2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
Approximate Time Frame:
2 Week Plan - (10 days)
Unit Name: Mythology
Essential Question(s): (1) How do the Greek myths
contribute to our understanding of the world around us?
(2) Why study mythology? (3) What are the common
patterns and motifs found in myths? (4) How do different
cultures explain the beginning of the world, the origin of
man, or natural phenomenon? How is it explained that
each continues to function? (5) What unique cultural traits
are revealed in myths?
Essential Vocabulary: myth, mythology, legend, folktale,
fairy tale, hero, epic hero, alter ego, internal conflict,
external conflict
Unit Overview:
Standards:
Suggested Activities:
Resources:
Day 1:
Day 1:
Day 1: Monday
1. Students will be given quick and brief survey/questions to
assess their knowledge of Mythology. If students feel
comfortable they can share answers with class.
http://www.raymondhuber.
co.nz/wpcontent/uploads/MythLesso
ns.pdf
RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
In this 10 day unit plan, students will explore various texts in mythology depicting how
society/communities explained various scenarios that that could not originally be explained.
Unit Skills: Compare & contrast, Write essays, Make inferences, Acquire new vocabulary & use
it appropriately, Reinforce or develop comprehension skills through the introduction of various
mythology readings
2. Students will take notes on how to tell the difference
between a myth, legend, folktale, and fairytale.
3. Students will be introduced to the Myth “The Cosmic Egg”
and will be prompted to write a timeline for the events of the
story. Students will then compare that interpretation to “Pragu
and the Creation of the World”. Students will create a Venn
diagram comparing the two pieces.
4. Teacher will distribute various cultures’ gods and goddess’s
handout to be used as a quick reference guide throughout the
unit. Students will review the names and characteristics as a
class and choose to do a doodle on which god/goddess
appeals to them the most and will turn it in.
(Teacher resources with
stories for students to read)
http://smago.coe.uga.edu/Vir
tualLibrary/Singer.pdf
(Teacher resources with
handouts for students)
http://www.livingmyths.com/
Chinese.htm (Prangu and the
Creation of the World)
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
2 Week Plan - (10 days)
Unit Name: Mythology
Day 2:
RI 9-10.1 & RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RI & RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.2
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.
Day 3:
RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Approximate Time Frame:
Day 2:
1. Students will take notes on mythology in their interactive
notebook.
2. Students will read the article “10 Universal Myths of the
Ancient World” and have a class discussion on what myths
students have heard of/find interesting/never heard of before.
3. Students will read the news article “Debunking the Key
Myths about Creativity” as a class. Students will respond to
article in their news journal where they will summarize the
article and make personal/world connections.
4. Students will gather in a circle for a Socratic Seminar to see
if there are any connections that can be made of the Greek
myths and our society today, and to discuss any
thoughts/feelings in relation to the article.
5. If there is time left in class, students will read individually/in
pairs or as a class the story “Damon and Pythias” in the
English 10 textbook pg 822-825. The class will briefly discuss
what happened so they understand what happened in the
story, and then they will complete all the questions at the end
of the text. Students will turn in assignment once finished.
Day 3:
1. Students will read “Cupid and Psyche” as a class in the
textbook pg (844-851). Before the reading, teacher will ask
students what they think the story is about based on the
picture and the title. Class will read story popcorn style and
teacher will check for student understanding as needed.
2. Students will then do a pair share with their partner/nearest
student and their thoughts of the reading-what surprised them
and what did they expect.
Content Connections:
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
2 Week Plan - (10 days)
Unit Name: Mythology
RL.9-10.7
Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is
emphasized or absent in each treatment
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Approximate Time Frame:
Day 3: continued
Day 3: Wednesday
3. Once students are finished with story, they will complete
questions at the end of the text (Can be done individually or in
pairs).
“Cupid and Psyche” English
10 textbook pg. 844-851
4. Teacher will then put on “Beauty and the Beast” and
students will write a ½-1 page comparison of the movie and
the story. If the movie is too long, students will finish watching
the movie and make the comparisons the following day.
Disney’s “Beauty and the
Beast” movie
W.9-10.2
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.
Day 4:
RI & RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RI & RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
RL.9-10.7
Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is
emphasized or absent in each treatment
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Day 4: Thursday
Day 4: Thursday
1. Class will finish the “Beauty and the Beast” movie and
make ½-1 page comparisons between the text and the movie.
“Cupid and Psyche” English
10 textbook pg. 844-851
2. Students will then read the news article “Prehistoric Fossil
May have Inspired Greek Myths” as a class. Students will
respond to article in their news journal where they will
summarize the article and make personal/world connections.
Disney’s “Beauty and the
Beast” movie
3. Students will gather in a circle for a Socratic Seminar to see
how/why Greeks came up with their myths, and to discuss any
thoughts/feelings in relation to the article.
http://news.discovery.com/hist
ory/archaeology/fossilancient-greeks-mammal110331.htm (article)
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
Approximate Time Frame:
2 Week Plan - (10 days)
Unit Name: Mythology
W.9-10.2
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.
Day 5:
Day 5:
Day 5:
RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
1. Students will read as a class in popcorn reading “Arachne”
and will discuss what happened in the story.
http://www.augusta.k12.va.us/
cms/lib01/VA01000173/Centri
city/Domain/1088/arachne.PD
F (Story and questions)
RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.2
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.
2. Students will then complete questions at the end of the text
(individually or in pairs) and turn their work in once they’re
done.
3. Students will then compare “Arachne” and “Cupid and
Psyche” in a timed essay (20-30 minutes) on how Gods and
Goddesses would affect the lives of mortals and what lessons
that taught the Greek community. Is there any comparison we
can make in our own community? How so?
