Creation Myth Narrative

Lesson Plan Template WCSD Writing Program Teacher’s name: Rebekah A. Foster Teacher’s school: Reno High School

Writing Type/Genre: Narrative Lesson Title: Creation Myths Standards-based Outcomes: W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, event, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Student Outcomes: Students will be able to write their own Greek-style myths regarding the creation of something in the natural world.

Audience and Purpose for Lesson: The audience would be anyone in our culture as the purpose will be for students to demonstrate how myths are used to educate people about societal norms and life lessons, provide entertainment, and explain that which seems mysterious to us as human beings.

Pre-requisite Skills/Background Knowledge: Students should have an understanding of ancient Greek gods and goddesses. Students should know basic plot structure (exposition, complications, climax, and resolution). Students have also practiced basic commentary techniques and asking questions as a reader for the revision process. Other than that, I generally use this as the first big writing assignment of the year.

Resources/Supplies Needed: Myths for students to read (Educate, Entertain, Explain Graphic Organizer if desired), Creation Myth Instruction Sheet, Brainstorming Examples,

Flowers/Bugs/Insect list, Peer Response Sheet #1, Peer Response Sheet #2, Peer Response Letter Instruction Sheet Mentor Text(s): Greek myths. I generally like to use the following: “Athene and Arachne,” “Pyramus and Thisbe,” “King Midas,” “Cupid and Psyche,” “Demeter and Persephone,” “Phaethon,” “Orpheus and Eurydice,” and “Baucis and Philemon.” As long as you read at least three of the myths, students can pinpoint how writers use story and mythology to educate, entertain, and explain.

Brief Overview of Lesson: Students will learn how writing stories, and particularly myths, is how we as a human culture educate our society on how and why to behave, entertain ourselves, and explain the world around us as well as why humans act the way that we do.

Students will read a short selection of myths and write their own myth about the creation of a natural phenomenon. Bugs, flowers, or other natural aspects of the world provide inspiration.

Steps in Implementation: Pre-Step…reading the myths: Take however much time you may need to read through and discuss as many myths as you’d like. This can take three or more days depending on how you want to work it: when and how you have the students read and what you want to do with the discussion. The Essential Question which guides the reading and the discussion is: How and why does mythology educate, entertain, and explain?

An excellent way to help them see the structure of the myths would be to map out the plots and have them pinpoint lines within the myths that demonstrate the life lessons/education of the myth, what parts are for pure entertainment, and where the explanation of the natural world comes in. The more specifically they can pinpoint these concepts in the texts, the easier it will be for them to write their own.

Step One…pre-thinking and pre-writing:  Pass out the writing assignment and review the requirements  Have them make a quick list of gods/goddesses or Greek mythology characters they might like to include in their piece. Give them no more than one minute to simply list the first names which come to their minds. Have them write directly on their instruction sheets.  Read to them the short example from The Center for Learning—Mythology Lesson 10— Handout 15. It is entitled “Explanatory Myth” and tells the tale of Eparg and Eniv (the grape and the vine). It is quite short and to be used as only a brainstorm starter for students as their writings will end up being much longer. After reading, point out how the names sound Greek but are cleverly created.

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Complete a two minute brainstorm where students start to focus on plot and purpose.

You can have students continue to write on the front or back of their instruction sheet.

If you have students who are stuck for ideas, or you’d like to narrow their topics to make it easier for them or you, hand out the lists of flowers, bugs, and insects. These lists can help students who struggle for ideas.

Have them take one to two minutes to verbally share with a peer what their idea is, which character from Greek mythology they are using in their piece, and generally what they are thinking.

Share with them the student example titled “Filaria and Helminth” about the creation of worms. {If you’d prefer, you could also use one of the other students examples listed in this lesson—“Domestiseus” and “A Beautiful Bird”}. Have them take a few notes on the backside of the instruction sheet about intros, dialogue, and how the myths educate, entertain, and explain.

Step Two…drafting:  After reading the student example, ask if students have any comments or questions.

