CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM …

1

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Myths and Legends

Revision Date: July 2018

Submitted by: Frances T. Magee-Stout

2

Table of Contents: Course Overview Page 3

Pacing Chart Page 4

Unit #1 Introduction to Mythology Overview At-a-Glance Page 5

Unit #1 Targeted Instructional Planning to Address Central Unit Standards Page 8

Unit #2 Greek/Roman Mythology Overview At-a-Glance Page 9


Unit #3 African Mythology Overview At-a-Glance Page 16

Unit #3 Targeted Instructional Planning to Address Central Unit Standards 0

Unit #4 North and South American Myths and Folklore Overview At-a-Glance Page 23


Unit #5 European Myths and Folklore Overview At-a-Glance Page 30


Unit #6 World Legends Overview At-a-Glance Page 37


3

Course Overview

In this course, students will study areas that have been adopted and implemented the NJSLS standards as the cornerstone of the

curriculum. Areas of study within the English department are designed to be rigorous, college preparatory courses in which students

will be exposed to a variety of literature, literary non-fiction, writing techniques, presentation styles, and communication skills.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so

teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real

world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students

fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to

ensure that students will be prepared for college and career opportunities following high school graduation.

Primary Resource(s) Textbook

Title: Heroes, Gods and Monsters of the Greek Myths

Author: Evslin, Bernard

Publisher: Dell Laurel-Leaf Copyright: 2005

Supplemental/Other

Title: Hamilton, Edith Mythology Publisher: Warner Books Copyright: 1969

4

Pacing Chart Unit # & Title Pacing

(must equal 165 days for full-year or 83 days for

half-year course)

Unit 1: Introduction to Mythology 3 days

Unit 2: Greek/ Roman Mythology 16 days

Unit 3: African Mythology 16 days

Unit 4: North and South American Mythology 16 days

Unit 5: European Mythology 16 days

Unit 6: World Legends 16 days

5

Unit 1 Overview At-a-Glance Unit #1 – Introduction to Mythology

Unit Description:

In this unit, students will discover that the purposes of myths are to explain the unexplainable, to amuse, to unite, and to educate.

Whether passed down orally or retold in a literary format, myths follow identifiable patterns and contain common motifs.

Essential Skills:

Students will be able to identify the structure and purpose of selected myths and explain the similarities between myths from

different geographic locations

Students will be able to form theories about myths from discussions

Students will be able to matrix cultural data from myths

Students will be able to present findings through a variety of ways: maps, matrixes, oral presentations, murals, books

Students will be able to create an original creation myth that is reflective of a particular culture and is consistent with its

environment

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

NJSLS.R.1

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

W.9-10.1 SL.9-10.1

W.9-10.2 SL.9-10.2

W.9-10.4 SL.9-10.3

W.9-10.5 SL.9-10.4

W.9-10.6 SL.9-10.5

W.9-10.7 SL.9-10.6

W.9-10.8 L.6.1.12.D.14.e

W.9-10.9 L.9-10.1, 2, 3, 4, 5

W.9-10.10

6

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments

and evaluations as needed based on student’s individual needs,

ability level, disabilities or 504/IEPs including but not limited

to:

Extended time

Enrichment activities

Native language prompts

Alternate reading and writing assignments as per reading

level (grade level appropriate)

Preferential seating

Rosetta Stone Program

Additional graphic organizers and outlines for crafting

writing assignments

Audio versions of texts

Independent Study

Modify approaches, assignments, and evaluations as needed to

challenge gifted students:

Increased integration of higher order thinking processes,

creative and critical thinking activities, problem-solving,

and open-ended tasks

Self-regulated group interaction

Advanced pacing levels

Greater opportunities for freedom of choice and

independent study that encourage independent and intrinsic

Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple perspectives

to infuse cultural and global awareness.

Lessons integrate a focus on civic literacy so that student can

better understand the rights and obligations of citizenship.

Students explore areas that support environmental literacy,

including society’s impact on the environment and what can be

done to support environmental solutions.

Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to

create projects and products as examples of mastery in each

unit.

