Creative Cultural Story
Myth, Folktale or Hero’s Quest
Throughout the Cultural Storytelling Unit, we have learned that
the myths and folktales told in various world cultures are a
form of personal and cultural expression. Based in very
different aspects of time, space and place, myths and folktales share connections in
their specific genres, structure, and purpose to demonstrate a culture’s values,
beliefs, explanations, lessons, and archetypes. Cultural stories are essential to
understanding a culture and its people.
Assignment Directions
To demonstrate your understanding of myth and folktale stories, you will be writing your
own creative cultural story! Your story should be typed, well-written, and formatted
according to MLA standards, including a heading, header, title, double-spaced, 1”
margins. Your story will consist of two parts: Part 1 – the story and Part 2 – the analysis.
Part 1: Creative Cultural Story
Remember that myths are stories about beginnings that explain the unexplainable. Your
creative cultural story can be a myth explaining the beginning of anything you like – a
phenomenon, a tradition, something in nature – or any other beginning you can think of!
Write down at least 3 ideas of what you could write a story explaining the beginning of:
1.
2.
3.
Part 2: Cultural Story Analysis
Along with your creative cultural story, you must write a brief analysis of your story (1
page or less). Your analysis must include the elements of a myth found within your story,
including the following:
✓ What beginning does your myth explain? Why did you choose this topic?
✓ What Gods and/or Goddesses are included in your story? Are they Gods already
found in culture or literature? Or did you create your own God(s)?
✓ What supernatural events occur within your story? How do these events contribute
to the plot or characters within your story?
✓ What archetypes (numbers, flood, trickster, other) are found within your story?
What is the significance of these archetypes?
Extension Directions
If you would like an extension on this assignment (3.5 or 4), think about writing a story that
follows the archetypal story of the Hero’s Quest. Your story would need to include the
following elements from the Hero’s Quest:
✓ Call to Adventure – what is the hero searching for?
✓ Crossing the Threshold into the Alternative World
✓ 1-3 Challenges, Temptations, or Enemies encountered along the way
✓ 1-3 Allies, Friends, Helpers, or Mentors to guide or aid the Hero
✓ Moment of Abyss (all hope is lost)
✓ Crossing the Threshold back to the Ordinary World
✓ Return with the Elixer
Hero’s Quest Cultural Story Analysis
You will also include a brief analysis of your story (1 page or less) if you choose to write a
Hero’s Quest story instead of a myth. Your analysis must include the elements of the
monomyth (Hero’s Quest) found within your story, including the following:
✓ Is your story a myth or a folktale?
✓ What is the Call to Adventure?
✓ What moment does the hero Cross the Threshold into the Alternative World?
✓ What Challenges, Temptations, or Enemies does the hero encounter on their quest?
What Allies, Friends, Helpers or Mentors aid your hero on their quest?
✓ What is the moment of the Abyss when all hope seems lost?
✓ When does the hero of your story Cross the Threshold back to the Ordinary
World? What is the Elixer the hero returns with?
Mythic Monomyth Story
✓ If the hero of your story is a mythic hero, what superhuman powers or
supernatural abilities does your character have?
✓ If your story is a myth, what beginning does your story explain? Why did you
choose this topic?
✓ If your story is a myth, what Gods and/or Goddesses are included in your story?
How do they help or aid your hero’s quest?
✓ If your story is a myth, what supernatural events occur within your story How do
these events contribute to the plot or characters within your story?
Folktale Monomyth Story
✓ If the hero of your story is a folktale hero, how is he or she underprivileged?
✓ If the hero of your story is a folktale hero, what other extraordinary qualities does he
or she have (NOT superhuman powers or supernatural abilities!)
✓ If your story is a folktale, what is the lesson or moral your story aims to teach? Why
did you choose this lesson to teach through your story?
✓ If your story is a folktale, what loyal friends or creatures help to aid your hero’s
quest?
✓ If your story is a myth or a folktale, what archetypes (numbers, flood, trickster,
other) are found within your story? What is the significance of these archetypes?
