Week 1: Day 1



GREEK MYTHOLOGY UNITTable of Contents TOC \o "1-3" \h \z \u Week 1: Day 1 PAGEREF _Toc378278330 \h 3Creation of the World PAGEREF _Toc378278331 \h 5Week 1: Day 2 PAGEREF _Toc378278332 \h 7What is a Hero? PAGEREF _Toc378278333 \h 8Week 1: Day 3 PAGEREF _Toc378278334 \h 9Heroes WebQuest PAGEREF _Toc378278335 \h 10The Myth of Atalanta PAGEREF _Toc378278336 \h 12Week 1: Day 4 PAGEREF _Toc378278337 \h 13Gods and Goddesses WebQuest PAGEREF _Toc378278338 \h 14Week 1: Day 5 PAGEREF _Toc378278339 \h 16Week 2: Day 6 PAGEREF _Toc378278340 \h 18Eek! Why we love to scare ourselves silly PAGEREF _Toc378278341 \h 19Week 2: Day 7 PAGEREF _Toc378278342 \h 20Monsters and Creatures WebQuest PAGEREF _Toc378278343 \h 21Week 2: Day 8 PAGEREF _Toc378278344 \h 23Fanfiction Plot Diagram PAGEREF _Toc378278345 \h 24Fanfiction Procedures and Tips PAGEREF _Toc378278346 \h 25Week 2: Day 9 PAGEREF _Toc378278347 \h 27Week 2: Day 10 PAGEREF _Toc378278348 \h 28Fanfiction Revising PAGEREF _Toc378278349 \h 29Fanfiction Rubric PAGEREF _Toc378278350 \h 31Week 3: Day 11 PAGEREF _Toc378278351 \h 32Greek Meet Final Product Menu PAGEREF _Toc378278352 \h 33Greek Meet Final Product Plan PAGEREF _Toc378278353 \h 37Week 3: Days 12-14 PAGEREF _Toc378278354 \h 38Week 3: Day 15 PAGEREF _Toc378278355 \h 39Skit Rubric PAGEREF _Toc378278356 \h 40Game Rubric PAGEREF _Toc378278357 \h 41Children’s Book Rubric PAGEREF _Toc378278358 \h 42Culinary Exploration Rubric PAGEREF _Toc378278359 \h 43Myth Vase Rubric PAGEREF _Toc378278360 \h 44Mythology Fakebook Rubric PAGEREF _Toc378278361 \h 45Pandora’s Box Rubric PAGEREF _Toc378278362 \h 46References: PAGEREF _Toc378278363 \h 47Week 1: Day 1Lesson Plan Title: Introduction to Greek MythologySpecific Objectives: Access and share background knowledge; Define “myth.”Required Materials: Computer projector system, computer, KWHL chart, “Creation of the World” handoutLead in: Tell students they are going to begin a unit on Greek mythology. Share Greek god rap Chart: Students will complete KWHL chart about their knowledge of Greek mythology. Students may reference the video and may be better able to generate ideas while working in partners. Alternatively you may decide to do this as a class using the electronic KWHL chart.Print KWHL Chart: KWHL Chart: Myth: Read or view the Greek myth of CreationVideo: : see handoutNote: Depending on time, it may be useful to use both, as they build on one another and show that there are often variations between tellings.Instruct a volunteer to define the word "myth" using a dictionary and discuss its meaning. Tell students that a myth is a kind of story which attempts to interpret some aspect of the world around us, often times expressing its culture's moral values in human terms. Help students identify characteristics in the story that are unique to mythical literature. Ask students the following inferential questions:What is being interpreted in this story?Is the interpretation real or scientifically based? Why or why not?What moral value is being addressed in this story?For an additional resource on defining myths, use the Tale Untangler (attached)Brainstorm other well-known stories that can be classified as myths. Write student responses on the board or chart paper. Ask students why they chose these particular stories. What characteristics classify these stories as myths? Help the students to refer to any interpretations, explanations, and other moral lessons addressed in each myth.Distribute Word Questioning Worksheet (). This activity will help you determine the students' understanding of a myth. In small groups, have students complete it using the word "myth" as the "Word Worth Watching." Upon finishing, have each group share the information they recorded on their worksheet.Homework: Students should bring in a photograph or image of someone they consider to be a hero. (This can be someone they know personally or not.)Creation of the Worldadapted from In the beginning there was only chaos. Then out of the void appeared Erebus, the unknowable place where death dwells, and Night. All else was empty, silent, endless darkness. Then somehow Love was born bringing a start of order. From Love came Light and Day. Once there was Light and Day, Gaea, the earth, and Uranus, the sky, appeared.Uranus became Gaea's husband, covering her on all sides. Together they produced the three Cyclopes, the three 50-headed, 100-armed Hecatoncheires, and twelve Titans.However, Uranus was a bad father and husband. He hated the Hecatoncheires. He imprisoned them by pushing them into the hidden places of the earth. This angered Gaea and she plotted against Uranus. She made a flint sickle and tried to get her children to attack Uranus. All were too afraid except, the youngest Titan, Cronus.Gaea and Cronus set up an ambush of Uranus. Cronus grabbed his father and wounded him with the stone sickle. Uranus’s blood fell into the sea, creating the Giants, the Ash Tree Nymphs, and the Furies. From the sea foam where his blood fell cameHYPERLINK "" \h Aphrodite.Uranus departed, but he promised that Cronus and the Titans would be punished.Cronus became the next ruler. He imprisoned the Cyclopes and the Hecatoncheires in Tartarus. He married his sister Rhea, and under his rule the Titans had many offspring. He ruled for many ages. However, Gaea and Uranus both had prophesied that he would be overthrown by a son. To avoid this, Cronus swallowed each of his children as they were born. Rhea was angry at the treatment of her children and plotted against Cronus. When it came time to give birth to her sixth child, Rhea hid herself, then she left the child to be raised by nymphs. To conceal her act she wrapped a stone in swaddling cloths and passed it off as the baby to Cronus, who swallowed it.This child was Zeus. He grew into a handsome youth on Crete. He consulted Metis on how to defeat Cronus. She prepared a drink for Cronus, designed to make him vomit up the other children. Rhea convinced Cronus to accept his son, and Zeus was allowed to return to Mount Olympus as Cronus's cupbearer. This gave Zeus the opportunity to slip Cronus the specially prepared drink. This worked as planned, and the other five children were vomited up. Being gods, they were unharmed. They were thankful to Zeus and made him their leader.But Cronus was yet to be defeated. He and the Titans, except Prometheus, Epimetheus, and Oceanus, fought to retain their power. Atlas became their leader in battle, and it looked for some time as though they would win and put the young gods down. However, Zeus