Communication and collaboration is crucial for student success

as learners. Throughout this curriculum, students must be able

to communicate deep understanding through open ended

responses (both orally and in writing). In addition, students are

often required to work collaboratively with their peers, which

promotes the ability to succeed in the area of social cooperative

work, increases communication skills, and promotes leadership

and responsibility.

Students must be information literate, i.e. they must be able to

find and use information effectively, in order to succeed in

class as learning activities require independent research of

relevant information outside of the provided textbook and/or

resources.

In order to succeed in this course, students must be able to use

technology as a tool in order to research, organize, evaluate,

and communicate information.

7

Assessments- including benchmarks, formative, summative,

and alternative assessments:

Student and teacher generated rubrics

Adapted NJSLS-based rubrics

Anecdotal evaluation of online technological

communication

Graphic Organizer

Journal entries

Exit ticket

Projects

Long/Short Research projects

Suggested Interdisciplinary Activities for this Unit

History/Social Studies Make artifacts to accompany myths.

Include statues and drawings of gods, various kinds of altars built

to honor them, or tools or utensils that might have been used to

worship them.

Science/Health: Have students study one type of natural disaster

and have them connect the scientific explanation to an ancient

myth addressing the same kind of disaster.

World Languages: Utilize the meaning of Greek and Latin Roots,

affixes, and prefixes to better understand difficult vocabulary.

Arts: View artist representation of the subject matter

(photographs, painting, sculpture, film) and compare with the

stories with short answer responses.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library Resources

Helpful websites

Timeless Myths: Classical Mythology at

www.timelessmyths.com

Myths, Folktales, and Fairytales at

http://teacher.scholastic.com/writewit/

Mythology Web Quests at

http://www.k12.hi.us/~konawahs/webquests_on_mythology.htm

Integration of the Technology Standard

8.1.12.B.2

8.1.8.C.1

Film

Audio

YouTube

Various websites

Prezi Presentation

Publishing software (i.e. Microsoft office suite) to

enhance instruction and student achievement

8

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.R.1

Students will be able to read

closely to determine what the

text says explicitly and to

make logical inferences and

relevant connections from it;

cite specific textual evidence

when writing or speaking to

support conclusions drawn

from the text.

Introduce purpose of

mythology and

geographical location of

classic myths

Read and analyze several

Greek myths and

informational texts

Provide graphic organizer

for use with analyzing text

Open-ended question(s)

which require students to

cite evidence of parts of a

myth

Class discussion/

question(s) for related

informational texts

Annotate text to find

definitions, critical

information

Answer text-dependent

questions and

comprehension questions

Respond to essential unit

questions using classroom

blog and/or pseudo

Facebook pages

Literature analysis and

review utilizing textual

evidence

Open-ended response(s)

Drafted essay(s)

Participation in class

discussion(s) using

evidence from the text

Graphic organizer to

classify myths according

to purpose (benchmark)

Class discussions to

explore the message of the

myths and make personal

connections

Cultural matrixes

Project: Using knowledge

of and references to

classical mythology,

students will create an

original creation myth on a

mural which reflects

geographic considerations

9

Unit 2 Overview At-a-Glance Unit #2– Greek and Roman Mythology

Unit Description:

In this unit, students will discover the vast stories of Greek and Roman mythology and trace their usage into modern language and

culture. In addition, they consider how certain traits of Greek and Roman Mythology are relevant in modern literature.

Essential Skills:

Students will understand how the classical Greek pantheon of gods reflects the overall outlook of its culture

Students will understand how classical mythology provides models for individuality and accountability in society

Students will understand the interactions explored in myths between the classical Gods and Goddesses themselves and the

mortals they rule over reflect specific and universal cultural concerns

Students will connect mythology to real social and ethical concerns throughout time




NJSLSA.R.1

NJSLSA.R.2

NJSLSA.R.3

NJSLSA.W.2

NJSLSA.W.3

NJSLSA.W.8



W.9-10.1 SL.9-10.1

W.9-10.2 SL.9-10.2

W.9-10.4 SL.9-10.3

W.9-10.5 SL.9-10.4

W.9-10.6 SL.9-10.5

W.9-10.7 SL.9-10.6

W.9-10.8 L.6.1.12.D.14.e

W.9-10.9 L.9-10.1, 2, 3, 4, 5

W.9-10.10

10

Unit Details






to:

Extended time








writing assignments


Independent Study











Education:

Lessons, where appropriate, incorporate multiple

perspectives to infuse cultural and global awareness.

