Mythology and Legend Focused Unit
for The White Stag by Kate Seredy

Literature Focus questions

  1. Why do people have a need to explain?
  2. In what forms are people's explanations? (Myths and legends - explain origins or cause and effect, science explains ... , math explains ..., history explains ..., archeology ..., anthropology …)
  3. Are myths universal?
  4. Are legends universal?

Response to Literature

Application of literature, genre, and media as a narrative myth or legend

Use literary Elements and Devices to tell a story

Story elements and style is appropriate for myth or legend genre,

Use multiMedia

Materials - Myths, legends, myths & legends elements/ attributes, myth legend notes, video equipments, internet -

Instructional Ideas -

  1. Ask students what a myth and legend is and the purpose for each.
  2. Read myths and legends and create a description for the genre of myth and legend and identify what might be considered quality elements.
  3. Use The White Stag or other story to study and describe how it might be myth and legend and what attributes would need to change to make it definitely one or the other.
  4. Brainstorm ideas to create and share a multimedia presentation for their own or another myth or legend.
  5. Take an inventory of material needs and student needs and determine what is needed to complete the presentation. Do students know how to use the art suplies, software, cameras, scanners, … Do we have access to the materials and equipment needed?
  6. Prepare for telling of myth or legend and create a multimedia presentation.
  7. Search for and select images and music to accompany the legend or myth.
  8. Work with students to select items to be included on their scoring guide for evaluation of their presentation.
  9. Students will share their presentation with other students and maybe publish it.
  10. Students will write about the process and what they learned.

Educator instructional, evaluation, and reflection considerations

Presentation planning and scoring ideas

Brainstorming, Planning Sheet, and Summary Sheet

Resources:

I used these resources  ... which were this media ... because ...

I think the media supports these ideas in these ways ...

The media fits with each other media in these ways ...

I cited the source of the media and used it appropriately.

I felt the resources used were reliable and credible because ...

Text is appropriate, readable, spelled correctly, displayed appropriately,
Background, and other elements  have patterns, color, lines, textures … support this in these ways ...
  
Transitions seem to go together and move from one to the next in this way ...

Sounds and music are easy to hear and create understanding for the audience.

My presentation was clear in these ways

Describe how each of the following were used or considerd in your production:

  1. Setting(s)
  2. Characterization
  3. Plot
  4. Point of view
  5. Theme
  6. Style
  7. Tone

Describe what genre you consider your piece to be and your rationale and evidence for it.

Describe what makes it quality literature.

Possible Presentation Scoring Guide

Story was told with inflection and change of pace that created suspense and corresponded with the plot and action.

Category Level 1 Level 2 Level 3 Level 4
Use of story elements All story elements were considered and used appropriately in a supportive comprehensive and creative telling of the story. All story elements were considered and used appropriately in a supportive comprehensive telling of the story All story elements were used appropriately.  
Representation of _______ genre The story was an ideal representation of the genre.    Miss represented of the genre.

Pacing

Story is usually told with inflection and appealing pace, but one or two parts seem to drag or to be rushed.

Story is at times told with inflection and pace changes, but at times seems to drag or be rushed.

Story is told in a monotone and at one pace. Does not change the pace to match the story.

Voice

Speaks with appropriate volume, pace and clarity so all audience members can understand all the time.

Speaks with appropriate volume, pace and clarity so all audience members can understand most of the time.

Sometimes the volume, pace, or clarity is too mumbled or emphatic, fast or slow, or garbled so the audience sometimes has trouble understanding.

Speaks too softly, mumbles or talks too quickly so that the audience often has trouble understanding. 

Duration

Appropriate length. Didn't’t rush or continue beyond what was necessary in the stories telling.

One or two places were more or less time would have benefited communication of an idea being spoken, written, displayed or other.

Three or four places were more or less time would have benefited communication of an idea being spoken, written, displayed or other.

Many places were more or less time would have benefited communication of an idea being spoken, written, displayed or other.

Media

Media represent and support well the ideas, theme, style, and desired tone.

Media is related to the narration, but some are window dressings and not supportive of the ideas, theme, style and desired tone.

Some graphics fit with the narration ideas, theme, style and desired tone, but most do not represent or support them.

Most graphics do not represent the ideas, theme, style, and desired tone.

Sound

The use of sound supports the narration and visuals by augmenting the style, mood, and tone.

The use of sound supports most of the narration and visuals by augmenting the style, mood, and tone.

The use of sound supports the narration and visuals by augmenting the style, mood, and tone, but mostly detracts because of volume or questionable mood, style, or tone.

There is no sound

Transitions

Compelling transitions and timing that draws the narration along at an appropriate rate.

Appropriate transitions and timing that moves the narration along at an appropriate rate.

Appropriate transitions and timing some of the time, but at times they create undue focus on something that distracts from the main purpose of the narrative.

The transitions and timing are detracting and distracting from the narrative.

Name:_____________________________   
Reviewer Name: ___________________________ 
Date: _________________ 
Project: _________________ 

 

Supporting information for possible integration of other learning outcomes

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes. Students:

Communication and Collaboration

Students use media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

Research and Information Fluency

Students plan, gather, analyze, and critically evaluate information. Students:

Writing

Writing Process, students use prewriting, drafting, revising, editing, and critiquing to produce final products.

Independent writing, students independently use appropriate English conventions. Apply

Structures of Language, students demonstrate command of the structures of the English language by…

 

 

Dr. Robert Sweetland's notes