Creative Cultural Story Rubric
Myth, Folktale or Hero’s Quest
CO State Standard:
★ (3.1) Writing and Composition – Literary or narrative genres feature a variety of
stylistic devices to engage or entertain an audience
MYP Criterion C – Producing Text:
1. Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting
critically on new perspectives and ideas arising from personal engagement with the creative process.
2. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of
impact on an audience
3. Select relevant details and examples to develop ideas.
Grade
3.5-4
DOK 4
2.5-3
DOK 3
1.5-2
DOK 1&
2
MYP Rubric Expectations
Task-Specific Clarification
The Student:
● Produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of insight,
imagination or sensitivity and perceptive
exploration of and critical reflection on new
perspectives and ideas.
● Makes perceptive stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating good awareness of impact on an
audience.
● Selects extensive relevant details and examples
to develop ideas with precision.
The Student:
● Produces texts that demonstrate considerable
personal engagement with the creative process;
demonstrates considerable insight, imagination
or sensitivity and substantial exploration of and
critical reflection on new perspectives and ideas.
● Makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices; good
awareness of impact on an audience.
● Selects sufficient relevant details and examples
to develop ideas with precision.
The Student:
● Produces texts that demonstrate adequate
personal engagement with the creative process;
demonstrates some insight, imagination or
sensitivity and some exploration of and critical
reflection on new perspectives and ideas.
● Makes some stylistic choices in terms of
linguistic, literary and visual devices; adequate
awareness of impact on an audience.
● Selects some relevant details and examples to
develop ideas.
● The student will write a creative monomyth
story of the Hero’s Quest that includes all of the
seven main elements of the Hero’s Quest story
structure (see assignment sheet check-list)
● The student will demonstrate perceptive
creativity in the application of their content
knowledge of the Hero’s Quest to their story
● The student will use precise words and phrases,
illustrative details, and sensory language to
convey vivd imagery of the experiences, events,
setting, and/or characters (a.ii)
● The student will write a creative myth story that
includes all four of the main elements of the
mythic story structure (see assignment sheet
check-list)
● The student will demonstrate engaging
creativity in the application of their content
knowledge of myths their story
● Use appropriate words and phrases and
sufficient details to convey some imagery of the
experiences, events, setting, and/or characters
(a.ii)
● The student will write a myth story that may not
include all four of the main elements of the
mythic story structure (see assignment sheet
check-list)
● The student will demonstrate limited creativity
in the application of their content knowledge of
myths their story
● Use incorrect or inconsistent words and
phrases and few or no details
Creative Cultural Story Rubric
Myth, Folktale or Hero’s Quest
CO State Standard:
★ (3.3) Writing and Composition – Grammar, language usage, mechanics, and clarity are the basis of
ongoing refinements and revisions within the writing process
MYP Criterion D – Using Language:
1.
2.
3.
4.
Use appropriate and varied vocabulary, sentence structure, and forms of expression
Write in a register and style that serves the content and the intention
Use correct grammar, syntax and punctuation
Spell and write with accuracy
Grade
3.5-4
DOK 4
2.5-3
DOK 3
1.5-2
DOK 1&
2
MYP Rubric Expectations
The Student:
● Effectively uses a range of appropriate
vocabulary, sentence structures and forms of
expression.
● Writes and speaks in a consistently
appropriate register and style that serve the
context and intention.
● Uses grammar, syntax and punctuation with
a high degree of accuracy; errors are minor
and communication is effective.
● Spells/writes and pronounces with a high
degree of accuracy; errors are minor and
communication is effective.
The Student:
● Uses a varied range of appropriate
vocabulary, sentence structures and forms of
expression competently.
● Writes and speaks competently in a register
and style that serve the context and
intention.
● Uses grammar, syntax and punctuation with
considerable degree of accuracy; errors do
not hinder communication.
● Spells/writes and pronounces with a
considerable degree of accuracy; errors do
not hinder effective communication.
The Student:
● Uses an adequate range of appropriate
vocabulary and forms of expression.
● Sometimes writes and speaks in a register
and style that serve the context and
intention.
● Uses grammar, syntax and punctuation with
some degree of accuracy; errors sometimes
hinder communication.