Lessons integrate a focus on civic literacy so that student

can better understand the rights and obligations of

citizenship.


including society’s impact on the environment and what

can be done to support environmental solutions.




unit.

Communication and collaboration is crucial for student

success as learners. Throughout this curriculum, students

must be able to communicate deep understanding through

open ended responses (both orally and in writing). In

addition, students are often required to work collaboratively

with their peers, which promotes the ability to succeed in

the area of social cooperative work, increases

communication skills, and promotes leadership and

responsibility.

Students must be information literate, i.e. they must be able

to find and use information effectively, in order to succeed

in class as learning activities require independent research

of relevant information outside of the provided textbook

and/or resources.

Learning and assessment activities support the push to

make students media literate, as they are often required to

11

analyze, evaluate, and create messages in a wide variety of

media modes, genres, and formats.

In order to succeed in this course, students must be able to

use technology as a tool in order to research, organize,

evaluate, and communicate information.

Activities in the curriculum help develop life and career

skills in all students by promoting flexibility and

adaptability, requiring initiative and self-direction in the

learning process, supporting social and cross-cultural skills

in both content and teamwork efforts, and measuring

productivity and accountability through independent and

group assignment completion.






communication

Graphic Organizer

Journal entries

Exit ticket

Projects



Math – Roman Numeral study

Science – Astronomy study and looking at the stars named from

mythology

History/Social Studies – Geography of the area of Ancient Greece

and Rome. Look at historical context of the civilizations

Science/Health: Research issues that affected life and times in

Ancient Greece.

World Languages: Utilize the meaning of Greek and Latin Roots,

affixes, and prefixes to better understand difficult vocabulary.

Arts: View artist representation of the subject matter

(photographs, painting, sculpture, film) and compare with the

stories with short answer responses.

Career Education: Discuss the function of each Greek God or

Goddess and what their role was in Ancient Greek society.

Technical Subjects: Create a media presentation on a myth

researched in class.

12

Unit Resources





Leveled Supplemental Materials and

Media/School Library Resources

Various media center resources

Various Greek Myths, including,

but not limited to:

Creation

Ages of Man

Flood Cycle

Eros and Pysche

King Midas

Persephone

Echo and Narcissus

Achilles

Perseus

Orpheus

Theseus

Jason

Icarus

Arachne

Pygmalion

Pandora

Atalanta

Romulus and Remus

(Roman)

Myths & Folklore


8.1.12.B.2

8.1.8.C.1

Film

Audio

YouTube

Various websites

o Encyclopedia Mythica at www.pantheon.org

o Myth Web at www.mythweb.com

o Mythology: A Virtual Field Trip – Project Venture Lesson Plan available at

http://www.kyrene.org/schools/brisas/sunda/mythology/mythology_field_trip.p

df

o Greek Mythology Web Quest at

http://home.swbell.net/bobj1/webquestgreek.html

o Mythology Teacher at http://www.mythologyteacher.com/The-Hero%27s-

Journey.php

Media center

Smart technology

PowerPoint

Prezi Presentation

Publishing software (i.e. Microsoft office suite) to enhance instruction and student

achievement

http://www.pantheon.org/

http://www.mythweb.com/

http://home.swbell.net/bobj1/webquestgreek.html

http://www.mythologyteacher.com/The-Hero%27s-Journey.php

http://www.mythologyteacher.com/The-Hero%27s-Journey.php

13




Activities




NJSLSA.R.1









from the text.

Introduce hierarchy of

Greek Gods and


Greek


Greek myths and

informational texts






myth

Class discussion/

question(s)

Annotate text to look for

evidence of a Hero in a

Myth Answer text-

dependent questions and




blog and/or pseudo

Facebook pages



evidence


Drafted essay(s)


discussion(s) using


Student and teacher

generated rubrics

Adapted NJSLS rubrics

Questioning

Discussions

Exit/Admit Slips

Learning/Response Logs

Peer/Self Assessments

Presentations

Visual Representations

Tests and Quizzes

Think-Pair-Share

NJSLSA.R2

Students will be able to

determine the central ideas or

themes of a text and analyze

their development; summarize

the key supporting details and

ideas.