Answer any questions and try to guide their comments towards the notions of how myths educate, entertain, and explain. Read as many examples as you would like.  Give students 5-7 minutes of quiet writing and drafting time. Don’t be worried if some students aren’t writing at this point as some might still be brainstorming or thinking and pre-writing in their minds before putting it down to paper.  Pause the writing time and give two minutes for them to share with a neighbor if they wish. They might want to read what they’ve written so far, bounce ideas off each other, or simply talk through their ideas for their stories.  Gather students back to the whole class. Have them draw a simple plot chart (with lines for the exposition, complications, climax, and resolution) on their instruction sheets or wherever they are drafting. Have a quick discussion/review about plot and how these four elements are essential in telling a strong narrative. Remind them that as they draft, they should consider that all four parts of the plot structure should be included.  Give them the remainder of class time (or at least another 7-10 minutes) of writing/drafting time. Their homework should be to bring a completed rough draft for the next class session. Or, you can spend another day of drafting and sharing, depending on how much time you have or how much time you spend reading and discussing the student examples. The pre-thinking and drafting can take 1-2 class days, depending on your schedule and how many examples you want to share.

Step Three…in class revisions:  Group students into sets of four for revision purposes. Tell them they need their drafts, a highlighter, and something to write with.  Have students take their drafts and pass to the right. At this point I like to use a variety of revision techniques that I randomly choose from (possibly even changing from class period to class period). Some techniques I would use at this point in the process: The One Minute Entertainment Check (have students read for exactly one minute; if they

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are engrossed the entire time, have them draw a smiley face where they stopped; if students become bored and are not entertained within that one minute, have them draw a line at the point which left them less than entertained), highlighting dead words (I have a dead words board with some of the following: thing, said, got, gotten, getting, good, bad, nice, very, a lot, stuff, and other such words.), picking one paragraph to read and writing any questions that come to mind, choosing one trait to focus on (such as voice, word choice, organization, or sentence fluency) and comment on that trait specifically, reading through and highlighting the fabulous words or phrases, reading through and underlining or boxing the powerline (the most powerful and best line of the entire piece). At this point in the lesson, choose one of the techniques, pass to the right again, and complete a second technique.

Pass to the right for a third time and handout Peer Response Sheet #1. Give students anywhere from 12 to 20 minutes of time to read through, respond, and write on the peer response sheet. Look around and watch as students are completing this part and move them on to the next step as your classes or groups are ready. Have them give the peer response sheet #1 and draft to the original author and have students talk with one another about their pieces for a few minutes.

Return students to their original seats and give them the remainder of class time for revision and further drafting. At this point, walk around and check in with students; assist those who seem to be struggling or only have a paragraph or two for their rough draft. Talk with them about what their plans are and see if you can use the plot chart/diagram to help them develop their pieces.

A second draft is their homework for the next class session. I like to use a Friday for this day as it then gives them an entire weekend for revising and drafting. You can also provide more in-class time for drafting if that works best for you and your students.

During drafting time, you can walk around and mini-conference with struggling writers.

On the next class day, once again have students group into sets of four. This can be the same set of four or another set of four—whatever suits your classroom management style. Have them exchange drafts within the group, making sure that the person did not do the Peer Response Sheet #1 from the previous class session.

Hand out Peer Response Sheet #2 and give students about 15-20 or so minutes to read, respond, and write. When finished, have students staple Peer Response Sheet #2 to the draft and return to the author, taking a few moments to verbally discuss the drafts.

Step Four….further revisions, editing, and publishing:  Follow the out of class revision strategy listed below.  Once letters are exchanged, give students several days (I usually give 1-3 days) for students to revise, edit, and finalize.  Students then turn in their work. Feel free to have students share aloud their final drafts if they so wish to and you have the class time.