was cunning. He went down to Tartarus and freed the Cyclopes and the Hecatoncheires. Prometheus joined Zeus as well, and Zeus returned to battle with his new allies. The Cyclopes provided Zeus with lightning bolts for weapons. The Hecatoncheires were set in ambush, armed with boulders. When the time was right, Zeus retreated, drawing the Titans into the Hecatoncheires's ambush. The Hecatoncheires rained down hundreds of boulders with such a fury that the Titans thought the mountains were falling on them. They broke and ran giving Zeus victory.Zeus exiled the Titans who had fought against him into Tartarus, except for Atlas, who was singled out for the special punishment of holding the world on his shoulders.However, even after this victory Zeus was not safe. Gaea angry that her children had been imprisoned gave birth to a last offspring, Typhoeus. Typhoeus was so fearsome that most of the gods fled. However, Zeus faced the monster and, flinging his lightning bolts, was able to kill it. Typhoeus was buried under Mount Etna in Sicily.Much later a final challenge to Zeus rule was made by the Giants. They went so far as to attempt to invade Mount Olympus, piling mountain upon mountain in an effort to reach the top. But, the gods had grown strong and with the help of Heracles the Giants were subdued or killed.Week 1: Day 2Lesson Plan Title: Heroes in Greek MythologySpecific Objectives: Define the qualities of heroism; identify connection between modern heroes and the heroes of Ancient Greece.Required Materials: “What is a Hero” handout; copy of “Perseus and Medusa”Lead in: Students will present their images of heroes by sharing image and describing what makes them a hero in two or three sentences. Consider clearing a space for images to be displayed in a collage.Brainstorm: What defines a hero? Use the snowball method to brainstorm the definition of a hero. On a sheet of paper, each student will independently come up with three traits that describe heroism. Then students will join in groups of two to decide which are the three most important traits of heroism. Groups of two will then join to become groups of four, again deciding on what the three most important traits are. Groups of four become groups of eight, and so on until you have a class consensus about the most important traits of a hero.Characterization Activity: Students will complete the first column of the handout: “What is a Hero?” based on a hero of their choice. Then, as a class, fill out the second column, discussing Percy Jackson to build on prior knowledge. How was Percy heroic? Not all students will be able to participate in this discussion, so consider showing this clip: in advance.Finally, read the myth of Perseus and Medusa and complete the third column of the chart. Options for reading this include:Short story: Myths of Ancient Greece by Jen Green, p. 18 (ISBN: 1433935252); check your school libraryVideo: : more exhaustive version is attachedNote: As so many of these versions are brief, there is a lot of opportunity to teach inference and/or annotation strategies.Name_________________________________________Pd_________Date_______________What is a Hero?NameWhat situations or events allowed this individual to become “heroic?”What qualities make the individual “larger than life?” How did the acts of this individual contribute to the greater good of society?Week 1: Day 3Lesson Title: Heroes WebQuestSpecific Objectives: Students will familiarize themselves with a variety of Greek heroesRequired Materials: WebQuest #1 Handout; Access to computer lab or library materialsLead in: During our last class, we defined the characteristics of a hero. Today, you will have the opportunity to learn more about the heroes of many Greek myths.WebQuest: Using the computer lab or materials from the school library, the students should access information about various heroes of Greek mythology and complete the chart.Discuss:Ask students which myths most intrigued them, and if they notice any common threads among the heroes. Perceptive students will notice that no females are listed. If time permits, share the story of Atalanta (attached.)Name___________________________________________Pd_______Date______________Heroes WebQuestComplete this worksheet to describe these heroes. Be sure to use your own words. Use the following links to help you:(s) to whom they are connected A brief summary of their questPerseusHeraclesBellerophonTheseusOdysseusJasonAchillesOrpheusThe Myth of Atalantaadapted from Atalanta's parentage is uncertain. One possibility is King Iasus with Clymene. She came into the world in the undesirable state of being female. As a result her Father had her carried into the woods and left exposed to die. Instead, she was raised during her childhood by a bear. As she grew older she began to spend time with hunters and was soon the best amongst them. She loved hunting and the outdoors and had no use for a man in her life. She also received an oracle that her marriage would end in disaster. She wished to join the Argonauts but, Jason thought it inadvisable to have a women among the crew, fearing that the men would try to take advantage of her.Her shooting skills allowed her to draw first blood during the Calydonian Boar Hunt. Her contribution to the hunt was marred when a quarrel over giving her a trophy of the hunt resulted in the death of Meleager and his uncles.At the funeral games honoring Pelias, Atalanta entered the wrestling contests. Here she gained more fame by scoring a victory over Peleus.She achieved enough that her Father forgave her for not being a son and allowed her to return home. Once there he attempted to fulfill his fatherly obligations by finding her a husband. For her to simply refuse might arouse dangerous resentment. Instead she proposed a test. The successful suitor would have to beat her in a foot race. Losing suitors would be beheaded by her. As Atalanta was one of the fastest mortals this appeared to insure her maidenhood.For quite some time this worked. Some say that she evened the odds by wearing armor while she ran. Others say that she gave the suitors a head start of half the distance. In any case the heads stacked up.Melanion fell in love with her. He knew that he was not fast enough to win the race. So he did what many frustrated lovers have done. He prayed to Aphrodite for help. Aphrodite has a weakness for lovers and a concern about those that reject romance to the degree that Atalanta did. Aphrodite presented Melanion with three golden apples and a plan. In return Melanion was