Review method for

determining the theme of

literature (theme map,

using guiding questions)

Read and analyze

literature for theme /

central idea (novel, Greek

mythology)

Teach graphic organizers

to determine central idea

and details (table)

Main Idea / Detail graphic

organizer

Write a short response

explaining the theme /

central idea with textual

evidence

Summarize a main point in

the myth focusing on

hero’s journey – strengths

and weaknesses

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


14


which ask students to

identify and explain the

theme /central idea of the

selection



blog and/or pseudo

Facebook pages or twitter

poster

Tests and Quizzes

Think-Pair-Share

NJSLSA.R.3


analyze how and why

individuals, events, and ideas

develop and interact over the

course of a text.

Discuss the use of hero in

a myth in Ancient Greek

society

o What was the purpose

in society?

o How is this shown

through events in the

story?

o Track characterization

of the hero’s journey

and how it changes the

hero

Annotate myth to

determine why the Ancient

Greeks and Romans may

have written this myth and

what purpose it may have

served in their lives.

Use characterization sheet

to track a main character

of the myths

Watch movie and follow a

hero through their journey,

i.e. Perseus in Clash of the

Titans

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.W2.

Write informative/

explanatory texts to examine

and convey complex ideas and

information clearly and

accurately through the

effective selection,

organization, and analysis of

content.

Summarize each myth

making sure to convey

importance in explaining

Use the writing process

Teach proper structure for

essay including thesis,

logical points of

development with

supporting points for each

POD, and logical

conclusion

Write informatively while

conveying complex ideas

accurately with a

concluding statement that

supports the information

presented

Write an open-ended

response which analyzes

how 2 different texts

develop the theme, citing

specific evidence from

each text collaborative

discussions

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

15

NJSLSA.W.3.

Write narratives to develop

real or imagined experiences

or events using effective

technique, well-chosen details,

and well-structured event

sequences.

Read myths as models for

writing


Demonstrate how to use

dialogue effectively in

stories

Create a Fakebook page

based on Greek or Roman

Gods

Create Posters of the

Underworld to synthesize

information in myths

Draft, revise and edit an

original story with the key

elements exposition,

conflict, rising action,

climax, falling action,

resolution

Use dialogue, description

and figurative language to

contribute to the plot and

character development of a

story

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.8.

Gather relevant information

from multiple authoritative

print and digital sources, using

advanced searches effectively;

assess the usefulness of each

source in answering the

research question; integrate

information into the text

selectively to maintain the

flow of ideas, avoiding

plagiarism and following a

standard format for citation

(MLA or APA Style

Manuals).

Demonstrate proper usage

of parenthetical citations –

Discuss valid and invalid

online sources

PowerPoint and

SmartBoard lessons for

steps in the process of

research projects/papers

Provide direct instruction

on the use of MLA

standards/formatting

Demonstrate use of online

search materials including

databases and navigating

websites for relevant

information

Research myths,

geographical locations,

and background

information for myth

specific regions.

write project proposal

Create source cards

Create note cards for facts

used in project

Complete Works Cited

page

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

16

Unit 3 Overview At-a-Glance

Unit #3– African Mythology

Unit Description:

In this unit, students will discover the vast stories of African mythology and trace their usage into modern language and culture. In

addition, they consider how certain traits of African Mythology are relevant in modern literature.

Essential Skills:

Students will understand classical mythology provides models for individuality and accountability in society.

Students will understand the interactions explored in myths between Gods and Goddesses themselves and the mortals they rule

over reflect specific and universal cultural concerns.

Students will connect mythology to the real social and ethical concerns throughout time.




