Teaching Myth_lesson Plan
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Transcript of Teaching Myth_lesson Plan
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TEACHING
OF LITERATURE
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MYTH
- are certain products of the
imagination of a people hichta!e the form of stories"
- is a stor# a$out gods% other
supernatural $eings% or heroes ofalong past time"
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TYPES OF MYTH
1.Pure Myth or True Myth ofMyth Proper
-.e&plains natural phenomena of theorigin of things% and the# descri$eho indi'iduals should $eha'etoards the gods
2. Saga or Legend
( contains a seed of historical fact
and enlarge
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3. Folk-Tale or Fary-Tale
- are told for pleasure andamusement
- contains supernatural characterssuch as ghosts% el'es% darfs% ordemons% and the# often include
elements of magic *e&" spells%potions and o$,ects+
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!"E#T THEMES OF MYTH
1.$reaton
-.the relation of human $eings to the
natural orld and -uestions of lifeand death
-.The creator deit# $rings into $eingthe sun% moon% and stars% seas andmountains and so on
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2. god% and godde%%e%
- people $elie'ed in ideal $eings leadingthem
- relations of poer and leadership
3. Hero& Fgure%- semi(di'ine $eings
- the# ha'e superhuman poers throughdi'ine parentage. or ha'e ac-uireddi'init# through their deeds as men and
omen on earth% ith the help of deit#
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'. Mon%ter% and (e)on%
- $eings that a heroic /gureconfronts and o'ercome
*. #n)al%
( featured as ild creatures(
predator# $easts or the elusi'e pre#of hunters. or as helpful $eingstamed $# humans or as possessing
poers
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+. The ,nderorld
- prompt tales of gloom and terror ofthe un!non
. /ourney%0 ue%t% and tral%
- $ring m#thological /gures into a
num$er ofsituations here the# can pro'e
their strength
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. The #fterlfe
- some form of e&istence after death
- some spea! of paradise here the
pains of life on earth are left $ehind- death comes ,udgment% a rigoroustrial is conducted% and torture
aaits those ho fail the trial
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MYTHOLO!ES OF THE 4O"L(
0"1esopotamian 1#tholog#
2" Canaanite 1#tholog#
3" Eg#ptian 1#tholog#
4" Gree! 1#tholog#
5" Roman 1#tholog#6" Celtic 1#tholog#
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7" Norse 1#tholog#
8" 1e&ican and 9outhAmerican 1#thologies
:" ;ersian 1#tholog#0
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$hara&ter%
fro) Mythology
a+>ragons
$+Unicorn
c+Troll
d+=inni
e+H#draf+ Chimera
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g+ Centaur
h+ Fenrir
i+ Oni
,+ Nagas!+ Guie or ?uei
l+ ?appa
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POSS5LE
#$T6TES 7MYTH
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1. #"TS
a8 Sket&hng
9tudents can use their !noledge ofthe m#ths as a foundation for ritingcharacter s!etches"
E&" @hat ere Hera% ;an% Athena andthe other gods and goddesses reall#
li!e
9tudents ill $e a$le to disclose to
the orld the truth a$out these
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98 #rt Mu%eu) 6%tng
9ee the sculpture% potter#% ,eelr#
and coins of ancient Greece" Recordthe m#ths that inspired them" >ras!etches of some of #our fa'orite
items"
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&8 Ma%k Makng
@hen students are aare of the mas!s
the actors in gree! pla#s ear% studentsare as!ed to choose a character in a m#thand ma!e a mas! for that indi'idual"
Using large paper% students create theshape of the mas! *ma!ing holes fore#es% nose and mouth+ and decorateaccording to the character the# chose"
E&leB Arachnes mas! has spiderearings on ith ords li!e Dtoo proud%DDhaught#%D Ds!illful ea'er%D etc"
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d+ 1odel a /gure out of cla# of oneof the heroes or gods from them#ths"
e+ Create a panel mural depictingone of the students fa'orite m#ths"
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2. E%%ay 4rtng
9tudents can also use the m#ths as a
$asis for riting opinion essa#s"a+ 9hould mortals $e alloed on 1t"Ol#mpus This nota$le topic as ne'er
settled in Ancient Greece" It is up to #ourstudents to resol'e the issue $#de'eloping persuasi'e argumentati'eessa#s"
$+ @h# *or h# not+ ere the La$ors ofHercules sucient to a$sol'e him of thecrime of !illing his children If #ou erethe ,udge% hat punishment ould #ou
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c+ After reading the stor# of ?ing
1idas% hat do #ou thin! is moreimportant (( ealth or isdom
d+ D@ho is #our hero"""and h#D
@hat are some of the traits thatma!e this person a hero to #ou Arethese heroic traits parallel in some
a# to the traits of the ancientheroes #ou ha'e learned a$out fromthe Gree! m#ths