to sacrifice to Aphrodite.Melanion then ran his race with Atalanta carrying the apples with him. When Atalanta caught up to him he tossed the first apple at her feet. The sight of the magic golden apple was irresistible to Atalanta. She stopped to pick it up confident that she could make up the time. Soon enough she was once again passing Melanion. He threw the second apple, this time further to the side. Again, she lost time retrieving the apple. As she again caught up the finish line was near and chasing the third thrown apple cost her the race.Despite her resistance once won marriage seemed to suit Atalanta. Melanion's happiness and joy was so great he completely forgot his obligations to sacrifice to Aphrodite. As usual when messing up with the gods payback was severe: she turned both Melanion and Atalanta into lions.Week 1: Day 4Lesson Plan Title: WebQuest #2 - gods and goddessesSpecific Objectives: Students will be introduced to the major gods and goddesses of Greek mythologyRequired Materials: WebQuest #2 Handout; Access to computer lab or library materialsLead in: We’ve been introduced to some of the heroes of Greek mythology. Today you will learn more about the gods that they served and defied.WebQuest - Using the computer lab or materials from the school library, the students should access information about various gods and goddesses of Greek mythology and complete the chart. Connections - If time remains, introduce the connections between Greek and Roman gods with this reading passage and work sheet: and Goddesses WebQuestUse the given links to completely fill in the chart below.Greek Lineage and Descriptions- Encyclopedia- god/goddess Bios- Mythica- of god/goddessgod/goddess of...SymbolsInteresting detailsZeusHeraPoseidonHadesAresApolloAthenaAphroditeHephaestusHermesDemeterDionysisArtemisWeek 1: Day 5Lesson Plan Title: Digging Deeper: gods and goddessesSpecific Objectives: Students will deepen their understanding of the gods and goddesses of Greek mythology Required Materials: Greek Barbie template and examples; copies storiesLead in: We learned about the greek gods and goddesses yesterday. Today you’ll learn more about them and the myths they are involved in.Coloring Activity: Using their WebQuest handouts from yesterday, students will create a Greek Barbie. Barbie, America's favorite doll, has been in a state of evolution ever since she first rolled off the assembly line. While Barbie started out as a materialistic airhead equipped with a plasticly perfect body, she has gradually tried to move away from this image. Her body is still plasticly perfect, and if you squeeze her head, you will see that it's still filled with air, but at least now you can find Barbie doing all kinds of jobs and not just meeting her friends at the mall. There's Pilot Barbie, Brain Surgeon Barbie, even Nuclear Physicist Barbie.The reason Barbie has changed is a simple one: society's views toward women have changed. During the last few decades, more and more women have entered the workforce. A Barbie who stays home, cooking and cleaning, is not an adequate representation of the world at large. While some argue that Barbie also sends many negative connotations about appearance, she sends the positive message that in our day and age your occupation is no longer limited by your gender.Some parents view dolls as a way of preparing children for life. Many toymakers share this philosophy and design their products accordingly. Dolls are designed to appeal to girls. The idea behind this marketing is one day a girl might have a baby of her own to care for. The doll is preparing her for this future event. Likewise, toy soldiers are designed to appeal to boys. One day they may be called upon to join the armed forces. The toy is preparing them for this possibility.DISCUSSION QUESTIONS:Do you believe that toys are designed to teach children about our society?Are some toys gender-neutral?How has our society defined gender over time?How have these changed over time?How are gods depicted differently than goddesses?ASSIGNMENT: Create a doll based on a mythological female we have read about. Use details about the mythological character to complete the FEATURES and ACCESSORIES of your doll.FEATURES: Features are actions that the doll can do. Perhaps your doll can speak a line or kick or jump or bat its eyes. (Make sure these relate to the character you have chosen.)ACCESSORIES: These are small, usually painted plastic items that come with the doll.VEHICLE: Create a vehicle for your doll. This can be a modern vehicle, but make it relevant to the character.ALSO COLLECT: Make reference to another toy that might go well with the one you have created. For example, Barbie has all kinds of extras: beach houses, other doll friends, pets, etc.Example and template can be found: : Good or bad? Split the class into groups, and give them copies of theses myths. Ask them to read them, and decide independently whether the god discussed is good or evil. After they’ve had a chance to create an argument, hold a small informal debate to argue for or against the god. (You may need to choose students to play devil’s advocate and argue a side they don’t really believe.)Zeus: The story of Prometheus (recommended version: from the readings of the former extended LA curriculum; another version is available here: )Demeter: The story of Persephone (recommended version: from the readings of the former extended LA curriculum; another version is available here: )Week 2: Day 6Lesson Plan Title: Monsters and CreaturesSpecific Objectives: Students will explore the origins of fear and the components of scary stories as an introduction to the monsters of Greek mythologyRequired Materials: Computer with speakers, copies of the Theseus myth, copies of “Eek!” articleLead in: Tell students that they are going to learn about the monsters of Greek mythology, but not before learning about the monsters we fear today.