Old Method

Traditional methods of instruction for a unit about Greek mythology primarily focus on reading adopted history textbook chapters/sections and answering the end of chapter/section questions. Students read a few Greek myths and summarize them, or write reports about Greek Gods and Goddesses. Usually, this older method of teaching emphasizes the teacher as a dispenser of knowledge and follows what is referred to as a typical Bird Unit.

Overview

Greek mythology is a unit/lesson topic that generally elicits the interest of sixth-grade students as they explore Ancient Greece. In this unit, the magical and supernatural elements students find naturally captivating in Greek mythology lead them to explore Greek myths as a form of storytelling with specific purpose. In this learning journey, students research the functions and influence of Greek mythology on society and then demonstrate a connection to the timeless influence of storytelling by writing a modern-day myth that is showcased using a unique format in a virtual museum.

This unit of study is designed to be implemented in collaboration by the classroom teacher and the teacher librarian.

Major Objectives

Content Knowledge

• History Social Science Standards

6.4.4 - Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.

• Common Core State Standards

English Language Arts

CCSS.ELA-LITERACY.W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Literacy in History/Social Studies, Science & Technical Subjects Grades 6-8

CCSS.ELA-LITERACY.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

• ISTE Standards

Knowledge Constructor 3a

Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Creative Communicator 6d

Students publish or present content that customizes the message and medium for their intended audiences.

Process Objectives

• Explain the significance and influence of Greek mythology on Ancient Greek life and society

• Make connections between past and present-day societies/culture

• Utilize effective and efficient research and writing strategies

• Use multiple and varied sources of information to build an understanding of Greek mythology its purpose and its influence

• Use effective note-taking skills to collect relevant and significant information

• Communicate clearly and respectfully

• Collaborate to accomplish shared goals

• Use technology creatively, safely, and responsibly

Co-Assessment

Formative

• Student input/discussions

• Schema Map (Google Slides)

• Research Tracking Form (Google Slide)

• Anecdotal data

Summative

• Big Think Activity Google Form/Flipgrid Video

• Virtual Museum Exhibit

*Note: Students are required to share editing rights with both teachers for all Google files. This allows for progress monitoring and timely feedback. The co-teachers divide the assessment responsibilities and communicate regularly about student progress and potential accommodations/intervention needs that may arise.

Other Objectives to Watch

Learner Competencies

• Respect class norms

• Engage in sustained inquiry

• Develop and exhibit a growth mindset

• Practice and exhibit digital citizenship skills

• Recognize learning as a shared responsibility

• Use a variety of communication tools and resources

• Develop new understandings through real-world connections

• Demonstrate creativity and adeptness in using technology as a learning tool

What role does storytelling play in shaping society?

How did mythology shape ancient Greek society?

What are some recurring motifs in Greek mythology and in what ways have they changed or remained the same?

Phase 1 - Co-Taught Learning Activities

The classroom teacher and teacher librarian introduce this unit with the "hook" activities during a Zoom class session. The co-teachers begin by facilitating a class discussion using the following guiding questions:

1. Who were the Greek gods/goddesses?

2. What is their story?

3. Why were they important?

The teachers review procedures for using a Schema Map and provide time to think about what they already may know about Greek mythology/Greek gods and goddesses. Students write their ideas on the "Schema" section of the Google Slide Deck. The Schema Map serves as a tool for metacognition. The teachers will direct students to the Schema Map at specific times, but will remind students that they are free to record new learning or clarify misconceptions at any time during the unit. The two teachers divide the class roster in two (each assuming half of the work load) and ensure that all students make a copy and share editing rights with both teachers during this work time.

The class reconvenes and students then complete responses to the Prediction Challenge Questions using Mentimeter. The co-teachers alternate in leading a class discussion as they examine student responses with the group.

Prediction Challenge Questions:

1. What kind of powers do you think Greek gods/goddesses possessed?

2. Why did people believe in them?

Students will build background about Greek gods/goddesses in a fun activity where they take a personality quiz to determine which Greek god/goddess they are most like. They share their answer using AnswerGarden to see the similarities and differences in results for the whole group and familiarize themselves with the names of several Greek gods/goddesses (the responses entered in AnswerGarden are represented only once but grow in size for repeated answers).

Students are assigned the Note-Taking Tutorials for viewing and select a note-taking technique to use while reading "The Functions that Greek Mythology Served in Greek Society" web page. Students take notes directly on a Google Doc or upload a Screenshot of their hand-written notes. Next, they share their notes with a partner by giving commenting rights to their document and respond to their partner's notes with three comments about the information (BAG - Peer Feedback Sentence Starters). They then revisit the Schema Map and add post its for new learning/clarifying misconceptions. For this activity, the teachers determine how to assign/randomly select partners to work collaboratively and monitor progress by accessing shared student Docs. This activity can be completed outside of the Zoom class session time.