Revision Strategy:

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Peer Response Letters: o Have students exchange drafts. The person who has the draft this time should be different from both peer responder #1 and peer responder #2—so they are fresh eyes. o Hand out the Peer Response Letter Instruction Sheet. Review the directions with them. Part of being a good peer responder is having some time with a draft, away from the classroom setting. Students take drafts home and write an actual letter to the author. They are to focus on responding as readers—as the audience instead of classroom peers or friends. The sheet gives them some ideas and questions to think about and answer as they draft their letters. These letters should be single spaced and about 1-2 pages long, or they can also be handwritten letters. Students should also feel free to write directly on the drafts as well. I usually only give students one night to complete the peer response letter, but I think two nights would work just as effectively. This must be an out of class experience and assignment for it to be most effective. Stress the importance of doing the work and returning it to class. o When the letters are due, have students exchange them and read through them.

This should take about five minutes. o With whatever time you’d like or have available in class, give students more time for revision/reviewing their drafts.

Rubric: Create a rubric to evaluate this assignment or use the one provided. Rubric should include focus skills; this rubric focuses on parts a, c, and d of the narrative standard.

Student Samples: attached

Universal Access: For struggling students or students with special needs, use a variety of assistance techniques along the way in the process:  You could have students bring in oral myths and/or explanatory tales from their home culture. This would be a way to help them brainstorm and organize their prewriting. For some students, the format of their own cultural myths could be the format they use for their own writing, depending on their individual needs.  Use the Educate, Entertain, Explain Graphic Organizer in the pre-step to help students organize thoughts and physically delineate how myths function.  Create a more stylized or in-depth graphic organizer for your students to brainstorm with. Have students list which god/goddess/hero/monster/creature they will use; have them write out why they will include this character and how they fit in the story.

Include the plot chart/diagram and have this be where they generate their ideas. Have them turn in this plot chart to you before they spend time in class drafting. You can then review and write suggestions and give directions as needed.

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Heavily use the flowers/bugs/insects idea sheet. You can even take students to a computer lab (or assign for homework) so that they have some time to research a bit about their choice. This might help them find the crux of the explanation piece and see how it could fit with the education part of their tale.

During the in class revision time, take students aside and help them through the process. Join a group or use the time to work with several students. You could provide ideas for certain aspects of their myths.

Connections/Extensions: While I use Greek mythology as my starting point, I think any type of mythology or cultural writing could easily work. You could use Norse or Native American mythology, Grimm’s Fairytales, American folklore and legends, and/or any other short, cultural myths which started in the oral tradition. These types of writings would work best with the notion of stories as ways to educate, entertain, and explain.

Additional Resources:  Hamilton, Edith. Mythology: timeless tales of gods and heroes. Warner Books, 1999.  Golub, J. (Ed.). (2005). More ways to handle the paper load: On paper and online.

Urbana, IL: NCTE

Credit: Mythology. A Center for Learning Publication. 1985.

Barbara Whiteley

Creation Myth Narrative Assignment English 1-2

Essential Question: How and why does mythology educate, entertain, and explain?

Instructions: Write a fictional Greek-influenced narrative with a simple plot that (like the ones we have studied in class) explains, entertains, or educates. Model your narrative after the Greek stories that we’ve read and/or shared verbally.

You must include one or more characters that we’ve read about or discussed (gods, goddesses, mortals, monsters, etc.).

Your setting (time and location) should be appropriate to the Greek mythology that we’ve been reading (as in, a story set in New York in the 1920s will not work, neither will a story set in 1850s Nevada).

Write from third person point of view. This means that there will be no “I” in your story.

Include dialogue if you can.

Use Greek names or Greek sounding names!

Give it a title, but don’t underline the title or put it in quotation marks.

We will follow all of the steps of the Writing Process for this narrative.

First Thoughts: which characters Plot and purpose‌how might my myth educate, might I want to include‌ entertain, and/or explain?...

As you listen to the examples read to you, take note of the following…

Introductions…how do the myths start and how are the conflicts set up?

Dialogue…where is it used and how does it add to the creation of the characters?

Educate, entertain, explain…how do the myths do this?

