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Oral Tradition
Nida Saeed
August 6th, 2010
The Language of Literature- Eight Grade Edition
Content Area Reading Summer 2010
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Table of Contents
Title
Page Number
TEKS………………………………………………………………………. ……3
Introduction Page……………………………………………………………….. 4
Readability Formula……………………………………………………………...6
Textbook Inventory………………………………………………………………8
Anticipation Guide………………………………………………………………12
Guess Who…………………………………………………………………........14
Vocabulary Concept Check……………………………………………………..16
Prediction Guide…………………………………………………………………21
Sequential Game…………………………………………………………………23
Jot Chart………………………………………………………………………….25
Self-Generated Questions………………………………………………………..28
Examining the Author……………………………………………………………31
Think-Pair-Share…………………………………………………………………33
Assessment………………………………………………………………………..36
Project Reflection………………………………………………………………...47
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Texas Essentials of Knowledge and Skills
110.19.8.b. 3 (A-C)
(3) Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and
draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
(A) analyze literary works that share similar themes across cultures;
(B) compare and contrast the similarities and differences in mythologies from various cultures
(e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths); and
(C) explain how the values and beliefs of particular characters are affected by the historical and
cultural setting of the literary work.
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Introduction Page
This world is made up of so many different cultures and backgrounds. Incorporating
traditional literature into a unit can enhance learning and experience within the classroom. The
traditional literature is what helps people understand the thinking of the past.
Folk tales and myths were passed down to people to signify symbolism or values that were
addressed in the community. It was a way for people to gather around and share moments of
time together. Myths talked about heroes and supernatural beings who involved themselves into
the lives of human beings.
“Aunt Misery” and “Pandora’s Box” are two short stories that identify traits from
different cultures. “Aunt Misery” is a Puerto Rican tale retold Judith Ortiz Cofer. “Pandora’s
Box” is an ancient Greece myth retold by Louis Untermeyer.
“Pandora’s Box” is a story about the Greek gods and goddesses of Mount Olympus.
Pandora has been given many characteristics like grace, beauty and curiosity. Curiosity takes the
best in Pandora. Pandora goes down to earth with her dowry and marries Epimetheus. He warns
her not open her dowry, and later in the marriage opens her basket. The basket releases many bad
things like misery, evil and at the end hope. The story talks about how curiosity can take the best
of us sometimes and that evil was let out into the world.
“Aunty Misery” is about a lady that loves to take care of her pear tree. The neighborhood
children are her major concern, because they are always climbing up the tree and taking her
pears without permission. One day a pilgrim requests spending the night and she bade him to
enter. Before the pilgrim leaves, he grants Aunty Misery one wish. Aunty Misery wishes that
whoever climbs up her pear tree does not come back down without her permission. The pilgrim
grants her wish and leaves. Afterwards, many children come, climb the tree and get stuck.
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Weeks pass by and another traveler comes by and responds that he is death. Death requests that
she come with her. Aunty Misery requests Death to go up the tree, so she can take some pears
along with her. Death climbs up to the tree and gets stuck. Aunty Misery doesn’t give
permission for him to come back down for many years. For years, people are tired and many
people get affected by the fact that no one dies. Doctors are out of business, since no one was
dying. After years of misery, Aunty Misery let Death down in one condition. The condition was
that he should never return for her again. Death agreed to it and Aunty Misery still lives till this
day.
The students will spend time reading, analyzing, and comprehending the text in class and
for homework. Students will be given activities and projects where their creativity and
knowledge will be explored and developed. By the end of the unit, the students will have
already understood the vast changes and decisions made by the characters in the stories.
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Readability Formula
Insights (page 906)
Readability: 8th grade level
Christopher Columbus claimed the island of Puerto Rico for Spain for Spain in 1943.
“Puerto Rico” is Spanish for “rich port.” In 1508 a group of Spaniards led by Juan Ponce de
Leon settled on the island. The United States took over the governance of Puerto Rico in 1898 at
the end of the Spanish-American War. Most Puerto Ricans are descended from Spanish settlers.