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e+ In order to help studentsunderstand the Od#sse# more full#%after reading the epic e atch DThe@iard of OD" The students composea comparisoncontrast essa#"
There are man# similarities $eteenthe or!sB the Lotus(Eatersthe /eldof poppies% ;oseidonthe @ic!ed@itch of the @est% AthenaGlenda the
good itch% Od#sseuss
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3. Letter 4rtng
Listed $elo are a series of assignmentsthat gi'e students practice in riting
application letters% order letters% re-uestletters and friendl# lettersB
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a+ Tell students that their fa'orite
m#thological character has ,ustretired" Jeus% the father of the gods%is no accepting applications for areplacement" As! #our students torite letters of application and a$rief resume or $iographical s!etch"
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$+ 9tudents% in the role of their
fa'orite hero or heroine% ill $eleading an e&pedition on adangerous ,ourne# *e"g"% =ason
-uesting after the Golden Fleece%;erseus see!ing 1edusas head orTheseus attempting to defeat the
1inotaur+" Kefore the# can go%students must order the necessar#supplies" Letters can $e addressed
to Heroic >iscount 9upplies% 744
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c+ E'er# aspiring hero or heroine
needs to recei'e the properinstruction and training"Fortunatel#% there are a fe
openings in the most distinguisheduni'ersit# in ancient Greece" Inorder for #our students to secure a
space% the# should rite for anapplication% a catalog and /nancialaid information" Re-uests can $e
sent toB Uni'ersit# of the 1uses%
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d+ As the $est friend of am#thological character% students
rite a letter oering support%encouragement or guidance"
E&leB
9tudents might rite to the folloingcharactersB Orpheus after failing to$ring $ac! Eur#dice from Hades*s#mpath# and ad'ice+% ;ol#phemusafter $eing tric!ed $# Od#sseus*compassion and concern+% Ariadne
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'. Mytholog&al (&tonary
9tudents might record ords in a
note$oo! or compile"E&leB
As! them hat it means to ha'e anDAchilles heelD" As the# do theirresearch% the#ll /nd that Achilles asa Gree! hero hose mother ru$$edhim ith am$rosia and put him in a/re *or dipped him in the ri'er 9t#&+hen he as a $a$# so his $od#could not $e ierced $ ea ons"
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9ince he as held $# the heelduring the process% his heel as notprotected" ;aris found this out and
shot Achilles in the heel ith anarro" From this% let pupils speculateon the meaning of the modern(da#
e&pression and then let them chec!their de/nition ith dictionaries"
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*. "ole playng
This oers #our students an opportunit# to
interpret the Gree! m#ths" As! #our classto $rainstorm a list of characters and theircorresponding ad'entures" Kegin ith a
dramatic incident such as Od#sseus $eingheld capti'e $# ;ol#phemus the C#clopsand let #our students $uild in as muchaction and dialogue as the# ish" 1edea
reacting to $eing a$andoned $# =asonafter aiding him in his -uest oers the$asis for an interesting monologue"
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Mour students ma# ant to re/ne
their role(pla#ing $# tr#ing man#'ersions% discussing them andtaping the $est" The# can com$ine
their episodes into a dramaticcollage or present one(act pla#scomplete ith props and costumes
$ased on speci/c episodes"
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+. Story rtng
This is /fteen(minute acti'it#% group
three students ho colla$orate on astor#" Gi'en /'e minutes each%students ta!e turns riting" The /rst
student might $egin% DA !ing onceturned his daughter into a goldenstatue"D 9uppl#ing details to de'elopthe stor#% the second student uses the/'e minutes to rite the $od#% and thelast person ends the stor#" If eachstudent $egins a stor# during the /rst
/'e minutes% all three ha'e the chance
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. #d:ert%e)ent%
The# need to go through magaines%phone $oo!s% etc" and pic! out adsthat relate to m#tholog#"
E&leB Ni!e for the goddess Ni!e"After the# /nd dierent t#pes ofad'ertisements% then the# are to /nda compan# hose logo comes fromm#tholog# and research that
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The# need to /nd out all the# cana$out the compan#% h# the compan#
chose their name% e"g" Apollo Heating%or ho the# came to choose their logo%e"g" ;egasus for 1o$il" After the# ha'e
found man# ad'ertisements and acompan#% then the# do a presentationhere the# share their /ndings as ell
as their !noledge of m#tholog#" Thisalso satis/es the famous -uestion%@hen ill e need to use this in real
life
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. $o))er&al%
