Mythology Focused Unit

Title
Focus questions	Why do people have a need to explain? In what forms are peoples explanations? (Myths- explain origins or cause and effect, science explains ... , math explains ..., history explains ..., archeology ..., anthropology …) Are myths - universal?
Grade levels	Middle school
Creators

Writing Conventions
Standard 1.5: Writing Dimensions
Writing Process, students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

Independent writing, students demonstrate command of appropriate English conventions by… Applying

rules of standard English usage to correct grammatical errors EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns
capitalization rules
appropriate punctuation rules to various sentence patterns to enhance meaning (e.g., hyphens, dashes, brackets) Standard 5.18: Structures

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

varied sentence length and structure to enhance meaning (e.g., phrases and clauses)
paragraph form: indenting, main idea, supporting details
pdentifying organizational structures within paragraphs or within texts - EXAMPLES: description, chronology, proposition/support, compare/contrast, problem/solution, cause/effect
a format and text structure appropriate to the purpose of the writing

Response to Literature,

Literary Elements and Devices,
Responding to Text

Writing in Response to Literary or Informational Text

In response to literary or informational text, students show understanding of plot/ideas/concepts by…

Selecting and summarizing key ideas to set context
Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas

In response to literary or informational text, students make and support analytical judgments about text by…

Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question
Using specific details and references to text or relevant citations to support focus or judgment
Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft - EXAMPLES: Style, bias, literary techniques, point of view, or characteristics of literary forms and genres

In response to literary or informational text, students engage readers by…

Organizing ideas using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrating a connection to the broader world of ideas)

Addressing the reader’s possible questions

Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate

Excluding loosely related or extraneous information

Narratives
Literary Elements and Devices

Expressive Writing: Narratives

In written narratives, students organize and relate a story line plot/series of events by…
Creating a clear and coherent (logically consistent) story line
Using a variety of effective transitional devices to enhance meaning
Establishing context, character motivation, problem/conflict/ challenge, and resolution, and maintaining point of view

Students demonstrate use of narrative strategies by…

Creating images, using relevant and descriptive details and sensory language to advance the story line (purpose)
Using dialogue to advance action
Developing characters through description, speech and actions, and relationships with other characters, when appropriate
Using voice appropriate to purpose
Maintaining focus
Controlling the pace of the story

Demonstrate initial understanding of elements of literary text by...

Identifying, describing, or making logical predictions about character, setting, problem/solution, or plots/subplots, as appropriate to text; identifying any significant changes in character or setting over time; identifying rising action, climax, or falling action
Paraphrasing or summarizing, with major events sequenced, as appropriate to text
Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folk tales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics [poems, novels, dramas])

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

apply existing knowledge to generate new ideas, products, or processes.
create original works as a means of personal or group expression.
use models and simulations to explore complex systems and issues.
identify trends and forecast possibilities.

Communication and Collaboration

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

interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
develop cultural understanding and global awareness by engaging with learners of other cultures.
contribute to project teams to produce original works or solve problems.

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Students:

plan strategies to guide inquiry.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
process data and report results.

Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

identify and define authentic problems and significant questions for investigation.
plan and manage activities to develop a solution or complete a project.
collect and analyze data to identify solutions and/or make informed decisions.
use multiple processes and diverse perspectives to explore alternative solutions.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

understand and use technology systems.
select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge to learning of new technologies.

Assessment task	Measures	Levels
Students will choose a culture to portray, use multimedia to create a digital story board.

Materials - Myths - , Software - , Video equipments - , Web site -

Resources -
http://www.mvrhs.org/social/thulin/myth/creation%20stories/stories.htm
http://www.mvrhs.org/social/thulin/myth/creation%20stories/stories.htm#_The_GreeKs

Instructional Ideas -

*Informational category*	*Instructional or learning*	Learning procedure
		Ask students what a myth is and the purpose for their creation
		Read myths and create a description for the genre of myth
		Select a myth to study and share with others Brainstorm ideas to create and share a multimedia presentation for their myth
		Myths were originally traditional literature (orally shared not written)
		Take an inventory of material needs and student needs and determine what is need to complete the presentation. Do students know how to use the software, cameras, scanners, … Do we have access to the materials and equipment needed?
		Prepare for telling of myth and record its performance for a multimedia presentation
		Search for and select images and music to accompany myth
		Students may want to prepare own myth.
		Students will evaluate their presentation with various scoring guides.
		Students will share their presentation with other students and maybe publish on the web or share with other groups.
		Students will write about the process and what they learned.

Category	Level 1	Level 2	Level 3	Level 4
Pacing	Story was told with inflection and change of pace that created suspense and corresponded with the plot and action.	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.
Graphics	Graphics represent and support well the ideas, theme, style, and desired tone.	Graphics are 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.
Music	The music supports the narration and visuals by augmenting the style, mood, and tone.	The music supports most of the narration and visuals by augmenting the style, mood, and tone.	The music 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 music
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: _________________

Brainstorming, Planning Sheet, and Summary Sheet

Media Use
The different types of media I chose are
I chose this media because
I think the media supports these ideas in these ways
The media fits with other media in these ways
I cited the source of the media and used it appropriately

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 this

My outline or story board helped me organize my idea in these ways
My presentation was clear in these ways

I used these resources in these ways for these purposes

I used my time
I thought about these questions that needed to be answered in the presentation
I made a timeline of when major parts of the presentation would be do

I felt the resources used were reliable and credible because

I used these electronic resources

Instructional Evaluation and Reflection

What did students know about this type at the beginning of the lesson? How did you diagnose these ideas at the beginning of the lesson and what convinced you that your inferences were accurate?

What processes and strategies did the students use? How did you focus students’ attention on these ideas?

What did you learn that is important for other teachers to know?

Describe different ways students represented there ideas.

What did students learn? What did students do during the lesson to increase their understandings? How did you make the decisions that facilitated students' understandings of those idea(s)? How did you focus students’ attention on these ideas?

What did students say or do to convince them and you that they understood the ideas(s)?

What did the students say or do to convince them and you that they could apply or expand the idea(s)? What ways were you able to push students to try new ideas for any of the ten dimensions?

What did the students say or do to convince themselves and you that they were doing quality work?

How did you encouraged students to use attitudes that they found helpful when completing their project? What did the students say or do to convince themselves and you that they valued and/or enjoyed it?

How did you create opportunities where students had a desire to communicate with or work with other students?

How did you increase students understanding of what communication is, how it can be used, and a desire to use and value its use in their world?

What did you learn that is important for other teachers to know?