The classroom teacher and teacher librarian hold a second Zoom session. While one teacher facilitates a review of the note-taking activity, the other teacher shares their screen and lists the functions of Greek mythology on a Google Doc as students provide them during the class discussion (this Doc is a shared document with the other teacher so that they have access to it as a reference during the guided practice activity).

The teachers facilitate a guided practice activity with a pre-determined myth that was selected during the co-designing stage of the unit. Two breakout rooms are opened with one teacher in each for this activity. Each teacher guides the identification of the myth's function(s) and elicits conversations about its influence on Greek society. Each teacher guides a shared writing activity to collaboratively write a paragraph as a group. The paragraph includes the name of the myth, a brief summary of the story, the identified function(s), and a explanation of the influence on Greek society. Students reference the acronym that has been used throughout the school year, GRAPES, as they determine the role that the myth played in shaping Ancient Greek society (i.e. beliefs and values regarding their Geography, Religion, Achievements, Politics, Economics, and Social Structures), thus drawing them closer to answering the essential questions for this unit and illuminating key motifs as they read. The two groups reconvene and share their paragraphs noting how unique two responses can be even though they use the same myth/story. This activity helps students build understanding of different perspectives. Students revisit the Schema Map after this activity and add new learning.

Students are tasked with a research investigation to explore various Greek myths using various resources including books/ebooks, websites, and videos. The teacher librarian provides a virtual tour of the rooms in this KBC that contain the tools, resources, and workspaces needed for this project. The classroom teacher then explains how to use the Research Tracking Form to gather information during the research phase.

Students examine what they read and view from a storyteller's point of view and determine each myth's purpose/function for the society it is intended for. The goal of this exploration phase is for students to read several myths and then select one to research more in-depth. The myth will be the inspiration for their virtual museum exhibit. This activity can be completed outside of the Zoom class session time.

Each teacher assumes half of the workload of monitoring progress and providing feedback on the shared Research Tracking Form.The teachers discuss anecdotal data and set up Zoom office hours to support students. The classroom teacher provides writing conference office hours for students who demonstrate a need in identifying the function of the myths and/or explaining each myth's effect on Greek society. The teacher librarian holds research office hours to support students who did not complete the Research Tracking Form or did not include citation information for their sources.

During the next Zoom class session, both teachers comment on the research practices they observed through the shared Research Tracking Form and then lead a discussion about motifs, or dominant ideas. Students share the motifs they find represented in the myths they explored and then the teachers facilitate a group discussion where students make a connection to modern-day literature that still permeates these motifs. The teachers then explain the next steps for the project and the teacher librarian provides a lesson on copyright, fair use, and creative commons in preparation for the next parts of the unit.

If students wish to work with a partner for the remaining parts of the project, they must request a partner interview with one or both of the teachers. In this interview, they must identify the agreed-upon myth they selected together and outline their plan for collaboration. Another consideration is to have the teachers pair up students based on their specific population needs.

Students continue their individual/collective research by selecting a photograph of an artifact that represents the myth they choose and then writing an informative/explanatory paragraph following the guided practice activity for their museum exhibit (the paragraphs written during the guided group activity are added onto the Tools & Tutorials Room for student reference). They add to the writing by including an connection between the selected artifact and the myth. Students will be provided a checklist to help them ensure that all components are included.

This part of the assignment is written in a shared Google Doc and will later be added to their assigned exhibit in the virtual museum. Students revisit the Schema Map and record new learning/clarify misconceptions. This image and paragraph will be added into their assigned exhibit in the virtual museum.

Phase 2 - Co-taught Culminating Experience

Now that the students understand the motifs, components, and functions of ancient Greek myths, will reimagine aspects of ancient Greek history by creating a myth of their own that is relevant for our current society. The goal of this culminating activity is for students to portray an experience that people of today can relate to, a life lesson, an explanation for why things in our community/society/world happen or have come to be, a solution to a problem, or an entertaining idea using similar elements found in Greek myths (e.g. god/goddess, hero/monster, nature, relationships, conflict). This opportunity empowers learners to use storytelling as an agent of influence/impact.

Anticipatory Activity -

The classroom teacher and teacher librarian lead an active discussion with the students, asking the following questions:

• What if you could use your imagination for a greater purpose?

• Is there anything you wonder about our society?

• Is there is a problem you wish you could solve or a rule you think people should live by?

• What do you find fascinating or entertaining?

The classroom teacher and teacher librarian host another Zoom session to explain this assignment and walk through the rubric with the students. This ensures that the students know how they will evidence their understanding. The teachers will, once again, direct the students' attention to using the KBC for this phase of the unit.

