Myth Analysis

Module
Sequence / Skills / Resources / Assessment / Instructional
Strategies

Myth analysis

This module includes attachments. / Students will be able to:
analyze what the cultural values are in myths from around the world.
practice citing textual evidence to support their inferences.
(9-10.RL.6, RL.1) / Extended/Short Text:
Myths and their Meaning, Max Herzberg
Electronic Resources and Alternative Media:
/ Formative Assessments: Annotations FF
Explain in own words what a lesson of the story is
Explain in own words what the myth shows about the culture it is from
Analyze purpose of myths and heroes / Annotation strategies: Key words; connections- T-T, T-S, T-W; questions; unknown words
KWL
Storyboard
Cornell notes for reading
Archetypal characters and stories in history and today
Discussion
Text evidence collection: 3 reads

Myth creation

This module includes attachments. / Students will be able to:
use a storyboard technique to write a narrative developing a myth using previously identified elements of myths.
(9-10.W.3, L.1, L.2) / Extended/Short Texts:
Zeus and Io
Theseus and the Minotaur
Myths and their Meaning, Max Herzberg / Formative Assessments:
Create own myth using myth elements / Identify myth elements
Storyboard

The Plot’s Afoot

This module includes attachments. / Students will be able to: explain why an author would choose to use in media res to structure a story. (9-10.RL.5) / Extended/Short Text:
The Odyssey (invocation and beginning) / Formative Assessment:
Explain why the author may have chosen to begin the story in the middle of the events, instead of telling it chronologically. / Review literary element: Plot
In media res notes
Identify well-known stories using in media res- discuss effect
Read and discuss
Odyssey’s beginning

Hero’s journey

This module includes attachments. / Students will be able to:
identify character traits and explain what in the story develops the character.
distinguish between static and complex characters.
explain the literary elements.
(9-10.RL.3) / Extended/Short Texts:
The Odyssey (selections)
Pinocchio
"A Practical Guide to Joseph Cambell’s The Hero with a Thousand Faces" by Christopher Vogler / Formative Assessments: Identify character traits, explain what develops the character
Explain how the character’s motivations advance the plot / Review literary elements: plot, point of view, setting, theme, characterization
Character traits

Purposeful time manipulation

This module includes attachments. / Students will be able to: use textual evidence to support inferences about author’s structural choices.
(9-10.RL.5) / Extended/Short Texts:
The Odyssey (selections)
Pinocchio
"A Practical Guide to Joseph Cambell’s The Hero with a Thousand Faces" by Christopher Vogler
Absolutely True Diary of a Part Time Indian by Sherman Alexie / Formative Assessment:
Paragraph practice: literary analysis FF / Paragraph structure
Using evidence in writing to support assertions: 3 writes

Author’s purpose and advances

This module includes attachments. / Student will be able to: identify an author’s purpose in an informational text and explain what supports or develops that purpose.
(9-10.RI.6) / Extended/Short Text:
‘Redskins’ is bad business, New York Times, by Michelle Lewis and Manish Tripathy
Electronic Resources and Alterative Media:
“Homer sweet home... Archaeologists find ‘Odysseus’s island palace,’”Daily Mail (website) / Formative Assessment: Purpose identified and at least 3 examples of support identified, explain how those examples support purpose FF / Marking the text strategy
3 column graphic organizer for writing

Character development

This module includes attachments. / Students will be able to: analyze how complex characters develop.
cite textual evidence to support inferences.
(9-10.RL.3,RL.1) / Extended/Short Texts:
Absolutely True Diary of a Part Time Indian by Sherman Alexie
The Seven Ages of Man by William Shakespeare
Fifteen by William Stafford / Formative Assessment:
Paragraph explaining how the protagonist changes. / Discuss catharsis of the character
Character traits
I-chart or AREA paragraph planning

Analyze analysis

/ Student will be able to: analyze how an author develops an analysis.
(9-10.RI.3) / Extended/Short Text:
On Being 17, Bright–and Unable to Read by David Raymond / Formative Assessment:
Annotations / Students make text to self and text to text connections
Marking the text

Discussions

/ Student will be able to participate in a class discussion using evidence from the text to support ideas.
(9-10.SL.1) / Extended/Short Text:
Absolutely True Diary of a Part Time Indian by Sherman Alexie / Formative Assessment:
Discussion participation / Socratic seminar: Does racism affect education today?

Characters connect to plot and theme

/ Students will be able to:analyze how complex characters advance the plot or develop the theme and explain in writing.
(9-10.RL.3,RL.1,W.5) / Extended/Short Texts:
Absolutely True Diary of a Part Time Indian by Sherman Alexie
The Seven Ages of Man by William Shakespeare
Fifteen by William Stafford
Life without Go-Go Boots by Barbara Kingsolver
The Most Dangerous Game by Richard Connell / Summative Assessment: Literary analysis / Literary analysis
Character map
Plot map
Theme chart
I-chart or AREA

Revising with a rubric

/ Students will be able to:
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. (9-10.W.5) / Electronic Resources and Alternative Media:
/ / Summative Assessment:
Rubric used correctly
At least 20% changes made to original draft / Revisions using rubric- students grade their own work using given rubric
One-on-one conferences
Students make changes to improve essay

These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.

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