a

dramatic incident such as Od#sseus $eingheld capti'e $# ;ol#phemus the C#clopsand let #our students $uild in as muchaction and dialogue as the# ish" 1edea

reacting to $eing a$andoned $# =asonafter aiding him in his -uest oers the$asis for an interesting monologue"


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Mour students ma# ant to re/ne

their role(pla#ing $# tr#ing man#'ersions% discussing them andtaping the $est" The# can com$ine

their episodes into a dramaticcollage or present one(act pla#scomplete ith props and costumes

$ased on speci/c episodes"


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+. Story rtng

This is /fteen(minute acti'it#% group

three students ho colla$orate on astor#" Gi'en /'e minutes each%students ta!e turns riting" The /rst

student might $egin% DA !ing onceturned his daughter into a goldenstatue"D 9uppl#ing details to de'elopthe stor#% the second student uses the/'e minutes to rite the $od#% and thelast person ends the stor#" If eachstudent $egins a stor# during the /rst

/'e minutes% all three ha'e the chance


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. #d:ert%e)ent%

The# need to go through magaines%phone $oo!s% etc" and pic! out adsthat relate to m#tholog#"

E&ampleB Ni!e for the goddess Ni!e"After the# /nd dierent t#pes ofad'ertisements% then the# are to /nda compan# hose logo comes fromm#tholog# and research that


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The# need to /nd out all the# cana$out the compan#% h# the compan#

chose their name% e"g" Apollo Heating%or ho the# came to choose their logo%e"g" ;egasus for 1o$il" After the# ha'e

found man# ad'ertisements and acompan#% then the# do a presentationhere the# share their /ndings as ell

as their !noledge of m#tholog#" Thisalso satis/es the famous -uestion%@hen ill e need to use this in real

life


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. $o))er&al%

>i'ide the class into groups of 4(6 andeach group dras the name of a godor goddess out of a $o&" The group isthen responsi$le for ma!ing a 'ideocommercial for that godgoddess"E&amples include Athenas 9mart ;ills%>emeter Cereal% Aphrodite 1a!e(up"All students participate in thecommercial $# ma!ing a stor#$oard%ma!ing props and acting"


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;. 5ngo

Our $ingo cards ha'e names andareas of poer mi&ed around" Theclues ha'e names% areas of poer%

actions% s#m$ols% etc" 9tudents thenco'er up their cards ith pieces ofpaper hen the clues are gi'en"

9tudents en,o# learning theinformation% and it is a re-uestedacti'it# long after the stud# of

Gree! m#tholog# is o'er"


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1


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11. 5oard !a)e%

The# or! together and plan% then

ma!e their on m#tholog# $oardgame% complete ith educationalpurpose% directions for pla#ing% and a

demonstration of !noledge a$outm#ths% etc" There ha'e $een some'er# sophisticated $oard games

in'ented $# students" Enough time isalloed after the games arecompleted to ha'e student groups

trade games and pla# another


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12. $o))er&al%

The group is then responsi$le forma!ing a 'ideo commercial for thatgodgoddess"

E&amples include Athenas 9mart ;ills%>emeter Cereal% Aphrodite 1a!e(up" All

students participate in the commercial$# ma!ing a stor#$oard% ma!ing propsand acting"


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13. $reaton Myth

Compare characters of the lo'em#ths to other literar# characters"

E&ampleB the m#th of ;#ramus andThis$e is closel# related in theme to

Romeo and =uliet"


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1'. Fr%t Per%on

Retell a m#th in /rst person point of'ie% assuming the identit# of ahero li!e ;rometheus or Theseus"


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1*. Talk Sho =t

9tudents seem to !no andappreciate the entertainment 'alueof da#time tal! and court shos ontele'ision" K# using that format%students can put on a s!it a$outsome of the minor ad'entures hichta!e place in Gree! m#th"


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E&ampleB

After reading the stor# of >aedalus%

students can use their imaginations asto hich characters should $einter'ieed on the tal! sho and hich

contro'ersies should $e addressed";erhaps >aedalus ould $e confronted$# his son Icarus $ecause Hadesena$led him to 'isit his father on thesho" Or there is a confrontation$eteen >aedalus and 1inos" Or>aedalus meets the Da&D salesman andaccuses him of causin his sons death"


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THAN? MOU


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. O5/E$T6ES>At the end of the lesson, the students shall have:

a. interpreted the symbols of flowers that tell something inrelationship;

b. explained the lines from Kahlil Gibran in onnetion to the

theme of the myth;

. disovered the origin of !index and "a# $rees throughomprehension of the story;

d% arrived at the meanings of words through ontextual lues;

and

e% expressed values related to the main theme.


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. S,5/E$T M#TTE">

A story &myth%, '(auis and )hilemon*

by "vid

+eferenes:

olonialela.weebly.om...gra/unit0t

extstruturegenre.dox; and

http:www.talesbeyondbelief.ommyth-storiesbauis-and-philemon.htm

. P"O$E(,"E>


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. P"O$E(,"E>

A. Motivation/Opening

1) UNFREEZING ACTIVITY (3 in!te") 1

$he students will hoose one from the

different olors of a rose presented to them&red, pin#, yellow, white, orange and

purple%. $hen, the teaher will give the

interpretation of eah olor. $he olors ofthe flower mean something in relationship.


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#) IMAGE FORMATION (3 in!te")

1 2n small groups, the students will

form 3 photos and arrange theirproper order. &photos of a ouple from

hildhood till they die%

3) TE$T INTER%RETATION (&

in!te") 1 $he students will explainthe lines from Kahlil Gibran.

and thin# not you an diret the ourse of love


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and thin# not you an diret the ourse of love,

4or love, if it finds you worthy, direts your

ourse

5ou were born together, and together you

6hall be forevermore

Yo! "'a e toget'e* +'en t'e +'ite

,ing" o- eat' "atte* 0o!* a0".