NJSLSA.R.1

NJSLSA.R.2

NJSLSA.R.3

NJSLSA.W.2

NJSLSA.W.3

NJSLSA.W.8



W.9-10.1 SL.9-10.1

W.9-10.2 SL.9-10.2

W.9-10.4 SL.9-10.3

W.9-10.5 SL.9-10.4

W.9-10.6 SL.9-10.5

W.9-10.7 SL.9-10.6

W.9-10.9 L.6.1.12.D.14.e

W.9-10.10 L.9-10.1, 2, 3, 4, 5

17

Unit Details






to:

Extended time








writing assignments


Independent Study











Education:











unit.








and responsibility.





resources.

Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media

modes, genres, and formats.

18




Activities in the curriculum help develop life and career skills

in all students by promoting flexibility and adaptability,

requiring initiative and self-direction in the learning process,

supporting social and cross-cultural skills in both content and

teamwork efforts, and measuring productivity and

accountability through independent and group assignment

completion.






communication

Graphic Organizer

Journal entries

Exit ticket

Projects



Math –Explore populations and number of people throughout

African countries.

Science – Find the scientific facts behind the stories and the

aspects of nature that are depicted.

History/Social Studies – Trace the wars and land acquisition that

shaped cultures. Explore how the historical events impacted the

stories of different peoples.

World Languages – Read myths and folklore from the countries

that speak different languages.

19

Unit Resources





Leveled Supplemental Materials and Media/School Library

Resources


Various African myths, including, but not limited to:

Motikatika

Jackal and Spring

Adventures of a Jackal

Adventures of Jackal's Eldest Son

Adventures of Younger Son of Jackal

Hassebu

The Heart of a Monkey

The Heart of a Monkey: The Washerman's Donkey

Makoma

The Creation (Isis and Osiris)

The Story of Re

Hathor, Blood, and Beer

The Great Queen Hatshepsut

The Book of Thoth

Myths & Folklore

Myth Web at www.mythweb.com

The Mythology Un-textbook at

http://mythfolklore.blogspot.com/2014/06/myth-folklore-

unit-african-stories-from.html


8.1.12.B.2

8.1.8.C.1

Film

Audio

YouTube

Various websites

Media center

Smart technology

PowerPoint

Prezi Presentation

Publishing software (i.e. Microsoft office suite) to enhance

instruction and student achievement

http://www.mythweb.com/

http://mythfolklore.blogspot.com/2014/06/myth-folklore-unit-african-stories-from.html

http://mythfolklore.blogspot.com/2014/06/myth-folklore-unit-african-stories-from.html

20




Activities




NJSLSA.R.1









from the text.

Introduce gods/goddesses

and geographical location

of Africa


African myths and

informational texts






myth

Class discussion/

question(s)


what is important to

African society of the time



various activities including

creating movie posters and

Taxedos



evidence


Drafted essay(s)


discussion(s) using


Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.R2






ideas.

Review method for




Read and analyze


central idea (novel, Greek

mythology)



and details (table)


organizer




evidence




and weaknesses



Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

21





selection

blog and/or pseudo


poster

Think-Pair-Share

NJSLSA.R.3


analyze how and why



course of a text.

Discuss the use of animals

in African society

o What was the purpose

in society?

o How is this shown


story?

o Track characterization

of the hero’s journey

and how it changes the

hero

Annotate myth to

determine why the ancient

African people may have

created each myth and

what purpose it may have




of the myths


hero through their journey

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.W2.

Write informative/







content.

Write an informational

essay explaining the

importance of what was

learned about the African

culture in each myth


each proper structure for


logical points of

development with


POD, and logical

conclusion



accurately with a

concluding statement that

supports the information

presented

Write an open-ended






discussions

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

22

NJSLSA.W.3.






sequences.


writing




stories

Create a newspaper based

on African myths read in

class

Create movie posters

advertising selected myth






resolution





story

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.8













(MLA or APA Style

Manuals).




online sources

PowerPoint and





on the use of MLA






information

Research myths,


and background


specific regions.

Research myths from

different locations in

Africa and how each is

influenced by its people

Create source cards


used in project


page

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

23

Unit 4 Overview At-a-Glance Unit # 4 North and South American Myths

Unit Description:

Through research, reading, and conversations, students will explore American Folklore, including modern urban legends in American

culture.