>i'ide the class into groups of 4(6 andeach group dras the name of a godor goddess out of a $o&" The group isthen responsi$le for ma!ing a 'ideocommercial for that godgoddess"E&les include Athenas 9mart ;ills%>emeter Cereal% Aphrodite 1a!e(up"All students participate in thecommercial $# ma!ing a stor#$oard%ma!ing props and acting"
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;. 5ngo
Our $ingo cards ha'e names andareas of poer mi&ed around" Theclues ha'e names% areas of poer%
actions% s#m$ols% etc" 9tudents thenco'er up their cards ith pieces ofpaper hen the clues are gi'en"
9tudents en,o# learning theinformation% and it is a re-uestedacti'it# long after the stud# of
Gree! m#tholog# is o'er"
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1
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11. 5oard !a)e%
The# or! together and plan% then
ma!e their on m#tholog# $oardgame% complete ith educationalpurpose% directions for pla#ing% and a
demonstration of !noledge a$outm#ths% etc" There ha'e $een some'er# sophisticated $oard games
in'ented $# students" Enough time isalloed after the games arecompleted to ha'e student groups
trade games and pla# another
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12. $o))er&al%
The group is then responsi$le forma!ing a 'ideo commercial for thatgodgoddess"
E&les include Athenas 9mart ;ills%>emeter Cereal% Aphrodite 1a!e(up" All
students participate in the commercial$# ma!ing a stor#$oard% ma!ing propsand acting"
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13. $reaton Myth
Compare characters of the lo'em#ths to other literar# characters"
E&leB the m#th of ;#ramus andThis$e is closel# related in theme to
Romeo and =uliet"
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1'. Fr%t Per%on
Retell a m#th in /rst person point of'ie% assuming the identit# of ahero li!e ;rometheus or Theseus"
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1*. Talk Sho =t
9tudents seem to !no andappreciate the entertainment 'alueof da#time tal! and court shos ontele'ision" K# using that format%students can put on a s!it a$outsome of the minor ad'entures hichta!e place in Gree! m#th"
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E&leB
After reading the stor# of >aedalus%
students can use their imaginations asto hich characters should $einter'ieed on the tal! sho and hich
contro'ersies should $e addressed";erhaps >aedalus ould $e confronted$# his son Icarus $ecause Hadesena$led him to 'isit his father on thesho" Or there is a confrontation$eteen >aedalus and 1inos" Or>aedalus meets the Da&D salesman andaccuses him of causin his sons death"
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THAN? MOU
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. O5/E$T6ES>At the end of the lesson, the students shall have:
a. interpreted the symbols of flowers that tell something inrelationship;
b. explained the lines from Kahlil Gibran in onnetion to the
theme of the myth;
. disovered the origin of !index and "a# $rees throughomprehension of the story;
d% arrived at the meanings of words through ontextual lues;
and
e% expressed values related to the main theme.
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. S,5/E$T M#TTE">
A story &myth%, '(auis and )hilemon*
by "vid
+eferenes:
olonialela.weebly.om...gra/unit0t
extstruturegenre.dox; and
http:www.talesbeyondbelief.ommyth-storiesbauis-and-philemon.htm
. P"O$E(,"E>
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. P"O$E(,"E>
A. Motivation/Opening
1) UNFREEZING ACTIVITY (3 in!te") 1
$he students will hoose one from the
different olors of a rose presented to them&red, pin#, yellow, white, orange and
purple%. $hen, the teaher will give the
interpretation of eah olor. $he olors ofthe flower mean something in relationship.
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#) IMAGE FORMATION (3 in!te")
1 2n small groups, the students will
form 3 photos and arrange theirproper order. &photos of a ouple from
hildhood till they die%
3) TE$T INTER%RETATION (&
in!te") 1 $he students will explainthe lines from Kahlil Gibran.
and thin# not you an diret the ourse of love
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and thin# not you an diret the ourse of love,
4or love, if it finds you worthy, direts your
ourse
5ou were born together, and together you
6hall be forevermore
Yo! "'a e toget'e* +'en t'e +'ite
,ing" o- eat' "atte* 0o!* a0".
A0 0o! "'a e toget'e* even in t'e
2ient eo*0 o- Go
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. 2tateent o- t'e 4e""on
7e will read a myth today and seehow the story desribes a love that is
true.
8otive 9uestion:
As you read the story, disover howthe !index and "a# $rees grew.
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C. Fi*"t Reaing (a!i" an %'ieon)
!ong ago in a land alled )hrygia, a
pious old ouple lived in a tiny ottage
among gently rolling hills. (auis and)hilemon lived a heerful and ontent life
despite their poverty. $heir marriage was
sound, and their love for eah otherremained as strong as it had been on their
wedding day.
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"ne day upiter, #ing of the gods,traveled to arth to test the
)hrygians.