Long before the Spanish arrived, however; the island was occupied by the native Carribean
group called the Taino. The Spanish settlers brought African slaves to the island. The Taino,
African, and Spanish cultures blended
Excerpt from “Pandora’s Box” (page 908)
Readability: 12th grade level
Prometheus had thought about mankind with such sympathy that he had dared to steal the
needed fire from Olympus, and for this he was grievously punished by Zeus. But the lord of
Olympus did not think this cruelty was enough. Prometheus had a brother, Epimetheus, and
though he was harmless and slow-witted, Zeus extended his displeasure to him. He did not
punish Epimetheus as brutally as he had done his brother; he had a more subtle plan. It was a
scheme which would not only affect Epimetheus but also the whole race of human beings whom
Prometheus had dared to
Excerpt from “Aunty Misery” (page 913)
Readability 13th grader
Many years passed and there were no deaths in the world. The people who made living from
death began to protest loudly. The doctors claimed no one bothered to come in for examinations
or treatments anymore, because they did not fear dying; the pharmacists’ business suffered too,
because medicines are, like magic potions, bought to prevent or postpone the inevitable; the
priests and undertakers were unhappy with the situation also, for obvious reasons. There were
also many old folks tired of life who wanted to pass on to the next world to rest from the miseries
of this one.
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Number of Sentences
Number of Syllables
1st 100 words
8
150
2nd 100 words
5
130
3rd 100 words
4
138
Totals
17
418
Averages
5.667
139.33
Summary
The Fry’s Readability proves that the text in the eighth grade literature book reads at a college
level. It amazes me, because some of the sentences are a bit complicated for an eighth grader to
read on their own. I’m sure with the teacher’s guidance; the student can understand the text in
the two stories. Some of the insights included high frequency words and vocabulary that the
teacher would have to introduce before beginning to read.
Textbook:
Littell, McDougal. The Language of Literature. Dallas: A Houghton Mifflin Company, 2001.
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Student Copy
Directions: Answer each question; then identify the part of the book that helped you find the
answer.
1 Name two of the senior consultants.
2 What page is the Charge of the Light Birgade on?
3 Where in the chapter is the real world links and cross the curriculum located?
4 Where can we find parallelism?
5 What type of folk tale is The Souls in Purgatory?
6 What page can you find the poem on The Midnight Ride of Paul Revere?
7 What type of check is located after each poem, story, essay or article?
8 Name two short stories from part 1 of unit 4.
9 What is the writer’s prompt on page 421?
10 What are the words to know on page 659?
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Teacher Copy
Directions: Answer each question; then identify the part of the book that helped you find the
answer.
1 Name two of the senior consultants.
Arthur N. Applebee and Andrea B. Bermuidez
Found: The second page of textbook
2 What page is the Charge of the Light Birgade on?
197
Found: Index or table of contents
3 Where in the chapter is the real world links and cross the curriculum located?
Before each unit
Found: Looking through the textbook or table of contents
4 Where can we find parallelism?
R16
Found: Back of the book or index
5 What type of folk tale is “The Souls in Purgatory”?
Mexican Folk Tale
Found: Table of contents, skimming through the book, back of the book or the
index
6 What page can you find the poem on The Midnight Ride of Paul Revere?
717
Found: the table of contents or index
7 What type of check is located after each poem, story, essay or article?
Comprehension
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Found: actually opening up and looking through the book
8 Name two short stories from part 1 of unit 4.
Rain, Ran, Go Away
The Dinner Party
The Lady, or The Tiger?
Future Tense
Found: The table of contents
9 What is the writer’s prompt on page 421?
If you have ever refused to do something someone wanted you to do, describe
how the situation in “Legacies” is similar to your own experience.
Found: Going to the assigned page number on page 421
10 What are the words to know on page 659?
Sinister and Accelerator
Found: Going to the assigned page number on page 659; in the bottom
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Preparation Activities
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Anticipation Guide
“Introduction to Oral Tradition”
Student Copy
Directions: Before reading, check the statement which you believe to be true in front of the
question number. Then rethink and discuss your answers after the reading. Mark any changes in
your thinking after the statement.
Before Reading
After Reading
1.
Tales from cultures around the world do not make up the oral tradition.
2.
Most Puerto Ricans are descended from the Spanish settlers.
3.
None of the islands folk tales were collected and recorded in the early 1900s.
4.
Much Puerto Rican folklore deals with forces of nature.
5.
Ancient Greece is the source of many myths.
6.
The gods/goddesses often involve themselves in the lives of humans.
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Anticipation Guide
“Introduction to Oral Tradition”
Teacher Copy
Directions: Before reading, check the statement which you believe to be true in front of the
question number. Then rethink and discuss your answers after the reading. Mark any changes in
your thinking after the statement.
Before Reading
1.
After Reading
Tales from cultures around the world do not make up the oral tradition.
F
2.
Most Puerto Ricans are descended from the Spanish settlers.