A0 0o! "'a e toget'e* even in t'e

2ient eo*0 o- Go


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. 2tateent o- t'e 4e""on

7e will read a myth today and seehow the story desribes a love that is

true.

8otive 9uestion:

As you read the story, disover howthe !index and "a# $rees grew.


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C. Fi*"t Reaing (a!i" an %'ieon)

!ong ago in a land alled )hrygia, a

pious old ouple lived in a tiny ottage

among gently rolling hills. (auis and)hilemon lived a heerful and ontent life

despite their poverty. $heir marriage was

sound, and their love for eah otherremained as strong as it had been on their

wedding day.


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"ne day upiter, #ing of the gods,traveled to arth to test the

)hrygians.


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At eah home, the )hrygians

heartlessly turned the gods away.

4inally, the gods ame to the ottage of(auis and )hilemon, where the ouple

welomed the strangers warmly. After

arranging a plae for their guests to rest,the ouple prepared a meal. (auis and

)hilemon brought out their finest dishes

and arefully set the table, payingattention to even the most minute

details. As the meal began, )hilemon

poured the wine.


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$o his surprise, he saw that the

bottle refilled itself. 4rightened, he

and (auis apologi=ed for being poor

hosts, but upiter stopped them. >7e

aused the wine to be replenished,>he said, >for we are gods. 7e ame

to )hrygia to test the #indness of its

iti=ens. 5ou and (auis alone havepassed. $he rest will be punished as

they deserve.>


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(auis and )hilemon followed the gods

up a nearby hill. ?pon reahing the top,

they were sho#ed to see that a la#estood where their neighbors@ houses had

been. $he ouple wept, but when they

loo#ed loser, they saw that their ownottage had been transformed into a

temple with a roof of glimmering gold.

>7orthy ouple,> said upiter, >we than#you for your generosity. ame what it is

you desire and it shall be yours.>


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$he ouple spo#e privately for a

moment and then delared their

united wish with finality. )hilemon

said, >7e wish to be guardians ofthis temple and to serve you for the

rest of our days. Also, we wish

never to be separated, even indeath.>


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2n the years that followed, (auis and

)hilemon ared for the temple and served

the gods faithfully. "ne day, (auisnotied leaves sprouting from )hilemon@s

hair. )hilemon turned to (auis and saw

her wrin#led s#in turning to bar#. +eali=ingthat their end was drawing near, they bid

eah other farewell. At that moment,

)hilemon was transformed into a sturdy

oa# and (auis turned into a graeful

linden.


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$he ouple@s wish was fulfilled, forthe two trees grew from a single

trun#. 4or enturies, people have

marveled at the intertwined trees, asymbol of the devoted ouple that

passed the test of the gods.

(. 4ord Sear&h


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(. 4ord Sear&h

Give the meaning of eah phrase or word as used in ontext.

B% !ong ago in a land alled )hrygia, a pious old ouple lived in

a tiny ottage among gently rolling hills.

a% ative % typial

b% elegant d% honorable

C% >7e aused the wine to be replenished,> he said, >for we are

gods...*

a% exhaust % filled up

b% empty d% restore

/% $he ouple spo#e privately for a


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/% e oup e spo e p a e y o a

moment and then delared their united

wish with finality.

a% fore % onern

b% emphasis d% ompleteness

0% "ne day, (auis notied leaves

sprouting from )hilemon@s hair.

a% dying % growing

b% shrin#ing d% starting


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D. At that moment, )hilemon was transformed

into a sturdy oa# and (auis turned into agraeful linden.

a% tree with heart-shaped leaves

b% tree with oval-shaped leaves

% tree with triangular leaves

d% tree with spear-shaped leaves

F 5i"!""ion


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F. 5i"!""ion

Cop*e'en"ion C'e67B. $he last paragraph reveals whih part of the mythE

a% moral of the story

b% a reation in nature

% ertain flaws of a god

d% onseFuenes of bad behavior


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C. $he bottle refilling itself shows

.

a% a gods mista#e

b% the gods supernatural powers

% explain a mystery in the universe

d% desribe the lesson learned


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/. $he reation of the la#e and temple

best . a% shows the onseFuenes of goodbad

behavior

b% explains a mystery of the universe

% reveals )hrygians power d% shows 8erurys anger


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0. $he myth is told in hronologial order so that

it an .

a% persuade the reader to be generous

b% explain how all la#es were formed

% desribe the haraters fully d% retell a story learly


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D. 7hen upiter told the ouple they 'passed the test of the

gods* he was referring to their .a% sound marriage

b% sorrow on the hill

% #indness to the strangers

d% patiene during the transformation

%*oe""ing 8!e"tion"7


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%*oe""ing 8!e"tion"7

B. 7hat ma#es the ouple ontented in life despite of povertyE

C. 7hat may be the reasons why people did not welome thestrangersE

/. 7ill you do the sameE 7hyE 7hy notE

0.


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3. 7hat is the only wish of the oupleE

. 7ill you as# the sameE

I. 7ill you onsider first how your wifehusband treats youE

J. 7ere the ouple afraid of deathE

B. 7hat symboli=es their #indness and true love for eah

otherE


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F. Va!ing

7hat #ept the ouple together till the endE

IV. A22IGNMENT

Lreate your own myth story with your preferred topi.


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)repared by:

F4OREN2 C. GENOVE2

teaching myth_lesson plan

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