Basic Plot Chart—sketching out the myth

climax

resolution complication exposition

Creation Myths Peer Response Sheet #1

Editor's name:

Author's name:

1. What natural phenomenon does the narrative explain? What is the life lesson the narrative educates the audience about?

2. What gods, goddesses, or Greek characters have been included in the narrative?

3. Does the setting match with the example myths? There should be no specific time or place other than a long time ago in Greece.

4. What is the first sentence of the narrative? (write it out) Does it catch your attention? If need be, how could it be improved?

5. What is the conflict (main problem) of the narrative?

6. Does the story feel complete? Is there an exposition, complications, climax, and a resolution? [Yes or No.] If no, explain. Feel free to use the basic plot chart/diagram to explain what is missing and why it is important to the overall story.

7. Overall, is the story clear, concise, and easy to follow? Explain. Do you have any questions?

8. What part of the narrative is the most well-written?

9. What part of the narrative is the most confusing?

10. List five excellent word or phrase choices. List five words or phrases that could be/should be improved.

11. Does the myth use any techniques used to make the myth entertaining? Such as: Is there any foreshadowing? If so, what techniques are used and if not, what would be some good techniques to use? Explain.

12. On a scale of 1-5 (1 being the lowest and 5 being the best), rate the following traits: Idea Development: 1

2

3

4

5

Organization:

1

2

3

4

5

Word Choice:

1

2

3

4

5

Creation Myths Peer Response Sheet #2

Editor’s name:

Author’s name:

1. Overall, the sentence patterns are (circle words that apply):

1. hard to read

3. routine

choppy

functional

wordy

okay

5. varied natural effective

2. Does the narrative have smooth transitions or does it jump from one item to another without making a connection? Explain.

3. Are the verb tenses consistent? The piece should generally be in simple past tense. List problem areas.

4. What is the most powerful line of the entire piece? Write it here and explain why you think it is the best line.

5. What is the weakest line of the entire piece? Write it here and explain why you think it is the weakest line.

6. Does the author have many spelling errors? Capitalization errors? Fragment errors? List problem areas.

7. Sensory language adds details which bring the story to life for the reader. List a detail from the story which corresponds to each of the five senses.

Sight

Sound

Taste

Smell

Touch

8. Are the sentences punctuated correctly? Does every sentence have some sort of end mark punctuation?

9. If there is dialogue, is it punctuated correctly? Does each new speaker start on a new line? Is each new quotation indented? How does the dialogue read? Is it short and choppy? Does it sound like real people speaking? If the author uses the word “said,� circle it every time and list some ideas for more powerful word choices.

10. Do all sentences start with a character name or a pronoun? Check for repetitive sentence openings.

Circle or underline if you notice the same words at the beginning of sentences.

11. On a scale of 1-5 (1 being the lowest and 5 being the best), rater the following traits: Sentence Fluency:

Conventions:

1 2

1

3

2

4

3

5

4

5

Creation Myths Peer Response Letters

Directions: Part of being a good peer responder is to have some time with the draft—one- on- one and away from the classroom setting. Thus, you will be taking a draft home from someone; you will have a chance to read and digest it at your leisure. Once you have spent some time with the draft, you will write a Response Letter to the author. This letter should be between 1 to 2 typed pages long—single spaced. You can also choose to handwrite the letter.

In your Response Letter, answer some (but by no means all) of these questions as a reader. Compliment the writer with warm comments regarding what he or she does well, but also constructively point out with cool comments any areas about which you feel unsure. Make your warm and cool comments specific, and offer alternatives or suggestions when you can. You should feel free to mark on the paper itself, pointing out punctuation or spelling problems, but also making suggestions and marking passages your refer to in your response.

You should write the response in the form of a letter addressed to the writer.

CREATION MYTH WRITING:

INTRODUCTION:   

How does the introduction grab your attention (or fail to)?

What conflicts does the introduction set up that are important to the remainder of the story?

What is the length of the introduction—is it too long and hard to read, or is it too short without setting up the main characters and plot?