T
3.
None of the islands folk tales were collected and recorded in the early 1900s.
F
4.
Much Puerto Rican folklore deals with forces of nature.
T
5.
Ancient Greece is the source of many myths.
T
6.
The gods/goddesses often involve themselves in the lives of humans.
T
Rationale: This helps the student understand the knowledge and text a lot better. The
learner would predict, analyze each statement and then write true or false without
consulting the text.
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Guess Who?
“Pandora’s Box”
Student Copy
Directions: Using your prior knowledge and the TEASE, draw a line from the picture to the best
descriptions. Please don’t use any other material to consult your answers.
Name of God/Goddess
Description
The principal goddess of Olympus
Zeus
Goddess of love and beauty
Athena
A principal god in Greek mythology
Hera
home of mythical Greek gods/goddesses
Epimetheus
Aphorodite
Pandora’s husband
Hephaestus
god of fire and metalworking
Goddess of wisdom
Olympus
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Guess Who?
“Pandora’s Box”
Teacher Copy
Directions: Using your prior knowledge and the TEASE, draw a line from the picture to the best
descriptions. Please don’t use any other material to consult your answers.
Name of God/Goddess
Description
Zeus
The principal goddess of Olympus
Athena
Goddess of love and beauty
Hera
A principal god in Greek mythology
home of mythical Greek gods/goddesses
Epimetheus
Pandora’s husband
Aphorodite
god of fire and metalworking
Hephaestus
Goddess of wisdom
Olympus
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Vocabulary Concept Check
“Pandora’s Box”
Student Copy
Directions: Following is the list of terms used in the story. Rate your knowledge by placing a
plus sign (+) infront of those you are sure you know, a star (✰) infront of those that you have
some knowledge about, and a zero (0) in front of those that you don’t know. Be ready to locate
them in the story, and pay attention to their meanings.
1.______ Personification
2.______ Conflict
3.______ Grievously
4.______ Subtle
5.______ Perturb
6.______ Confer
7.______ Abominably
8.______ Malice
9.______ discons
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Vocabulary Concept Check
“Pandora’s Box”
Teacher Copy
Directions: Following is the list of terms used in the story. Rate your knowledge by placing a
plus sign (+) infront of those you are sure you know, a star (✰) infront of those that you have
some knowledge about, and a zero (0) in front of those that you don’t know. Be ready to locate
them in the story, and pay attention to their meanings.
1.______ Personification
2.______ Conflict
3.______ Grievously
4.______ Subtle
5.______ Perturb
6.______ Confer
7.______ Abominably
8.______ Malice
9.______ discons
Rationale: This preparation activity helps students realize what vocabulary they need to
concentrate on and what needs to be reviewed. I don’t expect the students to have stars
and plus signs on every term. This will help me concentrate on what needs to be looked
upon and hopefully save time in the classroom.
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Vocabulary Concept Check
“Aunty Misery”
Student Copy
Directions: Following is the list of terms used in the story. Rate your knowledge by placing a
plus sign (+) infront of those you are sure you know, a star (✰) infront of those that you have
some knowledge about, and a zero (0) in front of those that you don’t know. Be ready to locate
them in the story, and pay attention to their meanings.
1.______ Foreshadowing
2.______ Imagery
3.______ Irony
4.______ Character
5.______ Clarifying
6.______ Bade
7.______ Inevitable
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Vocabulary Concept Check
“Aunty Misery”
Teacher Copy
Directions: Following is the list of terms used in the story. Rate your knowledge by placing a
plus sign (+) infront of those you are sure you know, a star (✰) infront of those that you have
some knowledge about, and a zero (0) in front of those that you don’t know. Be ready to locate
them in the story, and pay attention to their meanings.
1.______ Foreshadowing
2.______ Imagery
3.______ Irony
4.______ Character
5.______ Clarifying
6.______ Bade
7.______ Inevitable
Rationale: This preparation activity helps students realize what vocabulary they need to
concentrate on and what needs to be reviewed. I don’t expect the students to have stars
and plus signs on every term. This will help me concentrate on what needs to be looked
upon and hopefully save time in the classroom.
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Assistance Activities
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Prediction Guide
“Pandora’s Box”
Student copy
My Prediction!
What Really Happened?
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Prediction Guide
“Pandora’s Box”
Teacher Copy
Questions to ask during the reading!
