Nathan Anderson

Engl. 5922

Unit Plan – Mythology

Mythological Structure:

The Hero, The Protagonist, and The Journey

Prefatory Statement

A unit on mythology covers so much more than just the literature itself. Along with a form of literature that differs a bit from the “classical” literature that is out there, mythology introduces students to different cultures, beliefs, views, and ways of looking at the world around them. All too often students get the idea that literature is worlds away from them and that it has no relation to their lives. Through this unit the students will discover the make-up of mythology, the connection it has with a culture, and hopefully, through looking at another culture, the connections that tie us all together.

There are a few things that should be looked at as goals for this unit. First off, this unit should broaden the student’s experience with the literature that is out there, and the cultures that relate to it. I’d like for the students to “take off the blinders” and look beyond our own culture. Secondly, I’d like to develop their creative writing skills. The only way to improve one’s writing is to physically sit down and write. Writing their own myth will both spur students’ creativity and advance their writing skills structurally. Finally, I am looking to get the students to not only retain the information that is presented to them but also to apply it in a useful and enjoyable manner. You can feed students as much information as you want, but if they don’t see a use for it and cannot apply it then the information means nothing and is not retained.

Much of the work done throughout this unit will deal with constructing knowledge and sparking thought in order for the students to create their own myth. A number of class periods will be dedicated to reading and quizzing on The Odyssey. After reading The Odyssey the students will be given a few lessons on the make-up of myths, with examples relating back to the book. Information on mythological make-up cited in this unit can be found in Joseph Campbell’s The Hero With A Thousand Faces. A paper dealing with how The Odyssey follows “classical” mythological structure will fit right in at this point. Following this, a number of shorter myths from various cultures (Roman, Egyptian, Norse, and Hindu) will be read over a period of days. A short test on the make-up of mythology--how myths are structured, how cultures relate to myths/the importance of them, and how well the student is able to apply the rules of mythology to a myth--will then be given. The final assessment will be a set of exercises culminating in the creation of a myth by a group of 4 students. This myth will be created after they have completed a WebQuest that lets them explore a culture, mythology, and mythological gods. This WebQuest taps both visual/spatial intelligence through a display of mythological gods and verbal/linguistic intelligence through writing in the creation of the myth. Though individual work takes place during this WebQuest, group work will dominate the exploration of mythology and the creation of the myth.

I chose to use The Odyssey for the main reading because it is one of the quintessential myths present in “classic” literature. It possesses excellent examples of the different aspects of mythology. The interest of the students will be acquired and retained because it is an enjoyable read with a storyline that moves along quite nicely. Comparing The Odyssey with mythology from other cultures will give the students good comparisons/contrasts of mythology from culture to culture and also will demonstrate the structures that are followed throughout mythology. All too often we focus solely on Greek mythology and fail to look at the mythology that is present from other countries and cultures. The WebQuest will tap the student’s interest in computers/the Internet and use that energy to obtain knowledge. Rather than the traditional format of teacher-led learning, the students are taking the initiative to acquire the information and will utilize it and apply it to create a myth of their own.

Class Specification

This unit is geared for an 11th grade classroom. The students should be somewhat familiar with mythology by this point and able to look at and understand the various aspects of it. The content and application of it is not overly challenging, so it could be adapted for a younger age group, but there are topics and activities present that may be more appropriate for older students such as discussions regarding Odysseus’ captivity and actions while on Calypso’s island or the intensity and duration of the WebQuest and myth writing. Being that a lot of the information needed to write the myth is present in the WebQuest, access to the Internet is paramount for this unit.

Significant Assumptions

Students will come into this lesson with at least some knowledge of mythology, The Odyssey, Homer, Greek gods, etc.

Students are able to apply both classroom and inferred knowledge towards a final product.

Knowing the structure of mythology will better allow the students to understand and compose it.

Students are somewhat proficient at looking beyond their own culture, and discovering another.

Daily reading assignments will be completed by their due date (usually a day or two in the future).

Working in groups will allow the students to collaborate and pool their learning for an outstanding final product.

Desired Outcomes/Standards/Objectives to be Met

The Minnesota Graduation Standard for Learning Area Three: Arts and Literature, Literary and Arts Creation and Performance – Creative Writing reads:

In creative writing, a student shall demonstrate understanding of the elements, techniques, and processes of creative writing and how works of creative writing are structured; and, in creative writing, the student shall create or perform, or both, an original creative writing presentation including a single complex work or multiple works.