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At eah home, the )hrygians
heartlessly turned the gods away.
4inally, the gods ame to the ottage of(auis and )hilemon, where the ouple
welomed the strangers warmly. After
arranging a plae for their guests to rest,the ouple prepared a meal. (auis and
)hilemon brought out their finest dishes
and arefully set the table, payingattention to even the most minute
details. As the meal began, )hilemon
poured the wine.
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$o his surprise, he saw that the
bottle refilled itself. 4rightened, he
and (auis apologi=ed for being poor
hosts, but upiter stopped them. >7e
aused the wine to be replenished,>he said, >for we are gods. 7e ame
to )hrygia to test the #indness of its
iti=ens. 5ou and (auis alone havepassed. $he rest will be punished as
they deserve.>
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(auis and )hilemon followed the gods
up a nearby hill. ?pon reahing the top,
they were sho#ed to see that a la#estood where their neighbors@ houses had
been. $he ouple wept, but when they
loo#ed loser, they saw that their ownottage had been transformed into a
temple with a roof of glimmering gold.
>7orthy ouple,> said upiter, >we than#you for your generosity. ame what it is
you desire and it shall be yours.>
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$he ouple spo#e privately for a
moment and then delared their
united wish with finality. )hilemon
said, >7e wish to be guardians ofthis temple and to serve you for the
rest of our days. Also, we wish
never to be separated, even indeath.>
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2n the years that followed, (auis and
)hilemon ared for the temple and served
the gods faithfully. "ne day, (auisnotied leaves sprouting from )hilemon@s
hair. )hilemon turned to (auis and saw
her wrin#led s#in turning to bar#. +eali=ingthat their end was drawing near, they bid
eah other farewell. At that moment,
)hilemon was transformed into a sturdy
oa# and (auis turned into a graeful
linden.
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$he ouple@s wish was fulfilled, forthe two trees grew from a single
trun#. 4or enturies, people have
marveled at the intertwined trees, asymbol of the devoted ouple that
passed the test of the gods.
(. 4ord Sear&h
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(. 4ord Sear&h
Give the meaning of eah phrase or word as used in ontext.
B% !ong ago in a land alled )hrygia, a pious old ouple lived in
a tiny ottage among gently rolling hills.
a% ative % typial
b% elegant d% honorable
C% >7e aused the wine to be replenished,> he said, >for we are
gods...*
a% exhaust % filled up
b% empty d% restore
/% $he ouple spo#e privately for a
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/% e oup e spo e p a e y o a
moment and then delared their united
wish with finality.
a% fore % onern
b% emphasis d% ompleteness
0% "ne day, (auis notied leaves
sprouting from )hilemon@s hair.
a% dying % growing
b% shrin#ing d% starting
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D. At that moment, )hilemon was transformed
into a sturdy oa# and (auis turned into agraeful linden.
a% tree with heart-shaped leaves
b% tree with oval-shaped leaves
% tree with triangular leaves
d% tree with spear-shaped leaves
F 5i"!""ion
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F. 5i"!""ion
Cop*e'en"ion C'e67B. $he last paragraph reveals whih part of the mythE
a% moral of the story
b% a reation in nature
% ertain flaws of a god
d% onseFuenes of bad behavior
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C. $he bottle refilling itself shows
.
a% a gods mista#e
b% the gods supernatural powers
% explain a mystery in the universe
d% desribe the lesson learned
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/. $he reation of the la#e and temple
best . a% shows the onseFuenes of goodbad
behavior
b% explains a mystery of the universe
% reveals )hrygians power d% shows 8erurys anger
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0. $he myth is told in hronologial order so that
it an .
a% persuade the reader to be generous
b% explain how all la#es were formed
% desribe the haraters fully d% retell a story learly
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D. 7hen upiter told the ouple they 'passed the test of the
gods* he was referring to their .a% sound marriage
b% sorrow on the hill
% #indness to the strangers
d% patiene during the transformation
%*oe""ing 8!e"tion"7
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%*oe""ing 8!e"tion"7
B. 7hat ma#es the ouple ontented in life despite of povertyE
C. 7hat may be the reasons why people did not welome thestrangersE
/. 7ill you do the sameE 7hyE 7hy notE
0.
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3. 7hat is the only wish of the oupleE
. 7ill you as# the sameE
I. 7ill you onsider first how your wifehusband treats youE
J. 7ere the ouple afraid of deathE
B. 7hat symboli=es their #indness and true love for eah
otherE
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F. Va!ing
7hat #ept the ouple together till the endE
IV. A22IGNMENT
Lreate your own myth story with your preferred topi.
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)repared by:
F4OREN2 C. GENOVE2