1. What kind of a scheme was Zeus planning?
2. What did Hephaestus use to create the woman?
3. Why do you think Zeus added the curiosity within Pandora?
4. Why do you think Prometheus had warned his brother to not trust the gods
5. Why do you think Epimetheus told Pandora not to open the casket?
6. What are dowries and why do you think people have them?
7. Do you think Pandora is going to open the box?
8. What do you think is inside the casket/box?
9. How do you think Epimetheus is going to react when Pandora opens the box?
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Sequential Game
“Aunty Misery”
Teacher Copy
Aunty Misery spent all her time taking care of her pear tree . But the children drove her crazy.
A pilgrim stopped at Anuty Misery’s house.
He seemed honest and she fed him.
In the morning while he was leaving, he would grant her one wish.
“I wish that anyone who climbs up my pear tree should not be able to come down until me permission.”
Many children climbed the tree and got stuck.
Time passed, and both the tree and Aunty Misery grew old.
The traveler stopped at her door.
He looked suffocated and exhausted.
I am death said the man and I have come to take you with me
Aunty Misery asked the man to climb up the tree
Death got stuck and Aunty Misery would not give permission for him to come down.
There were no deaths in the world.
Business suffered
Priest and undertakers were unhappy
Aunty Misery made a deal with death
If he promised not to come for her again, she would give him his freedom.
He agreed.
So long as the world is world, Aunty Misery will always live.
Rationale: After the reading, the students will pair up with someone in class. The teacher
will pass a zip-lock bag, which has strips of paper. On the count of three, the students are
to work with his or her partner to sequentially place the strips in order. This activity will
recall what they read and help build knowledge of the story. The first team to place
everything in order is the winner!
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Sequential Game
“Aunty Misery”
Student Copy
Aunty Misery spent all her time taking care of her pear tree . But the children drove her crazy.
A pilgrim stopped at Anuty Misery’s house.
He seemed honest and she fed him.
In the morning while he was leaving, he would grant her one wish.
“I wish that anyone who climbs up my pear tree should not be able to come down until me permission.”
Many children climbed the tree and got stuck.
Time passed, and both the tree and Aunty Misery grew old.
The traveler stopped at her door.
He looked suffocated and exhausted.
I am death said the man and I have come to take you with me
Aunty Misery asked the man to climb up the tree
Death got stuck and Aunty Misery would not give permission for him to come down.
There were no deaths in the world.
Business suffered
Priest and undertakers were unhappy
Aunty Misery made a deal with death
If he promised not to come for her again, she would give him his freedom.
He agreed.
So long as the world is world, Aunty Misery will always live.
***Students are going to receive zip-lock bags with strips of paper already cut out and
ready for the game.***
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Jot Cart
“Pandora’s Box”
Student Copy
Directions: Please fill out the definitions as we read the story. Some of them can be located in
the bottom of the book or within the text itself.
Vocabulary
Definition
Conflict
Grievously
Subtle
Perturb
Confer
Abominably
Malice
Disconsolate
Radiance
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Jot Cart
“Pandora’s Box”
Teacher Copy
Directions: Please fill out the definitions as we read the story. Some of them can be located in
the bottom of the book or within the text itself.
Vocabulary
Definition
Grievously
In severe or terrible pain. (Page 909)
Subtle
Especially in a sly way, crafty. (Page 909)
Perturb
To make un easy or anxious; trouble. (Page 910)
Confer
To award, to present as a gift or honor. (Page 910)
Abominably
Disgustingly, horribly (Page 910)
Malice
To see others suffer, ill will (page 911)
Disconsolate
Very Sad (Page 911)
Glowing or beaming (Page 911)
Radiance
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Reflection Activities
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Self-Generated Questions
“Pandora’s Box”
Student Copy
Directions: Within your assigned groups, generate 10 possible questions from your story. Once
generated, discuss as a group and be ready to share the questions with the rest of the class.
1.________________________________________________________________________
2._________________________________________________________________________
3.__________________________________________________________________________
4.___________________________________________________________________________
5._________________________________________________________________________
6.__________________________________________________________________________
7.___________________________________________________________________________
8.____________________________________________________________________________
9.____________________________________________________________________________
10.___________________________________________________________________________
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Self-Generated Questions
Aunt Misery”
Student Copy
Directions: Within your assigned groups, generate 10 possible questions from your story. Once
generated, discuss as a group and be ready to share the questions with the rest of the class.
