Myths and Legends is designed to immerse students in the rich tradition of storytelling through myths, legends, and folklore from various cultures around the world. Students will explore the historical, cultural, and moral significance of these stories while developing analytical and creative thinking skills. Students will examine themes, archetypes, and the role of myth in society. The course will also include opportunities for students to create their own original myths and legends. Activities may include storytelling projects, comparative analysis, and creative writing, as well as peer workshops, discussions, and presentations.
Power Standards
Reading Standards for Literature and Informational
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as (make) inferences drawn [from the text]. (RL. 11-12.1) (DOK 1,2,3)
Determine two or more themes or central ideas [of a text] and analyze their development [over the course] [of the text, including how they interact and build on one another to produce a complex account]; provide an objective summary of the text. (RL.11-12.2) (DOK 2,3,4)
Craft and Structure
Determine the meaning of words and phrases as they are used [in the text, including figurative and connotative meanings]; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (RL.11-12.4) (DOK 1,2,3)
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (RL.11-12.5) (DOK 3,4)
Analyze a case in which grasping point of view (perspective)* requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (RL.11-12.6) (DOK 3,4)
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (RI.11-12.7) (DOK 3,4)
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (W.11-12.2) (DOK 3,4)
Production and Distribution of Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12) (W.11-12.5) (DOK 1,2,3,4)
Research to Build and Present Knowledge
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. (W.11-12.8) (DOK 1,2,3,4)
Speaking and Listening
Comprehension and Collaboration
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL.11-12.2) (DOK 3,4)
Language
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (L.11-12.3) (DOK 1,2,3)