This standard will be the central focus of this unit. Although it starts off with more reading than writing, the unit gradually moves into structure of writing and ends up with the students immersed in it. The following sub-points of this standard will be met through this lesson:

The student demonstrates elements and skills of creative writing;

The student demonstrates artistic decisions to communicate intent;

The student demonstrates a sense of an artistic whole;

Sub-points from this standard can be added or taken away as the instructor sees fit. Demonstrating a consideration of audience, and using multiple sources for critique and feedback can be worked into the unit somewhat easily depending upon the desired length of it.

Aside from the Minnesota Graduation Standards, the desired outcomes for this unit are as follows:

Students will demonstrate a knowledge of The Odyssey following their reading of the novel.

Students will be able to apply knowledge learned throughout the unit.

Students will understand and demonstrate knowledge of the structure of mythology.

Students will be able to compare and contrast mythology through different cultures.

Students will demonstrate a recognition and understanding of the abundance of worldwide mythology/literature.

Students will develop their group-work skills through the WebQuest.

  • Cooperation
  • Interaction
  • Division of labor
  • Interconnection of ideas and work between members
  • Working towards a goal as a group

Possible Whole-Class Activities

In-class reading of The Odyssey.

Discussion about assigned reading.

  • “Fishbowl” discussions
  • “Passing the conch”
  • “Popcorn” discussions

Reading of related myths (Roman, Norse, Egyptian, Hindu).

Discussion about the application of mythological structure to myths.

Viewing images of mythological figures/gods.

Whole-class debate on the importance of mythology to a culture.

Viewing the TV movie The Odyssey (1997).

Presentation of mythological god displays.

Presentation of myths.

Possible Small-Group Activities

Small-group discussions about text.

Construction of mythological gods display through WebQuest.

Peer revision/editing of myth.

Presentation of a chapter of The Odyssey.

Assignment and presentation of a myth from another culture.

  • Summary of myth
  • The myth’s relation to the culture
  • Examples of structure found in myth

Possible Individual Activities

Individual reading of The Odyssey.

Research for mythological gods display and creation of myth during WebQuest.

Paper showing the structure of mythology in The Odyssey.

Personal journaling.

Ongoing Activities

Study and application of structure to mythology (emphasis on application) on:

  • The Odyssey
  • The Story of Romulus and Remus (Roman)
  • Thor’s Journey to Utgard (Norse)
  • The Myth of Isis and Osiris (Egyptian)
  • The Story of Lord Ganesh’s Creation (Hindu)

Journaling throughout the unit.

Student Resources

The Odyssey

Handouts on myths from 4 other cultures

Handouts on mythological structure

Access to Internet during WebQuest portion of unit

Organization of Unit

Unit Launch/Anticipatory Set/Set Induction

Week 1 / Day 1

*As there is a great deal of information in this lesson, some can be trimmed or modified as needed to fit into the class time allotted. This lesson would fit nicely in a block schedule.*

Objectives

By the end of this lesson students will have learned:

how epic poetry relates to Greek mythology

the background of and an introduction to The Odyssey

the background of Homer and his role in Greek culture

the hierarchy of Greek mythological gods

Rationale

It is important for students to learn about Greek mythology as a whole because it is not only a key section of literature containing some of the greatest epics ever told but also is an excellent introduction to a culture outside of their own. Greek mythology broadens the students’ views of the world around them. Studying a belief system that is different than one’s own opens different doors and views, oftentimes sparks curiosity because of the differences present, and can build a tolerance or understanding for differing beliefs. It is my intention to harness this curiosity and foster it so it grows into a genuine interest. This interest hopefully will center on mythology, but my main focus is to cultivate it so it grows into a way of thinking and a state of mind. I would like students to think outside of their worlds and recognize the mass of literature that is present in various other cultures.

Methods

Show the following movie titles in groups of five to the students, giving them ample time to think about each movie grouping.

  • Braveheart, Gladiator, Star Wars, The Godfather, The Shawshank Redemption, Titanic, Rocky, Stand By Me, Schindler’s List, Dances With Wolves, Apollo 13, Saving Private Ryan, Raiders of the Lost Ark/Indiana Jones and the Temple of Doom,

Ask students if they can come up with a general category for these movies.

  • Work towards epic works

Ask students to come up with characteristics of these movies from their previous knowledge.

  • Work inductively towards a definition of “epic”

Go over each movie if necessary to get the ball rolling and students thinking about epics.

*10-15 minutes for above activities*

Write student definition of “epic” on board or overhead.