“What are you so scared of?”:Ask students to talk about fears they had as children or fears that they currently have. (If students need prompting to generate ideas, consider sharing this cartoon: )The following BBC audio clip discusses the origins of certain monsters and scary stories: Ask students if the fears they shared have a story behind them, and if something that may have seemed illogical may actually be logical.For more on fears and why we enjoy them, read “Eek! Why We Love to Scare Ourselves Silly” (attached)Theseus and the Minotaur: Read the story of “Theseus and the Minotaur” (attached; for a more difficult reading level consider this version [1].pdf)After reading, lead the students in discussion. Depending on time, consider a Socratic circle. Alternatively, consider these discussion questions:Which monsters were mentioned in this myth?Which of them seems most terrifying?Which monsters could you “explain” knowing what we know about our world today?Conclusion: Tomorrow you will do a final WebQuest to learn more about the monsters and creatures of Greek mythology.Eek! Why we love to scare ourselves sillyBy Bill Brigs: jump, yelp and quake. You hug tighter and breathe harder. Then, you giggle it all away. The hormonal storm that cascades through your body before, during and after a frightfully fun moment is – as haunted house artist Timothy Haskell likes to say – “a beautiful pathos.” “It’s a complete journey from anticipation to anxiety to experiencing the fear and having the adrenaline rush to coming down afterward,” says Haskell, an Off-Broadway director whose latest ghostly creation, “Nightmare: Superstitions,” runs Sept. 24-Nov. 6 in Manhattan. “Fear and hilarity are very close to each other. It’s the same (neuro)transmitter that’s being engaged. A lot of times, you’ll get startled and find the very next reaction is to laugh.” Which explains why so many of us purposely love to be scared: It’s an internal roller coaster ride that delivers us safely back to reality. Whether bungee-cord jumping or watching horror flicks, we’re drawn to the chemical surge of controlled danger. Adding to the blood-curdling bliss: your body can’t discern between the intentional thrill you ignite by, say, parachuting for sport and the anxiety that grips you if you stumble into true peril. “People think this is all in your head. No, it’s all in your kidney rind,” says Dr. Christoph Leonhard, a psychologist and professor at the Chicago School of Professional Psychology. In an alarming situation, your adrenal glands (which sit atop your kidneys) dump the hormone epinephrine into your blood steam. That gush triggers a series of bodily reactions – the “fight or flight response” – including a burst in heart rate and breathing. “The very exciting experiences and the anxious experiences are difficult to differentiate just on a physiological level,” Leonhard says. “So if you’re going bungee-cord jumping or if you are having a panic attack driving over a big bridge, biologically speaking, it’s almost identical.” After the terror lifts, your body unleashes a compensatory hormonal wave – noradrenaline – to restore heart and breathing rates. What you feel then is “that peaceful, relaxed, deeply pleasurable state,” Leonhard says. “People get addicted to that as much as they get addicted to the excitement.” Our joy-jolt is further revved by watching others freak out. Due to biological differences, some of us simply startle easier – “just like,” Leonhard says, “it takes more beer to get some people drunk.” Typically, those of us who seek the big scare like to do it in packs. Psychologically, Leonhard says, we enjoy trying on roles that come with actual creepy situations: We become the caretaker or we allow someone to protect us. We bond. People often attend Haskell’s “Nightmare” events in groups and because, he says, they “share communally.” The backdrop for his 2010 haunted house is a 35-minute stroll through a former New York City insane asylum. “They like being the safety buffer as well as being the person who needs a safety buffer.” Haskell says. “People like to bring their girlfriend and boyfriend – whoever they have to hold onto.” Week 2: Day 7Lesson Plan Title: WebQuest #3 - monstersSpecific Objectives: Students will learn more about the various monsters of Greek mythologyRequired Materials: WebQuest #3 Handout; Access to computer lab or library materialsLead in: We’ve been introduced to some of the monsters of Greek mythology. Today you will learn more about who they are were and what they did.WebQuest: Using the computer lab or materials from the school library, the students should access information about various gods and goddesses of Greek mythology and complete the chart. If time remains: Ask students to create a picture of one of the monsters or a collage of many of them, based on the descriptions from the WebQuestName___________________________________________Pd_______Date______________Monsters and Creatures WebQuestUse the given links to completely fill in the chart below. CreaturePhysical DescriptionOrigin and/or Special AbilitiesCentaurMinotaurSatyrThe FuriesNaiadsMedusaChimeraNereidsWeek 2: Day 8Lesson Plan Title: Creative Writing and Myths - PlanningSpecific Objectives: Students will lay the foundation for their fanfiction writing assignmentMaterials: Computers for student use, Fanfic handout, Character Web, plot diagramProcedure:1. Set the stage by asking students if they have written any fanfiction. Define fanfiction for students. Fanfiction is fiction written by a fan about characters from a specific book, movie, or T.V. show. In this case it will be a mythological god, hero, or monster. (5 min.)2. Explore one or all of the quizzes and choose a character for your fanfiction story. Complete the character web. Which god are You? Quiz Monsters Quiz Heroes Quiz (10 min.)Alternative: Have students review their Web Quest notes for ideas in choosing a god, hero, or monster.3. Hand out and discuss Fanfiction Composing and Tips sheet. 4. Students determine the conflict for their story and plot the story on the plot diagram. (30 min.)Name: ___________________________________________ Class period: ________ Date: _____________ Fanfiction Plot DiagramTitle:________________________________________________Climax: __________________________________________________________________________________________________________________________________________Character: god hero monsterCharacter NameCENTRAL CONFLICT: Type: __________________Explain: __________________________________________________________________________________________Resolution: __________________________________________________________________________________________________________________________________________Falling Action: _________________________________________________________________________________________________________________________________________________________________________________________________________Initiating Event:_________________________________________________________Exposition & Setting:__________________________________________________________________________________________________________________Rising Action: ________________________________________________________________________________________________________________________________________________________________________________________________________________________Name __________________________________Fanfiction Procedures and TipsFanfiction ProceduresPlanning:___ Explore the gods, heroes, and monsters quizzes to decide on a character or review your WebQuest from the previous week.___ Choose one god, hero, or monster for your fanfiction. Write the name here _____________________ Complete the Character Web___ Complete the Plot DiagramComposing:___ Share your plot diagram with your group. Write suggestions on the plot diagram. Add ideas, but do not erase___ Using the Character Web and the plot diagram as guides, compose your fanfiction rough draftWriter’s Workshop:___ Highlight the criteria in the number 4 column of the Fanfiction Rubric___ Read a peer’s fanfiction and make suggestions on their Revision handout.___ Revise your fanfiction (see suggestions in the tips section)___ Carefully edit your fanfiction using the mechanics row of the Fanfiction Rubric___ Read your fanfiction out loud and make the final adjustmentsPublishing:___ Turn in a publishable copy of your fanfiction.___ Share your fanfiction with multiple audiences.Fanfiction TipsRemember your audience - they may not know the character and the mythStay in character - your character should not gain extra powers, grow appendages, or changes their appearanceExposition - don’t forget the exposition. Introduce the characters, the setting, and basic informationSpice-up your writing - include similes, metaphors, five senses, etc.Action - show what the character does - don’t tell about it. Conflict - create a strong conflict that will drive the fanfiction action Dialogue - Make the dialogue relevant to the action and the conflictWeek 2: Day 9Lesson Plan Title: Creative Writing and Myths – ComposingSpecific Objectives: Students will work in groups and independently to complete and improve their FanFic assignmentMaterials: Computers (for students who want to compose on the computer)Procedure:1. Group students according to the characters they are writing about (gods, heroes, monsters)2. In the groups, students take turns sharing their plot diagrams. The group will then offer suggestions on how to improve the plot and give examples of what they like.Note: Each group should consist of four students. So, there will be multiple sub groups for each type of character. The sub groups can be determined by counting off by four. (15 min.)3. Students spend the remainder of the session composing the story. The rough draft is due the following session. (30 min.)Week 2: Day 10Lesson Plan Title: Creative Writing and Myths - Writer’s WorkshopSpecific Objectives: Students will revise and edit their Fan Fic pieces.Materials: Computers (for students who want to compose on the computer), Fanfiction rubric, Revision handout, Dictionaries/ Thesauri and other Writer’s Workshop resourcesRelevant Handouts:) Students will convene in their original Planning Groups.2) Distribute the Fanfiction Rubric. Highlight the 4 column and the criteria for the highest grade.3) Students take turns reading each other’s fanfiction while making suggestions using the Revision Handout.(40 min. @ 10 min. each round)4) Students use the resources and their peer’s suggestions to make changes on their own fanfiction. (30 min.)5) Teacher’s can create a Fanfiction Anthology for each class. Students can share their fanfiction on a classroom Web page. Classes can hold an Fanfiction Reading.Additional Resources:’s Name _____________________________________________________Fanfiction RevisingRound One: Word Choice Peer reviser _________________________ Read the fanfiction and highlight overused words, boring words, and weak words in yellow___ record suggestions below Original Word Suggestions __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Peer reviser circle oneRubric Rating : 4 – Consistent Control3 – Reasonable Control 2 – Inconsistent Control1 – Little or no controlRound Two: Figurative Language Peer reviser __________________ ___Read the fanfiction and highlight examples of figurative language in pink.___ Record sentences or phrases that could be revised for figurative languageParagraph # __ Phrase _______________________________________________Figurative language suggestion _________________________________________Paragraph # __ Phrase _______________________________________________Figurative language suggestion _________________________________________Paragraph # __ Phrase _______________________________________________Figurative language suggestion _________________________________________Peer reviser circle oneRubric Rating : 4 – Consistent Control3 – Reasonable Control 2 – Inconsistent Control1 – Little or no controlRound Three: Details and descriptions Peer reviser _______________________ Underline descriptive sentences and details in blue.___ Record sentences or phrases that could be revised for descriptive language.Paragraph # __ Phrase _______________________________________________Suggestion _________________________________________________________Paragraph # __ Phrase _______________________________________________Suggestion _________________________________________________________Paragraph # __ Phrase _______________________________________________Suggestion _________________________________________________________Peer reviser circle oneRubric Rating : 4 – Consistent Control3 – Reasonable Control 2 – Inconsistent Control1 – Little or no controlRound Four: Characterization Peer reviser _______________________ Write in red, circle examples of characterization (what the character does, says, acts, and what other characters say about the character)___ Make suggestions where characterization can be added Paragraph # and sentence starter Suggestion ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Peer reviser circle oneRubric Rating : 4 – Consistent Control3 – Reasonable Control 2 – Inconsistent Control1 – Little or no controlFanfiction RubricCategory4321OrganizationThe story is well organized. The sequence is logical.For the most part, the story is organized. One scene may seem out of place.The story is hard to follow.Ideas and scenes are not organized and do not follow any logical sequence.Mythological CharacterThe mythological character is deeply incorporated into the story line, including many of his/her unique traits and characteristics.Most of the story includes the mythological