Lesson Overview:
In this lesson, students will explore how myths help to explain nature and science. Students will read, discuss, and respond in writing to a variety of myths. They then create a graphic representation of one of those myths.
Length of Lesson:
Four 45-minute periods
Instructional Objectives:
Students will:
- read for literary experience and to be informed.
- write to express personal ideas and to inform.
- activate prior knowledge and relate it to a reading selection.
- identify special vocabulary and concepts.
- identify main idea and supporting details.
- read and interpret myths from various cultures.
- identify the structure of literature.
- respond to literature through writing and discussion.
- read for a variety of orientations and purposes, including reading for literary experience and reading to be informed.
- write for various audiences and address the following purposes: to inform and express personal ideas.
Supplies:
- The following myths from Multicultural Myths and Legends:
- "The Origin of the Volcano," a myth from Hawaii
- "Daughter of the Star," a myth from Africa
- "Prometheus and Pandora," a myth from Greece
- A collection of "pourquoi" tales
- "Zeus," from Explorations in Literature
- White poster board
- Various materials for drawing and painting
Instructional Plan:
Discuss the following vocabulary words with your students:
myth: a story of unknown authorship that people told long ago in an attempt to answer serious questions about how important things began and occurred; myths generally involve nature or the adventures of gods and heroes
porquoi: a French word meaning "Why"
renditions/versions: a performance or interpretation of a peice of music, poetry, drama, story, or character's role
origin: the beginning; the source
Have available several familiar pourquoi tales such as "Why Rabbit Has a Short Tail" or "How Elephant Got Its Trunk." Ask students to recall and tell briefly the contents of these tales. These stories are lighthearted renditions explaining why certain elements and processes occur in life and the universe. Explain to students that myths are stories that people told long ago in an attempt to answer serious questions about how important things began and occurred.
Distribute copies of "The Origin of the Volcano." Have students read the myth to find out what serious question is being answered. When the reading is completed, discuss their answers.
Explain to students the story of Pele, which exists in many forms throughout the South and North Pacific, where volcanoes are common and represent a destructive force, as well as a constructive one. (Volcanoes help to build up fertile land.) In some renditions of the myth, Pele has many sisters who try to carry out her wishes. In other renditions, Hi'aka is the main heroine and Pele is a secondary one. On the inlands of Hawaii, the myth of Pele not only accounts for the origin of volcanoes, but also for the origin of the hula, in which the many and varying episodes of the full story are told in dance, song, and gesture.
Distribute copies of "Zeus" and have students read this myth to find out how the Greeks sought to answer the question of the creation of volcanoes. When the reading is completed, discuss the answers the Greeks told in this story.
As a compare-and-contrast activity, instruct students to compare and contrast the two creation myths using the Venn Diagram handout. When the prewriting ideas have been collected, have the students write two paragraphs explaining the similarities and differences of the Hawaiian and Greek explanations. The first paragraph should tell the similarities and the second should explain the differences. Follow the writing process to complete the task.
Recall with students the types of myths the ancient cultures told: creation myths and explanatory myths. "The Origin of the Volcano" and "Zeus" are creation myths. Tell them the two myths they are about to read are explanatory myths. As they read them, have the students think about why they are called explanatory myths.
Distribute copies of "Daughter of the Star" and "Pandora." After reading, discuss the reasons these myths were told. Explain that myths have practical functions within a culture. One of these is to instill in people a respect for how order was established in their culture, as well as to reinforce rules and shared beliefs that maintain order.
Working in cooperative groups, have the students compare and contrast these two myths. Following the writing process, the groups should write two paragraphs. In the first paragraph, students write how the myths are similar, and in the second, students write how they are different.
As an additional activity, have the students work in groups on a collaborative painting or drawing that depicts one of the myths read in class. Ask the following questions to help with the activity:
- What elements of the myth are most important to show visually?
- How will the telling of the myth be enhanced by the picture being drawn?
- Are there any elements that are better left to the imagination of the reader/listener?
- Is there a way to symbolically represent the story without actually depicting the actions and events of the story?
- Pretend you are a storyteller in an ancient village telling this myth to others. What other props or pictures could you use to convey the story so it would stick in the minds of the viewer?
Assessment:
Students will be evaluated on their participation in discussion and written responses to reading. The Sample Checklists for Writing Assignments in conjunction with the Assessment Rubric will be used to set the standard.
Extensions:
Multicultural Experience
Have students explore some of the interactive creation myths on The Big Myth. Encourage students to take note of which culture is represented in each story.
Social Studies
Invite the students to find out about the different climate and topographies in central and southern Africa and draw a map to indicate them. Students can use the maps to predict the subjects and themes of myths in the different areas. For example, what kinds of mythological beings might exist in places where rivers are plentiful? In mountainous regions? In regions where rainfall is heavy? Some students may wish to follow up their prediction by finding and reading a collection of African myths and legends.
Sources:
Print:
- McCarthy, Tara. Multicultural Myths and Legends. New York, NY: Scholastic Inc., 1999.
- Millet, Nancy, and Raymond Rodrigues. Explorations in Literature. Glenview, IL: Scott Forseman and Company, 1989.
Web:
Authors:
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Kathy Cook, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