1.________________________________________________________________________
2._________________________________________________________________________
3.__________________________________________________________________________
4.___________________________________________________________________________
5._________________________________________________________________________
6.__________________________________________________________________________
7.___________________________________________________________________________
8.____________________________________________________________________________
9.____________________________________________________________________________
10.___________________________________________________________________________
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Self-Generated Questions
“Pandora’s Box and Aunty Misery”
Teacher Copy
Directions: Within your assigned groups, generate 10 possible questions from your story. Once
generated, discuss as a group and be ready to share the questions with the rest of the class.
1.________________________________________________________________________
2._________________________________________________________________________
3.__________________________________________________________________________
4.___________________________________________________________________________
5._________________________________________________________________________
6.__________________________________________________________________________
7.___________________________________________________________________________
8.____________________________________________________________________________
9.____________________________________________________________________________
10.___________________________________________________________________________
Rationale: When students generate their own questions, they are apt to understand and
remember the material quickly. I will give the students about twenty-thirty minutes to
come up with good questions and discuss as a class on some of their generated questions. I
will surprisingly, and then use those questions to play Jeopardy for a study review.
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Examining the Author
Student Copy
“Pandora’s Box” by Louis Untermeyer
1. Describe the author’s childhood.
2. In what year did he quit to devote himself to literature and writing?
3. Untermeyer wrote, edited, and adapted over ________ books.
“Aunty Misery” by Judith Ortiz Cofer
1. Where was Cofer born?
2. Where and how did she feel the power of words?
3. Why did Cofer leave her two worlds behind?
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Examining the Author
Teacher Copy
“Pandora’s Box” by Louis Untermeyer
1. Describe the author’s childhood.
Loved stories, thought himself as a storyteller, brother was a best listener, and started
working with his dad.
2. In what year did he quit to devote himself to literature and writing?
1923
3. Untermeyer wrote, edited, and adapted over 100 books.
“Aunty Misery” by Judith Ortiz Cofer
1. Where was Cofer born?
Was born in Puerto Rico, but lived into two worlds.
2. Where and how did she feel the power of words?
In Puerto Rico she listened to her grandmother’s stories and started to begin to feel the
power of words. She enjoyed and was influenced by her grandmother.
3. Why did Cofer leave her two worlds behind?
Attend college in Georgia and then to teach.
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Think-Pair-Share
Student Copy
“Pandora’s Box” and “Aunty Misery”
Prompt: Do you think that it is Pandora/Aunty’s Misery’s fault for releasing evil into the world
and why?
Step 1: Think about the prompt and write a half a page of what you think.
Step 2: Turn to someone in the class, who you don’t know or haven’t worked with this year.
Discuss each other’s answers and write down your partner’s response.
Step 3: Come together as a class and discuss those answers. Write down any new responses.
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Think-Pair-Share
Teacher Copy
“Pandora’s Box” and “Aunty Misery”
Prompt: Do you think that it is Pandora/Aunty’s Misery’s fault for releasing evil into the world
and why?
Step 1: Think about the prompt and write a half a page of what you think. (7 minutes)
Step 2: Turn to someone in the class, who you don’t know or haven’t worked with this year.
Discuss each other’s answers. (5 minutes)
Step 3: Come together as a class and discuss those answers. (10 minutes)
Rationale: The students will benefit from this activity, because it stresses reflective thinking
and cooperative learning. The fact that the prompt is an opinionated question is beneficial,
because it gives the class a chance of looking at both sides of the spectrum. The question is
higher-level in blooms and gives them a chance to refer beyond the text.
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Assessment
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Name:_________________________
Period:__________________
Date:___________
“Pandora’s Box” and “Aunty Misery”
Student copy
Multiple Choice Directions: Circle the best choice for each question. Read the choices and
questions carefully. (4pts each)
1
2
Zeus tells which god/goddess to create a woman
A. Epimetheus
B. Hephaestus
C. Hades
D. Athena
What were some of the qualities and/or characteristics not given to Pandora
F. Curiosity
G. Wise
H. Loneliness
I. Both F and G
3
What was the gift presented to Pandora as her dowry from Zeus?
A. Basket
B. Necklace
C. Box
D. Key
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4 Even after Hermes departed in a flashing cloud and Pandora stood blushing beside him,
Epimetheus was perturbed. He remembered how often Prometheus had warned him. What does
the perturbed mean in the sentence?
F. disgusted
G. Shy
H. Bold
I. troubled
5
What were some of the things Pandora released
A. War, famine, crime, Cruelty
B. Sickness, misery, spite
C. Envy, justice, hope, wickedness
D. All of the above
6
Aunty Misery spent all her time taking care of what type of tree
F. Pear
G. Orange
H. Apple
I. Grape
7
What wish did Aunty Misery desire from the Pilgrim?