PURPOSE/AUDIENCE:    

What does the myth teach (educate)?

Is this educational aspect/message implicit (hidden) or explicit (directly stated)?

Does the myth logically and adequately explain the creation of something?

Does the myth use techniques to entertain? What are these techniques? Are they effective or ineffective? Are you entertained?

VOICE/TONE:    

Is the text lively—does it have vitality?

Does the writing exude confidence and sincerity?

How close to the myths we have read does this myth sound/feel?

What descriptive words add to the voice or tone or the piece? What could be added?

IDEA DEVELOPMENT/ORGANIZATION:    

Is the writing focused and clear?

Is the story told in chronological order? Does the order make sense? If not in chronological order, does the order still make sense?

Are all of your questions about the story answered by the end of it?

How does the author transition from one event to the next? Do they list events or tell a story?

SENTENCE FLUENCY/CONVENTIONS:    

Does it have a natural, easy-on-the-ear rhythmic sound?

Can you read it aloud?

Do the sentences have power? Is there a variety of sentence structures and lengths?

Is there dialogue? When is it used? How does is add to the development of the characters or the plot?

WORD CHOICE:     

Does the author use more 50 cent words or 5 cent words?

Is it evident that the author makes a choice regarding words?

Are there minimal repetitions?

Does the author include Greek names or Greek sounding names? Does the author include a character from the mythology we have been reading?

Does the author include sensory details/sensory language?

Creation Myths Grading and Teacher Response Rubric Brief Overview: Students will learn how writing stories, and particularly myths, is how we as a human culture educate our society on how and why to behave, entertain ourselves, and explain the world around us as well as why humans act the way that we do. Students will read a short selection of myths and write their own myth about the creation of a natural phenomenon. Bugs, flowers, or other natural aspects of the world provide inspiration.

Common Core Focus: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Creation Myth Instructions:

Criteria Inclusion of Greek gods, goddesses, heroes, monsters, creatures and the use of Greek or Greek sounding names Appropriate setting Use of third person point of view Use of dialogue The author uses the myth to educate

The author entertains readers

Does not…

Begins to…

Effectively…

The author explains a natural phenomenon

Common Core Focus:

Criteria Engage and orient the reader by introducing a problem, situation, or observation, and one or more points of view Organize events in a sequence that creates a smooth progression in the story Follow the basic plot structure: exposition, complications, climax, resolution Use transition words and phrases to signal shifts in time and show the relationships among experiences and events Use descriptive and sensory language to fully convey the experience to the reader

Approaches…

Meets…

Exceeds…

Greek Mythology: Educating, Entertaining, and Explaining for All Humanity Greek myths have been around for centuries, and yet today’s audiences find them to be just as exciting as previous generations have. As you read the following myths, make note of how they perform each of the following functions: how do myths educate readers about life? What lessons are to be learned from myths in terms of how to behave and what to do is sticky situations? How are myths entertaining? What do they do to grab our attention and keep us reading? What do myths explain about the natural world? Without science, how did the Greeks come to understand why and how the world worked as it did? Along with notes in your own words, provide as many specific lines from the stories as you can.

Educate Myth #1:

Myth #2:

Myth #3:

Entertain

Explain

Flowers for creation myths:

African lily amaryllis baby's breath balloon flower bee balm bell flower bird of paradise buttercup calla lily camellia carnation daffodil daisy dandelion evening primrose flowering cherry forget-me-not foxglove gillyflower ginger goldenrod hyacinth larkspur

lavender lilac lily of the valley peony plumed thistle Queen Anne's lace sea holly snapdragon snow on the mountain sunflower sweet pea tulip wormwood

Bugs/Insects for creation myths:

bee beetle black widow butterfly brown recluse spider caterpillar centipede cicada cockroach cricket dragonfly earwig earthworm firefly flies gnat grasshopper honeypot ants june bug katydid ladybug leafcutter ants locust

moth pill bug praying mantis red ants roly poly scorpion silk worm slug tarantula tick wasp worm yellow jacket