● Spells/writes and pronounces with some
degree of accuracy; errors sometimes
hinder communication.
Task-Specific Clarification
● The student will demonstrate sophisticated and
stylistic use of standard English grammar, usage,
capitalization, punctuation, and spelling in writing (a
& b)
● The student will apply knowledge of language to
make engaging and effective choices for style (c)
o The student will consistently write in the past
tense and in a creative storytelling style
● The student will produce consistently clear, strong,
and sophisticated writing that demonstrates
perceptive knowledge of purpose, genre, and
structure of Hero and the Quest story (d)
● The student will use technology to produce and
publish individual writing (f)
● The student will demonstrate consistent and mostly
correct use of standard English grammar, usage,
capitalization, punctuation, and spelling in writing (a
& b)
● The student will apply knowledge of language to
make effective choices for style (c)
o The student will consistently write in the past
tense and in a creative storytelling style
● The student will produce clear and coherent writing
that demonstrates adequate knowledge of purpose,
genre, and structure of mythic story (d)
● The student will use technology to produce and
publish individual writing (f)
● The student will demonstrate inconsistent and/or
incorrect use of standard English grammar, usage,
capitalization, punctuation, and spelling in writing (a
& b)
● The student will apply limited knowledge of
language to make effective choices for style (c)
o The student will sometimes write in the past tense
and in a creative storytelling style
● The student may produce unclear or incoherent
writing that does not demonstrates adequate
understanding of purpose, genre, and structure of
mythic story (d)
● The student will use technology to produce and
publish individual writing (f)
Creative Cultural Story Rubric
Myth, Folktale or Hero’s Quest
CO State Standard:
★ (3.2) Writing and Composition – Organizational writing patterns inform or persuade
an audience
MYP Criterion A – Analyzing:
1. Analyze the content, context, language, structure, technique & style of text(s) and the relationships
among texts.
2. Analyze the effects of the creator’s choices on an audience.
3. Justify opinions and ideas, using examples, explanations and terminology.
4. Evaluate similarities and differences by connecting features across and within genres and texts.
Grade
3.5-4
DOK 4
2.5-3
DOK 3
1.5-2
DOK 1&
2
MYP Rubric Expectations
Task-Specific Clarification
The Student:
● Provides perceptive analysis of the content,
context, language, structure, technique, style of
text(s), and the relationship among texts.
● Perceptively analyzes the effects of the creator’s
choices on an audience.
● Gives detailed justification of opinions and ideas
with a range of examples, and thorough
explanations; uses accurate terminology.
● Perceptively compares and contrasts by
making extensive connections in features across
and within genres and texts.
The Student:
● Competently analyzes the content, context,
language, structure, technique, style of text(s),
and the relationship among texts.
● Competently analyzes the effects of the creator’s
choices on an audience.
● Sufficiently justifies opinions and ideas with
examples and explanations; uses accurate
terminology.
● Evaluates similarities and differences by making
substantial connections in features across and
within genres and texts.
The Student:
● Provides adequate analysis of the content,
context, language, structure, technique and style
of text(s), and the relationship among texts.
● Provides adequate analysis of the effects of the
creator’s choices on an audience.
● Justifies opinions and ideas with some examples
and explanations, though this may not be
consistent; uses some terminology.
● Evaluates some similarities and differences by
making adequate connections in features across
and within genres and texts.
● The student will write a sophisticated analysis
of their story that demonstrates a perceptive
understanding of the elements of the Hero’s
Quest story
● The student will demonstrate a perceptive and
strong application of terminology associated
with the Hero’s Quest story in their analysis
● The student will write explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through
the purposeful selection, organization, and
analysis of content (a)
● The student will write a general analysis of their
story that demonstrates an adequate
understanding of the elements of a myth
● The student will demonstrate a sufficient
application of terminology associated with
myths
● The student will write explanatory texts to
demonstrate adequate knowledge of concepts
and information through the effective selection,
organization, and analysis of content (a)
● The student will write an incomplete analysis of
their story that demonstrates a limited
understanding of the elements of a myth
● The student will demonstrate a limited or
incorrect application or understanding of
terminology associated with myths