Essential Skills:

Students will be able to discuss the importance of oral tradition to Native-American cultures

Students will be able to identify themes present in many Native-American myths and folktales

Students will be able to summarize the influence that Native-American myths have had on American literature

Students will be able to outline the creation stories of various American tribes




NJSLSA.R.1

NJSLSA.R.2

NJSLSA.R.3

NJSLSA.W2

NJSLSA.W.3

NJSLSA.W.8



W.9-10.1 SL.9-10.1

W.9-10.2 SL.9-10.2

W.9-10.4 SL.9-10.3

W.9-10.5 SL.9-10.4

W.9-10.6 SL.9-10.5

W.9-10.7 SL.9-10.6

W.9-10.8 L.6.1.12.D.14.e

W.9-10.9 L.9-10.1, 2, 3, 4, 5

W.9-10.10

24

Unit Details






to:

Extended time








writing assignments


Independent Study











Education:











unit.








and responsibility.





resources.





25










completion.






communication

Graphic Organizer

Journal entries

Exit ticket

Projects



Math – Look at demographics and population numbers for

advertising projects.

Science – Find scientific facts of American folklore and make

connection as to why the story may have been created.

History/Social Studies –Discover historical facts and see what

parts of American folklore are historically factual and which are

fictional.

World Languages – Use words with foreign roots in the

advertising project and trace their etymology.

26

Unit Resources





Leveled Supplemental Materials and Media/School Library Resources


Various American Myths, including, but not limited to:

The Jealous Uncle

Blue jay and His Companions

Dug-From-Ground

The Attack on the Giant Elk and the Great Eagle

Lodge-Boy and Thrown-Away

The Son-in-Law Tests

The Jealous Father

Dirty-Boy

Myths & Folklore

Native American Untextbook at

http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Heroes

And

http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Marriage

Integration of the Technology

Standard

8.1.12.B.2

8.1.8.C.1

Film

Audio

YouTube

Various websites

Media center

Smart technology

PowerPoint

Prezi Presentation

Publishing software (i.e.

Microsoft office suite) to

enhance instruction and

student achievement

http://mythfolklore.blogspot.com/2014/06/heroes-jealous-uncle.html

http://mythfolklore.blogspot.com/2014/06/heroes-bluejay-and-his-companions.html

http://mythfolklore.blogspot.com/2014/06/heroes-dug-from-ground.html

http://mythfolklore.blogspot.com/2014/06/heroes-attack-on-giant-elk.html

http://mythfolklore.blogspot.com/2014/06/heroes-lodge-boy-and-thrown-away.html

http://mythfolklore.blogspot.com/2014/06/heroes-son-in-law-tests.html

http://mythfolklore.blogspot.com/2014/06/heroes-jealous-father.html

http://mythfolklore.blogspot.com/2014/06/heroes-dirty-boy.html

http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Heroes

27




Activities




NJSLSA.R.1









from the text

Introduce hierarchy of

goddesses/ gods and


North and South America


American myths and

informational texts






myth

Class discussion/

question(s)


evidence of a morals and

values of the Native

Americans dependent

questions and




blog and/or pseudo

Facebook pages



evidence


Drafted essay(s)


discussion(s) using


Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.R2






ideas.

Review method for




Read and analyze


central idea (novel Native

American mythology)


organizer




evidence




and weaknesses

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


28



and details (table)





selection



blog and/or pseudo


poster

Tests and Quizzes

Think-Pair-Share

NJSLSA.R.3


analyze how and why



course of a text.

Discuss the use of various

character types in

American mythology

o What was the purpose in

society?

o How is this shown


story?

o Track characterization of

the hero’s journey and

how it changes the hero

Annotate myth to

determine why the Native

Americans may have

written this myth and what

purpose it may have




of the myths



Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.W2.

Write informative/







content.

Write informational pieces

explaining the importance

of what was learned about

the Native American

culture



logical points of

development with


POD, and logical

conclusion



Write an open-ended






discussions

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

29

NJSLSA.W.3.






sequences.


writing




stories

Create a Venn diagram

examining three creation

myths

Create charts and graphs

elaborating on myths read

in class






resolution





story

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.8.