character. Some of his/her unique traits are included.The character is part of some of the action in the story. Few traits are apparent.The mythological character does not seem to be an important part of the story. No identifying traits are used.Elaboration and DetailsThe story includes many imaginative details and descriptions that contribute to the story.The story contains some creative details and descriptions.The story contains a few creative details and descriptions.There is little evidence of creativity or original thought.Word ChoiceContains creative word choice and figurative language.Contains some creative word choice and figurative language.Creative word choice and figurative language is limited.Creative word choice and figurative language is not present.Usage and MechanicsConsistently uses complete sentences with appropriate capitalization and punctuation Consistently spells words accuratelyConsistently maintains verb tenseUses quotation marks with dialogueMostly uses complete sentences with appropriate capitalization and punctuation Mostly spells words accuratelyMostly maintains verb tenseMostly uses quotation marks with dialogueLimited use of complete sentences with appropriate capitalization and punctuation Limited use of correct spellingInconsistent control of verb tenseLimited quotation marks with direct quotationsLittle or no use of complete sentences with appropriate punctuation and capitalizationLittle or no use of correct spellingLittle or no control of verb tenseLittle or no use of adjective to enhance writingLittle or no quotation marks with direct quotationsWeek 3: Day 11Lesson Plan Title: Greek Meet Final Product - Assessment – IntroductionSpecific Objective: Students will be introduced to the final assessment and choose a project to work on.Materials:Greek Meet Packet:Greek Meet Final Product Menu handoutGreek Meet Final Product PlanGreek Meet Final Product RubricGreek Meet Final Product Self Evaluation and ReflectionProcedure:1) Prepare and distribute Greek Meet Packets2) Introduce the products on the product menu. (20 min.)3) Students decide on their product and form groups or pairs for planning and work distribution.(25 min.)Suggested handouts for storyboarding: Meet Final Product MenuDirections: 1. Choose a product to work on alone or with a group.2. Each student completes the Greek Meet Final Product Plan3. Follow the procedures for each final product choice.4. Be prepared to present your final product at the Greek Meet.5. Each student completes the Greek Meet Final Product Self Evaluation and ReflectionFinal Product ChoicesChoice A: SkitYour team will create a skit that tells the story of a Greek Myth. You will write and perform a play that is 4-6 minutes long. Include props and costumes. You will also need to submit a written scriptProcedure:1. As a group decide which myth you want to represent in your skit.2. Write a prologue for the skit and a script. The prologue will introduce the characters in the play and tell the basic story line. If your group decides to modernize the play, then this should be explained in the prologue.3. Write the script. You can work in a large group or split the story into smaller segments that groups of two can work on together. The key is that everyone is productive and that the script can be written in a set amount of time.. The script should be in the drama format.TitleList of characters and the actors playing themSettingPrologueStage directionsDialogue (character name: dialogue)4. Practice the skit using the script.The costumes and props can be brought in for the performance.5. Perform the skit. Each student will be assessed individually. The rubric will assess: teamwork, script, the performance, productivity, and creativityResource: B: GameCreate a board game based on the famous adventures of the Greek heroes and heroines. Stories rich in details and adventures include: Jason's quest for the Golden Fleece, the Labors of Hercules, the adventures of Theseus, or Odysseus and the Cyclops. Procedure:1. Choose a favorite story and create a plan the details you wish to include in the game. 2. Then write a rule book and design and produce the necessary accessories: board, cards, dice, spinners, etc. 3. Share the game. You will be graded on creativity, ease of use and playability.Choice C: Illustrated Children’s Book/Digital Story BookUse your Fanfiction story to create a digital storybook.Procedure:1. Use the storyboard template to plan your digital storybook.2. Choose a digital storybook from the links below or use one of your choosing.3. Share your digital storybook at the Greek Meet.4. You will be graded for the storyboard planning, images, and storyline. D: Culinary Exploration Explore Greek food recipes and choose a dish to make and share during Greek Meet.Procedure:1. Explore Greek recipes online and in books.2. Shop for food items and snap a picture of yourself cooking the meal.3. Type the recipe. Include the picture of you cooking the dish and a paragraph about the food on the recipe page.4. Provide a handout of your recipe page for your classmates. Save one of the recipe pages for your teacher. 5. recipes pages can be combined in a class cookbook.6. You will be graded on effort, presentation, and the recipe page. E: Myth VaseDesign a krater or amphora using the black-line method of Greek pottery. Procedure:1. Use a picture to copy the shape of a krater or amphora on dark red paper, which is about 24 inches high. 2. Design a scene depicting one of the Greek gods or goddesses. 3. Incorporate several authentic designs around the edges and borders of the krater or amphora. Use your own creativity rather than duplicate another artist's image of the god or goddess. 4. When all of the drawing is complete, trace over the pencil marks with a permanent black marker. 5. You will be graded on effort, neatness, creativity, and scene depiction.Choice F: Mythology Fakebook Create a fake Facebook page for a god, hero, or monster.Procedure:1. Go to FB/home-page and create a Fakebook for a god, hero, or monster. 2. Add a cover image.3. Complete the About section.4. Add at least six friends. Stay true to the character.5. Create at least twelve posts with at least two comments per post.6. You will be graded for meeting the above criteria, creativity, and quality of posts. Choice G: Pandora’s BoxProcedure:1. Read the myth of Pandora.2. Find a container (box, jar, etc.) and decorate it so that it generates much curiosity and no one could resist opening it. 3. Construct ten evils of today's society and place them in the box. All evils must be personified and have "eyes" and "wings". You may choose to draw and color their evils or create three-dimensional objects and glue "wiggle eyes" and tissue paper "wings" on them. For example, one student glued eyes and wings on a small mirror to represent Vanity. 