Write “official” definition of “epic” next to student definition

  • “An extended narrative poem in elevated or dignified language, celebrating the feats of a legendary or traditional hero

Group students in fours and let them decide upon a movie that they would like to apply the rules of an epic to. Give them 5-10 minutes to discuss and analyze the movie. Once the groups are finished, have them present their movie and how it is considered an epic.

  • Each group must have a different movie
  • Must hear from each member of the group

*10 minutes for above activities*

The Odyssey was one of Greece’s first great epics, along with The Iliad.

Written by Homer

  • Probably Ionian
  • Tradition holds it that he was blind
  • The Odyssey and The Iliad were passed down through oral tradition
  • Could this change the story through time?
  • Are oral tradition and written word the only forms of passing on stories?

The Iliad, set during the Trojan War, tells the story of the wrath of Achilles; TheOdyssey tells the story of Odysseus as he travels home from the war.

Mythological gods ruled the world the Greeks lived in at that time.

Put up “family tree” of gods and give copies to students.

  • Chaos – the beginning of all
  • Out of him spawned Gaea, Tartarus, Eros, and Erebus
  • Gaea and Uranus had a son, Cronus
  • Cronus and Gaea then had 5 children, The Olympians
  • Zeus – ruler of the gods
  • Hades – ruler of the Underworld
  • Hestia – goddess of the hearth; plays little role in myth
  • Poseidon – god of the sea
  • Demeter – goddess of the earth and harvest

Gods could control “mortals” as they saw fit; played with them like pawns.

Many times the gods were ruthless and spiteful towards each other and towards mortals.

Gods could take the shape or form of anything they wanted (inanimate object, mortal human, another god, etc.).

*20-40 minutes for above activities depending upon class time available; short break may be necessary to retain students’ attentions*

Give students in-class journaling assignment; can choose one of the following topics, or come up with their own.

  • Knowing what you do now from the lesson, describe what the term hero means to you.
  • Name a hero in your life, and describe why you consider them your hero.
  • Tell about a journey you once took.

Journal along with the students and invite them to share with the class. Share your own journaling with the class if at all possible.

*10-15 minutes for above activities*

Hand out The Odyssey to the students and give assignment.

Have students read in class if there is time remaining at end.

Homework

Read first chapter of The Odyssey and bring in two (2) written questions or comments from the reading.

Assessment

I will know that the students retained the information I presented, and applied it to the text by:

The questions they bring in to class on the reading (insightful, understanding, questioning, thought-provoking, etc.)

Discussions and questions that arise during whole-class lecture

Seeing that they finished the reading and can make connections with the book to the movies mentioned at the beginning of the lesson

Week 1 / Day 2

Begin class by going back to the movies mentioned in the first day. Ask students if they can see the connection with these and heroic/poetic Greek epics. If necessary, devote a bit of time to explaining the connection. Devote the first portion of class to a discussion and review on the first chapter of The Odyssey.

What did you see as the role of Athena in chapter 1?

Can you think of any examples of modern day “gods” who help out “mortals” as Athena is soon to do with Telemachus and Odysseus?

Inquire as to the students’ feelings on the gods assisting mortals.

Have students get into groups of four and share the two questions or comments they brought in about the reading. Bring the class back together as a whole and address some unanswered questions. Collect questions/comments from students.

Begin reading chapter 2 aloud in class. Encourage students to read aloud. Assign remaining part of chapter 2 for homework.

Assign a chapter/group of chapters to each group and let them know that they will be responsible for presenting this chapter(s) on the day it is covered. Students will be responsible for quizzes on various chapters of the book. After that, each group is responsible for teaching their assigned chapters.

Week 1 / Day 3

Start with a quiz on chapters 1&2. Recap chapters 1&2. Address any questions or comments that may arise. Begin a discussion with the students once all quizzes have been turned in:

What role do you see the gods playing in The Odyssey so far?

Why is honor so important to mortals?

Mortals honor the gods with gifts of sacrifice, wine, and gifts. In what ways are these honors justified, and in what ways are they carried too far?

Have you ever been adventurous and gone off on your own, as Telemachus did, at the risk of your safety?

Introduce Calypso and Nausicaa to the class. Short lecture. Finish class with journaling:

What kinds of qualities does a good leader have?

Predict why you think a poem as old as The Odyssey (written ~800 BCE) might still be valuable today.

Assign chapter 3 for the next day. Let students know that they will be getting together on day 4 in their groups and discussing the chapters that will be assigned to them, and eventually presenting them to the class. Use the groups they formed on day 2 in which they discussed the questions/comments they brought in on that day. Their presentations will be graded, so they should be fairly thorough.