(MLA or APA Style

Manuals).




online sources

PowerPoint and





on the use of MLA






information

Research myths,


and background


specific regions.

write project proposal

Create source cards


used in project


page

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

30

Unit 5 Overview At-a-Glance Unit #5– European Myths and Folklore

Unit Description:

In this unit, students will discover the vast stories of European mythology and trace their usage into modern language and culture. In

addition, they consider how certain traits of European Mythology are relevant in modern literature.

Essential Skills:

Students will understand how classical European Mythology reflects the overall outlook of its culture.

Students will understand classical mythology provides models for individuality and accountability in society.

Students will understand the interactions explored in myths between the classical Gods and Goddesses themselves and the

mortals they rule over reflect specific and universal cultural concerns.

Students will connect mythology to real social and ethical concerns throughout time.




NJSLSA.R.1

NJSLSA.R.2

NJSLSA.R.3

NJSLSA.W.2

NJSLSA.W.3

NJSLSA.W.8



W.9-10.1 SL.9-10.1

W.9-10.2 SL.9-10.2

W.9-10.4 SL.9-10.3

W.9-10.5 SL.9-10.4

W.9-10.6 SL.9-10.5

W.9-10.7 SL.9-10.6

W.9-10.8 L.6.1.12.D.14.e

W.9-10.9 L.9-10.1, 2, 3, 4, 5

W.9-10.10

31

Unit Details






to:

Extended time








writing assignments


Independent Study











Education:











unit.








and responsibility.





resources.





32










completion.






communication

Graphic Organizer

Journal entries

Exit ticket

Projects



Math – Explore world data, population and popularity statistics.

Science –Research scientific discoveries from around the world

that explain the stories depicted in the myths.

History/Social Studies – Trace world events and interpret their

impact on the myths and folklores of the countries of origin.

World Languages – Explore the evolution of language through

the mythology of the world.

33

Unit Resources






Resources


Various Norse Myths, including, but not limited to:

Sigurd, The Dragon Slayer The Nine Worlds

The Creation of the World

The First War

The Walls of Asgard

The Journeys of Odin

The Binding of Fenrir

The Treasures of the Gods

Thor’s Headache

Thor in Utgard

The Curse of the Ring

The Death of Balder

Ragnarok

Ages of the World (Ireland and Scotland)

Dagda the Good (Ireland and Scotland)

The Four Branches of the Mabinogi (Wales)

The Fenian Cycle (Ireland)

The Ulster Cycle (Ireland)

Beowulf (England and Scandinavia)

King Arthur (England and France)

Myths & Folklore


8.1.12.B.2

8.1.8.C.1

Film

Audio

YouTube

Various websites

Media center

Smart technology

PowerPoint

Prezi Presentation



34




Activities




NJSLSA.R.1









from the text

Introduce hierarchy of the

European Gods and

Goddesses and


Northern Europe


European myths and

informational texts






myth

Class discussion/

question(s)

Annotate texts to gain

knowledge of Northern

Europe and The Vikings


questions and




blog and/or pseudo

Facebook pages



evidence


Drafted essay(s)


discussion(s) using


Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.R2






ideas.

Review method for




Read and analyze


central idea



and details (table)


organizer




evidence




and weaknesses

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations

35





selection



blog and/or pseudo


poster


Tests and Quizzes

Think-Pair-Share

NJSLSA.R.3


analyze how and why



course of a text.

Discuss the use of gods

and goddesses in Ancient

Northern Europe society o What was the purpose in

society?

o How is this shown


story?




Annotate myth to

determine why authors

may have written this

myth and what purpose it

may have served in their

lives.



of the myths



Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.W2.

Write informative/







content.




the European culture



logical points of

development with


POD, and logical

conclusion



Write an open-ended






discussions

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.3.





writing


Write a myth using the

morals and values

important to the Europeans

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

36



sequences.



stories






resolution





story

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.8.













(MLA or APA Style

Manuals).




online sources

PowerPoint and





on the use of MLA






information

Research myths,


and background


specific regions.