4. Construct one item representing Hope for our present-day society must also be placed in the box. 5. Next, write a poem or a short essay about one evil contained in their Pandora's box. Provide a "hopeful" solution to the evil. 6. You will be graded on creativity of the box and the poem or essay.Greek Meet Final Product PlanName ____________________________________ Group members (if any) _________________________________________________________________________________________________________Project Choice __________________________________________________Deviations from project procedures (teacher approval is needed) _________________________________________________________________________________________________________________________________________Materials needed _____________________________________________________________________________________________________________________________________________________________________________Workday One Plan _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Workday One Reflection _______________________________________________________________________________________________________________________________________________________________________Workday Two Plan _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Workday Two Reflection ______________________________________________________________________________________________________________________________________________________________________Materials needed for Greek Meet ___________________________________________________________________________________________________Week 3: Days 12-14Session 12 Focus - Greek Meet Final Product - Assessment - PlanMaterials:Greek Meet Packet - planProcedure:1. Introduce the Greek Meet Plan and rubric. (15 min. )2. Students complete the plan and show it to the teacher for approval 3. Remind students they need to bring in any materials they may need for the workdays (45 min.)Session 13 Focus - Greek Meet Final Product - Assessment - WorkdayMaterials:Greek Meet Packet - plan Project materialsPrecedure: Students work on projects with the teacher’s assistance (60 min.)Session 14 Focus - Greek Meet Final Product - Assessment - WorkdayMaterials:Greek Meet Packet - plan Project materialsProcedure: Students work on projects with the teacher’s assistance (60 min.)Week 3: Day 15Lesson Plan Title: Greek MeetMaterials: Student projects; optional: video camera, copies of self-evaluation formProcedure: Choose an option to present student projects. (50 minutes)Students complete self-evaluation forms (10 minutes)Options for presenting projects:-Gallery Walk A: Students take turns leaving their group to view other presentations-Gallery Walk B: Invite other classes to view student presentations (consider other 8th grade classes or 6th or 7th grade Language Arts classes)-Class presentations: Groups take turns presenting in the classroomSelf-evaluation form: Rubric4321TeamworkStudents contribute equally to the creation of the script. No individual holds more responsibility than othersStudents mostly contribute equally to the creation of the script. One individual may emerge as a leaderSome students do not do an equal share of the workOne student completes most or all of the workScriptScript follows the format outlined in assignment. There are few or no errors in grammar, usage, and mechanicsScript strays somewhat from the format outlined in assignment. There are few errors in grammar, usage, and mechanicsScript does not follow the format outlined in the assignment. There are several errors in grammar, usage, and mechanicsScript is lacking important elements. There are several errors in grammar, usage, and mechanicsPerformance4-6 minute scene is well-rehearsed. Props and costumes are used4-6 minute scene shows some preparation and rehearsal. Props and costumes are sparseScene does not meet time requirements. Props and costumes are sparseScene does not meet time requirements. No props or costumesCreativityChoices demonstrate insight. Performace is highly entertainingChoices demonstrate thoughtfulness. Performance is moderately entertainingChoices demonstrate awareness. Performance may be rote or boringChoices show little or no awareness and do not enhance the entertainment value of the playUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classGame Rubric4321CreativityChoices demonstrate insight. Concept is highly entertainingChoices demonstrate thoughtfulness. Concept is moderately entertainingChoices demonstrate awareness. Concept may be rote or boringChoices show little or no awareness and do not enhance the entertainment value of the gameEase of UseQuestions and rules are written at an 8th grade levelQuestions and rules may be slightly below grade levelQuestions and rules are below grade level and unclearQuestions and rules are unclear and difficult or impossible to followPlayabilityAll rules are fully articulated. Player has no procedural questionsRules are well articulated. Player can infer the answers to any procedural questionsRules are articulated. Player may have a few questionsGame rules are unclear and game is difficult or impossible to playContent AccuracyFinal product shows clear understanding and analysis of at least one myth and contains no inaccuraciesFinal product shows understanding of at least one myth and contains no inaccuraciesFinal product shows some understanding of at least one myth. Some material may be inaccurateFinal product does not demonstrate understanding of a myth. A great deal of material is inaccurateUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classChildren’s Book Rubric4321Storyboard planningComplete and detailed evidence of planning throughout entire storyboardEvidence of planning throughout most of the storyboardOnly half of the storyboard showsplanning or planning is somewhat undetailed or confusingPlanning lacks details and clarityImagesImages are creative, appropriate, and used frequently throughout the final productImages are appropriate and used frequently throughout the final productSeveral images are used but may be inappropriately place or used more heavily in parts than othersFew images are used and do not enhance understandingStorylineComplete plotline includes all aspects of narrative