4. Students will be assigned homework in which they will
create a mask to represent a character in their short myth that
they came up with. They need to be able to explain why they
had their mask look the way it does (out of any materials of
their choice) and turn in their brief myth (typed 1-3 pages).
Their myth will need to resemble characteristics of myths
explored in class and MUST be an original piece. Assignment
must be brought in on day 6.
http://www.yale.edu/ynhti/curri
culum/units/1983/2/83.02.08.x
.html (resource for students to
help make their myth)
Content Connections:
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
Approximate Time Frame:
2 Week Plan - (10 days)
Unit Name: Mythology
Day 6:
Day 6:
Day 6: Monday
RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
1. Students will read “Why the Tortoise’s Shell is not Smooth”
as a class. Before the reading, teacher will ask students how
they think the tortoise’s shell became unsmooth. Class will
read story popcorn style and teacher will check for student
understanding as needed.
“Why the Tortoise’s Shell is
Not Smooth”
RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
2. Students will then do a pair share with their partner/nearest
student and their thoughts of the reading-what surprised them
and what did they expect.
http://www.beatricepublicscho
ols.org/pages/uploaded_files/
21%20Unit%206%20Tortoise.
pdf (Questions)
3. Once students are finished with story, they will complete
questions at the end of the text (Can be done individually or in
pairs).
Day 7: Tuesday
Day 7:
RI & RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RI RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Day 7:
1. Students will read the story “Persephone and Demeter”
popcorn style as a class. After students are done reading,
students will complete questions (individually or in pairs) for
45 min max. Students will turn questions in when completed. If
they don’t finish they will have to complete questions at home.
2. Students will read the news article “Researchers Uncover
Ancient Mask of Pagan God Pan in Northern Israel” as a
class. Students will respond to article in their news journal
where they will summarize the article and make
personal/world connections.
http://myths.e2bn.org/mythsa
ndlegends/textonly19837demeter-and-her-daughterpersephone.html
(Persephone & Demeter
story)
http://www.cnhs.org/ourpages
/auto/2014/3/27/39742542/Pe
rsephones%20Myth%20Ques
tions.pdf (story questions)
http://www.huffingtonpost.com
/2015/03/24/pan-maskisrael_n_6925070.html
(article)
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
2 Week Plan - (10 days)
Unit Name: Mythology
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Approximate Time Frame:
3. Students will gather in a circle for a Socratic Seminar to see
if there are any connections that can be made of myths and
our society today, the importance of uncovering ancient
mythological emblems, and to discuss any thoughts/feelings in
relation to the article
W.9-10.2
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.
Day 8:
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Day 8: Wednesday
1. Students will be reading 4 Native American creation myths.
Students will popcorn read as a class and discuss what had
happened in the myths. After students are done, students will
be given a project that they will finish till the bell rings.
2. Project: In Gods We Trust: By reading at least four different
creation myths of different Native American tribes, you will
begin to realize the many different names given to the God(s)
of Native American culture. Create a poster (provided by the
teacher) that includes the name of the Native American tribe,
the name of the God(s) they believe in, and what the God(s) is
responsible for. Use pictures or drawings to enhance the
poster.
Day 8: Wednesday
http://www.bibliotecapleyades
.net/mitos_creacion/esp_mito
screacion_13.htm (Native
American myths)
Content Connections:
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
2 Week Plan - (10 days)
Unit Name: Mythology
Day 9:
RI & RL.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RI & RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.2
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.
Approximate Time Frame:
Day 9:
Day 9:
1. Students will be given a Norse Mythology PowerPoint
where they are expected to take quick and basic notes.
http://www.vikingmythology.com/ (Norse
Background)
2. After notes, students will read the myth of “Odin and the
Mead of Poetry” as a class popcorn style. Students will
discuss what happened in the myth to check for
understanding. Students will continue the article to read how
ancient people interpreted the myth and how the myth
contributes to society today.
3. Students will read the news article “Word Play: Old Myths
and Teen Heroes” as a class. Students will respond to article
in their news journal where they will summarize the article and
make personal/world connections.
http://norsemythology.org/tales/themead-of-poetry/ (Odin & the
Mead of Poetry with modern
comparisons/interpretations)
http://articles.latimes.com/201
1/may/29/entertainment/lacaw-word-play-20110529
(article)
4. Students will gather in a circle for a Socratic Seminar to see
if there are any connections that can be made of the Greek
myths and our society today, if Greek mythology has
contributed to various other books/stories that are considered
modern day, and to discuss any thoughts/feelings in relation
to the article.
Content Connections:
2015 -2016 Curriculum Thematic Unit
Grade: 10th
Course: English II
2 Week Plan - (10 days)
Unit Name: Mythology
Day 10:
RI & RL.9-10.10
By the end of grade 10, read and comprehend literature,
including stories, dramas, and poems, at the high end of
the grades 9-10 text complexity band independently and
proficiently.
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.2
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.
Approximate Time Frame:
Day 10:
1. Students will be given a writing prompt for an in class timed
essay (30 minutes). Students will write on how mythology has
influenced society/communities/modern day culture today.
Students should reference the pieces we have read/discussed
in class, as well as any other pieces that come to mind. The
expectation is that they will write a 5 paragraph essay in 30-45
minutes.
2. Students will then be given a homework assignment that
they will begin on in class on a Greek and Goddess Portrait
(whatever they don’t finish in class will be completed for
homework): Students work in groups to compose a portrait of
a god or goddess of their choice. No one in the class can
choose the same god or goddess. Portrait will include: a
picture (drawn or printed), symbols associated with the deity,
and a description of how that deity represents the values of
our society. Students should develop their portraits from their
opinions and interpretations of the gods and goddesses from
the various stories read in class. Students will bring final
project on the next day.
Content Connections: