Date

Topic

Activities/Discussion

Readings

Homework

Fri, April 24 (40 min)

Introduction to Greek & Roman Mythology

 Into: Explain that for the next two weeks we will be covering Mythology. 

        -we will be addressing the CA Standard:

3.0 Literary Response & Analysis—narrative analysis of grade-level-appropriate text

-3.5 compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

California Standards

-at the conclusion of this unit they will be taking a multiple choice exam to assess their understanding of the material covered.

(attachment at the bottom of the page: “Greek Mythology Test”)

-Ask the students what they recall learning about mythology from last year in Honors English I. 

     -have students come up with a list of Greek & Roman gods.

     -students will volunteer to write on the board any additional information they know about these gods, so as to make a complete chart.

Through: point out to the students what Mythology meant to the Greeks and Romans.

      -religion, but not all the time.

      -provided them with values/morals, similar to our Aesop’s Fables

      -explained their surrounding world, natural phenomenon’s.

Beyond: with these things in mind, read through your homework this evening and see what this story provided its reader. 

Edith Hamilton’s  Mythology

“Cupid & Psyche”

p. 96-104

Mon, April 27     (50)

Mythology: Love

Stories

Into: ask the students if they have any questions from their reading the night before. Remind them of the CA standard that is being addressed. Show them how to properly annotate their texts for this unit.

Through: Make a chart on the board that outlines the two areas we will focus on—Values/Morals and Adaptations.

-remind the students that mythology meant different things to the Greeks and Romans.

-for this story “Cupid & Psyche” is told for entertainment reasons, therefore this myth isn’t religious; rather, it provides its people with a set of morals or values.

-have students make a list on the board of all the morals/values found in this story.

-then ask the students where we have seen this plot before.

-explain to them that the Greeks are credited for many of our plot-lines today.  Point out that great writers have stolen from the Greeks (i.e. Shakespeare). 

-make a list on the board of all plots that appear to be similar. 

Beyond:  Inform the students of their homework for the next evening.

-remind them that they should use this similar layout in class to help them focus on their reading tonight. 

“Cupid & Psyche”

p. 96-104

“Pyramus & Thisbe”

p. 105-107

Tues, April 28     (50)

Into: review of past mythology story.

-have students review the plot of their readings from homework, “pop-corn” style.  Giving students a chance to gain participation points, and to point out things that occur in the story that others may not have picked up on.

Through: A similar chart to the day before is placed up on the board for both stories.

       -this time the addition to Morals/Values and Adaptations, is Natural Phenomenon.

       -have students fill in the morals/values & adaptations section, leaving room for classroom discussion.

       -inform the students what is meant by “natural phenomenon” (i.e. the mulberry bush getting it’s red berries from the blood spilled by these two lovers).

       -have the students recall the third reason for mythology.  They utilized these stories to explain the world around them. 

Beyond: remind the students that they should continue to look for morals/values & adaptations, and that now that they should keep their eyes open for natural phenomenons.

Also announce to the students that for homework they must complete two short answer questions on-line.  These questions must be complete before they come to class tomorrow.

“Pyramus & Thisbe”

p. 105-107

“Orpheus & Eurydice”

p. 107-110

“Pygmalion & Galatea”

p. 112-115

Orpheus & Pygmalion Short Answer Homework

Wed, April 29     (50)

Mythology:

Adventure Stories

Into: ask for the students to recall what they wrote on-line last night for homework & discuss.

Through: Have students spend more time analyzing each story and continue to not only draw connections through “modern adaptations” to these stories, but also have students begin drawing connections between the stories covered in class. 

Beyond: Remind them of their homework and that this evening they are going to read two stories that are very similar. 

“Orpheus & Eurydice”

p. 107-110

“Pygmalion & Galatea”

p. 112-115

“Endymion”

p. 118

“Daphne”

p. 119-120

“Alpheus & Arthusa”

p. 120-121

Thurs, April 30   (50)

Mythology:

Hero

Stories

Into:  Open with a discussion on the importance of drawing connections; in doing so, we are able to further understand the text by applying it to our modern world.

Through:  Have students volunteer for points to point out key characters, shifts in plot, values and suggest any modern connections.

-Allow time for discussion.

 Beyond:  Point out that similar to “Daphne” and “Alpheus & Arthusa” that two more stories tonight are very similar.  The focus of their reading should be in drawing connections between the two stories along with linking them to our modern world. 

“Endymion”

p. 118

“Daphne”

p. 119-120

“Alpheus & Arthusa”

p. 120-121

“Phaethon”

p. 136-139

“Pegasus & Bellerophon”

p. 139-143

“Daedalus”

p. 144-145

Fri, May 1           (40)

Into: Have students meet in the computer lab, log on-line, and complete the assigned quiz.

Quiz: Bellerophon & Daedalus 

(attachment at bottom: "Pegasus & Daedalus Quiz" is if you prefer to hand it out in class; copies for xerox).  

Through: correct the quiz in class to provide students with immediate feedback.  Remind them of reading strategies, such as annotating their texts, that we have covered throughout the school year and went over again at the beginning of the unit.

-After the quizzes have been collected, pass out a handout (attachment at bottom of page “Icarus Handout”).

-Discuss the purpose behind William Carlos Williams’ poem “Landscape with the fall of Icarus” to Peter Bruegel’s painting, “Landscape with the Fall of Icarus”. 

Beyond:   In addition to the reading, students must submit by Monday a one page reflection on the connections drawn between mythology, art and poetry.  Students must address how this affects our modern world. 

“Phaethon”

p. 136-139

“Pegasus & Bellerophon”

p. 139-143

“Daedalus”

p. 144-145

“Perseus”

p. 146-154

Mon, May 4        (40)

Into: Collect and discuss their one-page reflections on their handout.

-Allow for students to volunteer freely and to share their conclusions, struggles and understanding with each other. 

Through:  Discuss the Hero story of “Perseus”.

-draw connections between “Perseus” and A Tale of Two Cities that we just read about the chapter labeled “The Gorgon’s head”. 

-have students discuss the new understanding they have for that chapter they had already read since they fully understand the mythology behind Medusa. 

-follow the similar pattern of looking for values, adaptations, natural phenomenons and continue to drive home the importance of drawing connections between works and Greek/Roman mythology to our modern world. 

Beyond: remind them to do the same for “Theseus” for homework.

“Perseus”

p. 146-154

“Theseus”

p. 155-165

Tues, May 5        (50)

Mythology:

The Trojan

War

Into:  have the students reflect on the journal written up on the board:  “Where was Oedipus mentioned?  What do we find out about Oedipus?  How does Theseus help him?  Why would this be important.

Through: go over the journal with the class. 

-point out that we will be reading Oedipus after this unit on Greek/Roman mythology, and that this story helps give us an understanding of this king.

-discuss the story more in depth, allowing the students to point out their findings.

Beyond: remind the students to annotate their texts and to continue to draw connections.

“Theseus”

p. 155-165

“Hercules”

p. 166-179

Wed, May 6        (50)

Into:  Have students break up into groups of 4 and provide them with 4 pieces of construction paper.  Have them quickly recall the 12 labors of Hercules without using their books.

-Review as a class all 12 labors briefly.

Through:  Have the students then pull out their books and add notes to each labor listed as a group.

-Then as a group, they should each take 3 labors that they will individually focus on.

-In class each member should work separately with his/her piece of construction paper to draw out some sort of icon, image, or memory hook to help his/her group remember the labors of Hercules.

Beyond:  Remind the students of their homework.  Also remind them that if they are struggling to remember information from their reading that they can annotate their text, but also they can draw memory hooks to help them retain the information. 

“Hercules”

p. 166-179

“The Trojan War”

p. 185-200

Thurs, May 7      (50)

Mythology:

Cursed Greek Families

Into:  Give the students five minutes to look over their reading from the night before.

-After five minutes have lapsed, allow them time to ask any questions for clarification.

-have the students clear off their desks to look at the projector that has their quiz on it.

Through:  The Trojan War Quiz (click link below)

http://spreadsheets.google.com/viewform?formkey=ckpMd2tGbGtKWGxxdDFZOUtBYUJDRWc6MA..

-after students have completed the quiz, have them grade each others’ quizzes, to provide them with immediate feedback. 

-make a chart up on the board to compile a list of all the people and events that have happened so far with the Trojan war. 

Beyond:  Remind students of their homework to finish “The Fall of Troy”.  Also remind them that their test is fast approaching, and that they should review their notes taken in their books.

“The Trojan War”

p. 185-200

“The Fall of Troy”

p. 201-210

Fri, May 8           (40)

Into:  Continue to add to the chart that was compiled the day prior.

-teacher should freely call on each student to check for understanding.

Through:  Allow the students time to ask any questions they might have on either the test or any past readings.

-play one round of the review game.

      -the review game is played by splitting the room in half, and each student going against the other team at least once.  The teacher asks a question that will be on the test, 2 students (one from each team) then runs to the board and quickly writes the answer on his/her side of the board.  The first one to answer with or without the aid of his/her teammates earns a point.  The team that wins at the end of the game gets a bonus point added to their test score.

Beyond:  remind the students to look back over their classroom notes, but that more importantly to utilize their annotated text to help recall the plots, characters, values and adaptations.  Remind the students to also use the pictures drawn for the 12 labors of Hercules to do well on the test.  They should also be reminded that by recalling any connections made between stories, and to our modern world will help them remember plot. 

“The Fall of Troy”

            p. 201-210

Test on Monday!

(attachment at bottom of page).