structure. Story is entertaining and easy to followComplete plotline includes all aspects of narrative structure. Story may be somewhat unclearPlotline may be lacking some elements of narrative structure. Story may be somewhat confusingPlotline does not follow narrative structure. Story is difficult to understandContent AccuracyFinal product shows clear understanding and analysis of at least one myth and contains no inaccuraciesFinal product shows understanding of at least one myth and contains no inaccuraciesFinal product shows some understanding of at least one myth. Some material may be inaccurateFinal product does not demonstrate understanding of a myth. A great deal of material is inaccurateUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classCulinary Exploration Rubric4321EffortStudent researches a variety of recipes and chooses one that requires several steps of preparationStudent researches a few recipes and chooses one that requires several steps of preparationStudent chooses a recipe that requires a small amount of preparationStudent chooses a food that requires little or no preparationPresentationFood is presented in an appealing manner. Student arranges to be sure hot food is served hot and cold food is served cold.Food is presented neatly.Food is presented sloppilyNo thought is given to presentation.Recipe PageRecipe page is neatly typed. Includes all recipe components, paragraph and pictureRecipe page is neatly typed. Includes all recipe components, paragraph and picture. May have some errors in grammar, usage, and mechanicsRecipe page is lacking one of the components. Contains some errors in grammar, usage, and mechanicsRecipe page is lacking some components. Contains many errors in grammar, usage, and mechanicsAuthenticityFood is authentic Greek cuisineN/AN/AFood is not authentic Greek cuisineUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classMyth Vase Rubric4321EffortFinal product exceeds requirements listed on assignment pageFinal product meets requirements listed on assignment pageFinal product is lacking one of the criteria listed on the assignment pageFinal product is lacking two or more criteria listed on the assignment pageNeatnessFinal product shows great care and effort went into design. No erasure marks are visibleFinal product shows care and effort went into design. Few erasure marks may be visibleFinal product may appear to be rushed. Some details have been neglectedFinal product does not show care or effort. Product may be smeared or wrinkledCreativityChoices demonstrate insight. Final product is visually excitingChoices demonstrate thoughtfulness. Final product is visually interestingChoices demonstrate awareness. Final product may be rote or boringChoices show little or no awareness and do not enhance the entertainment value of the final productScene DepictionFinal product shows clear understanding and analysis of at least one myth and contains no inaccuracies.Final product shows understanding of at least one myth and contains no inaccuraciesFinal product shows some understanding of at least one myth. Some material may be inaccurateFinal product does not demonstrate understanding of a myth. A great deal of material is inaccurateUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classMythology Fakebook Rubric4321Criteria MetFinal product exceeds requirements listed on assignment pageFinal product meets requirements listed on assignment pageFinal product is lacking one of the criteria listed on the assignment pageFinal product is lacking two or more criteria listed on the assignment pageCreativityChoices demonstrate insight. Concept is highly entertainingChoices demonstrate thoughtfulness. Concept is moderately entertainingChoices demonstrate awareness. Concept may be rote or boringChoices show little or no awareness and do not enhance the entertainment value of the gameQuality of PostsPage posts are appropriate to the character. They tell a story and build the personality of the characterPage posts are appropriate to the character. They tell a story and build the personality of the character. May contain a few errors in grammar, usage, and mechanicsPage posts may be brief and/or not lend character development. May contain errors in grammar, usage, and mechanicsPage posts are abbreviated and do not develop character. Contains multiple errors in grammar, usage and mechanicsContent AccuracyFinal product shows clear understanding and analysis of at least one myth and contains no inaccuraciesFinal product shows understanding of at least one myth and contains no inaccuraciesFinal product shows some understanding of at least one myth. Some material may be inaccurateFinal product does not demonstrate understanding of a myth. A great deal of material is inaccurateUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classPandora’s Box Rubric4321Box DesignBox design is intriguing. Per assignment "no one could resist opening it"Box design is intriguing and neatBox design shows some thought but is not well-executedBox design does not create intrigueEvils and Hope FiguresFigures are colorful, have wings and eyes, and use symbolism creatively. Presentation is neatFigures are colorful, have wings and eyes, and use symbolism creatively. Presentation is may be slighly messyFigures are lacking in either color, wings, or eyes. Symbolism exists but is not thoughtful. Presentation may be sloppyFigures are put together without regard to neatness. Symbolism is lacking or unclearPoem or EssayWriting vividly describes the evil as a threat and clearly shows the hopeful solutionWriting describes the evil as a threat and clearly shows the hopeful solution. May contain a few errors in grammar, usage, and mechanicsWriting describes and evil but does not show a clear solution. May contain errors in grammar, usage, and mechanicsWriting does not adequately portray an evil or solution. Contains errors is grammar, usage, and mechanicsCreativityChoices demonstrate insight. Final product is visually excitingChoices demonstrate thoughtfulness. Final product is visually interestingChoices demonstrate awareness. Final product may be rote or boringChoices show little or no awareness and do not enhance the entertainment value of the final productUse of Class TimeStudents are on task in class and need no redirection from teacherStudents are usually on task and need little prompting from the teacherStudents need to be frequently redirectedStudents achieve little or nothing in classReferences: ................
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