Write project proposal

Create source cards


used in project


page

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

37

Unit 6 Overview At-a-Glance

Unit #6– Urban Legends

Unit Description:

In this unit, students will research and explore local, state, country and world legends to determine fact from fiction.

Essential Skills:

Students will critically read and evaluate a variety of nonfiction and informational texts.

Students will support critical analysis by answering specific questions on the text using textual evidence.

Students will create original interactive multimedia researched products.




NJSLSA.R.1

NJSLSA.R.2

NJSLSA.R.3

NJSLSA.W.2

NJSLSA.W.3

NJSLSA.W.8



W.9-10.1 SL.9-10.1

W.9-10.2 SL.9-10.2

W.9-10.4 SL.9-10.3

W.9-10.5 SL.9-10.4

W.9-10.6 SL.9-10.5

W.9-10.7 SL.9-10.6

W.9-10.8 L.6.1.12.D.14.e

W.9-10.9 L.9-10.1, 2, 3, 4, 5

W.9-10.10

38

Unit Details






to:

Extended time








writing assignments


Independent Study











Education:











unit.








and responsibility.





resources.





39










completion.






communication

Graphic Organizer

Journal entries

Exit ticket

Projects



Math – Look at demographics and population numbers for

advertising projects.

Science – Find scientific facts of urban legends and make

connection as to why the story may have been created.

History/Social Studies –Discover historical facts and see what

parts of folklore are historically factual and which are fictional.

World Languages – Use words with foreign roots in the

advertising project and trace their etymology.

40

Unit Resources






Resources


Various Legends, including, but not limited to:

Humpty Dumpty and the Fall of Colchester

A Saint's Revenge - Edmund of the East Angles

The Black Dogs of Bungay

The Headless Ghosts of Blickling Hall

A Mummy's Tale

A Witch in a Bottle

Testing the Witch-finder General

The Split Grey Goose Feather

The Little Blue Man

The Devil's Favorite Game

Matilda's Bracelet

Beowulf

King Arthur

Myths & Folklore


8.1.12.B.2

8.1.8.C.1

Film

Audio

YouTube

Various websites

o https://www.smore.com/ek9jt-module-four-urban-legends-folklore

o http://urbanlegends.about.com/. o http://myths.e2bn.org/teachers/#general

Media center

Smart technology

PowerPoint

Prezi Presentation



https://www.smore.com/ek9jt-module-four-urban-legends-folklore

https://www.smore.com/ek9jt-module-four-urban-legends-folklore

http://urbanlegends.about.com/

http://myths.e2bn.org/teachers/#general

41




Activities




NJSLSA.R.1









from the text.

Introduce hierarchy of the

gods and goddesses in

world legends, connected

to their geographical

location


Greek myths and

informational texts






myth

Class discussion/

question(s)

Annotate texts to gain

knowledge local and

international legends


questions and




blog and/or pseudo

Facebook pages



evidence


Drafted essay(s)


discussion(s) using


Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.R2






ideas.

Review method for




Read and analyze


central idea



and details (table)


organizer




evidence




and weaknesses

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations

42





selection



blog and/or pseudo


poster


Tests and Quizzes

Think-Pair-Share

NJSLSA.R.3


analyze how and why



course of a text.

Discuss the use of gods

and goddesses in society o What was the purpose in

society?

o How is this shown


story?




Annotate legends to

determine which are true

and which are false



of the myths

Student and teacher

generated rubrics


Questioning

Discussions

Exit/Admit Slips



Presentations


Tests and Quizzes

Think-Pair-Share

NJSLSA.W2.

Write informative/







content.




culture from legend



logical points of

development with


POD, and logical

conclusion



Write an open-ended






discussions

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.3.





writing


Write a narrative creating

on an original Urban

Legend

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

43



sequences.



stories






resolution





story

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

NJSLSA.W.8.













(MLA or APA Style

Manuals).




online sources

PowerPoint and





on the use of MLA






information

Research Urban Legends

from around the world to

create original projects

Create source cards


used in project


page

Student and teacher

generated rubrics

Adapted NJSLS based

rubrics

Questioning

Discussions

Exit/Admit Slips




Tests and Quizzes

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