Students begin brainstorming using a Google Doc that has been shared with both teachers, and teachers provide feedback. Students must identify the topic of their myth, the function they want it to serve in today's society, the main characters of the story, and the setting. They list the elements or create a graphic organizer to outline their ideas. Once they have the details and storyline for their myth, they write their rough drafts and give commenting rights for their document to two classmates. Students use the BAG Peer Feedback Sentence Starters Tool to comment on their peer's writing. Students make revisions and select a format for publishing their myth (Podcast, Video Diary, Movie, or Digital Storybook) and begin planning their final product. The teachers plan and create Screencasts to support the production of these types of projects and add them to the Tools and Tutorials Room.

The two teachers host four different Zoom class sessions based on the project formats (1. Podcast, 2.Video Diary, 3. Movie, and 4. Digital Storybook) to work with and support students as they produce their myth. The teachers decide whether they will co-teach each session or if they want to split the four sessions with each of them providing two. The teachers set up additional appointment slots using Google Calendar so that students can sign up for additional help with their projects.

Teachers then assign students/partners a random exhibit number and model how they will transfer their artifact image and informative/explanatory paragraph into their exhibit pages in the Virtual Museum Google Slide Deck. They will also model how to link their modern-day myth into their exhibit slide. These Zoom sessions will be recorded, if permitted, and added to the Tools & Tutorials Room as a Screencast for additional reference. If the recording is not an option, then the teachers can record Screencasts without students and then add them to the KBC.

The virtual museum exhibit will showcase student understanding, their analysis of a Greek myth, and highlight a connection to modern-day society/culture with their original myth writing which is linked to their assigned exhibit slide.

Have students evidenced their learning by ...

• Explaining the significance and influence of Greek mythology on Ancient Greek life and society,

• Making connections between past and present-day societies/culture,

• Using effective note-taking skills to collect relevant and significant information,

• Using multiple and varied sources of information to build an understanding of Greek mythology its purpose and its influence,

• Utilizing effective and efficient research and writing strategies,

• Communicating clearly and respectfully,

• Collaborating to accomplish shared goals, and

• Using technology creatively, safely, and responsibly

The summative assessment for this unit is the collaborative virtual museum exhibit showcase, as it is able to measure the students' mastery of all learning objectives for this unit.

The classroom and teacher librarian will consider all possible methods/audiences for the sharing/publication of the completed virtual museum based on specific circumstances for their school site.

Some possibilities include:

• sharing the slide deck in the "view only" setting for all to enjoy,

• spotlighting the virtual museum in the principal's weekly email newsletter,

• featuring it on the school's/library's website,

• sharing it as a post in the school's/library's and/or school district's social media page and challenging students and their families to share their photos as they explore the museum, and

• promoting the KBC to teachers and administrators and anyone else who would like to explore collaborative teaching, KBC's, and/or online/distance learning

Activity - Thinking about our Re-Creations

The classroom teacher and teacher librarian invite students to reflect on whether their experience of recreating a myth deepened their understanding of history and the world. Students are to keep the essential questions for this unit in mind as they respond to the following prompts on a Google Form or through a Flipgrid video submission:

1. This re-creation helped me see...

2. I now understand...

3. I still wonder...

4. Perhaps..

The teachers look for:

• What the students learned about Ancient Greek society, myths, and the role that storytelling plays in shaping society,

• Any new or remaining questions the students have,

• New directions the students want to take their learning, and

• Practical applications/action steps the students might be interested in following through with

This unit facilitates a constructivist learning experience for students by exploring beyond what they may already know about this topic, allowing them to choose which area of interest they want to become an expert in, using various group sizes to practice skills and build collective knowledge, frequent opportunities for feedback and constructive comments amongst the students and the adults, and by engaging students in reflecting on how they learned. Students are also offered choice in the medium they prefer for their myth and in how they respond to the Big Think Re-Creation reflection.

The use of technology, as both a resource and a learning tool, is evident throughout the unit. Video conferencing with Zoom and Google Calendar appointments allows both teachers to work with all students in varying group sizes throughout the unit which enhances communication, monitoring of student progress, and opportunities for creativity and collaboration. Researching online serves to explore a variety of resources in a digital landscape and to develop critical thinking skills as students learn to recognize credible/reliable sources and apply learning about copyright, fair use, and creative commons. The shared documents and the interactive class responses through Mentimeter and AnswerGarden also serve as methods of communication and collaboration for a community of learners. Incorporating a self-selected medium on Google Slides to showcase their learning in a virtual museum exhibit adds an element of creativity. Overall, technology is used to engage and facilitate deep learning experiences.

*This unit references Zoom class sessions, but Zoom can be substituted with any other video conferencing application such as Google Meet or Microsoft Teams.