A. Anyone that climbs the tree doesn’t come down
B. Eternal life of glory and existence
C. Grow more trees for her neighbors
D. That death never come back to haunt her.
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8 Aunty Misery thought he had an honest face and bade the traveler come in. She fed him and
made a bed for him in front of her hearth. What does the word bade mean in the sentence?
F. Invited
G. disclaim
H. deny entry
I. retract
Who was the second visitor to arrive at Aunty Misery’s home
9
A. Pilgrim
B. Angel
C. Death
D. Hope
10
What did Aunty Misery request the second visitor to do from now on
F. Never come again for her
G. Never eat from the tree again
H. Grant her a wish before leaving
I. Release hope into the world
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Matching Directions: Fill in the right letter to the word that matches the correct definition on
the right column. (4pts each)
11 _____ Inevitable
A.
desire to see other suffer
12 _____ Zeus
B.
Principal God
13 _____ Malice
C.
in a severe manner
14 _____ Radiance
D.
impossible to avoid
15 _____ Aphrodite
F.
Principal Goddess
16 _____ Grievously
G.
glowing quality
H.
Goddess of love and wisdom
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Short Answer Directions: Answer the following short answer with complete and grammatically
correct sentences. Your response should be three to five sentences. (13 pts)
17 What are the feelings and reactions of Epimetheus from Pandora’s decisions?
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18 Essay Directions: Write a well constructed essay on the question below. Your essay should
consist of an introduction, body paragraphs and a conclusion that flows grammatically correct.
Back your answers with good examples from the world or textbook. (23 pts)
Prompt: Do you blame Pandora for the evil actions or do you blame someone else for the evil
and misery that came into this world?
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Name:_________________________
Period:__________________
Date:___________
“Pandora’s Box” and “Aunty Misery”
Student copy
Multiple Choice Directions: Circle the best choice for each question. Read the choices and
questions carefully. (4 pts each)
1
2
Zeus tells which god/goddess to create a woman
A. Epimetheus
B. Hephaestus
C. Hades
D. Athena
What were some of the qualities and/or characteristics not given to Pandora
F. Curiosity
G. Wise
H. Loneliness
I. Both F and G
3
What was the gift presented to Pandora as her dowry from Zeus?
A. Basket
B. Necklace
C. Box
D. Key
4 Even after Hermes departed in a flashing cloud and Pandora stood blushing beside him,
Epimetheus was perturbed. He remembered how often Prometheus had warned him. What does
the perturbed mean in the sentence.
F. disgusted
G. Shy
H. Bold
I. troubled
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5
What were some of the things Pandora released
A. War, famine, crime, Cruelty
B. Sickness, misery, spite
C. Envy, justice, hope, wickedness
D. All of the above
6
Aunty Misery spent all her time taking care of what type of tree
F. Pear
G. Orange
H. Apple
I. Grape
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What wish did Aunty Misery desire from the Pilgrim?
A. Anyone that climbs the tree doesn’t come down
B. Eternal life of glory and existence
C. Grow more trees for her neighbors
D. That death never come back to haunt her.
8 Aunty Misery thought he had an honest face and bade the traveler come in. She fed him and
made a bed for him in front of her hearth. What does the word bade mean in the sentence?
F. Invited
G. disclaim
H. deny entry
I. retract
Who was the second visitor to arrive at Aunty Misery’s home
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A. Pilgrim
B. Angel
C. Death
D. Hope
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What did Aunty Misery request the second visitor to do from now on
F. Never come again for her
G. Never eat from the tree again
H. Grant her a wish before leaving
I. Release hope into the world
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Matching Directions: Fill in the right letter to the word that matches the correct definition on
the right column. (4 pts)
11 _ D_ inevitable
A.
desire to see other suffer
12 __B_ Zeus
B.
Principal God
13 __A_ malice
C.
in a severe manner
14
G__ radiance
D.
impossible to avoid
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H__ Aphrodite
F.
Principal Goddess
16
C__ Grievously
G.
glowing quality
H.
Goddess of love and wisdom
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Short Answer Directions: Answer the following short answer with complete and grammatically
correct sentences. Your response should be three to five sentences. ( 13 pts)
17 What are the feelings and reactions of Epimetheus from Pandora’s decisions?
Rationale: When Epimetheus saw Pandora opening the box, he was disappointed, but
forgiving at the same time. He took the blame and thought that he should have destroyed
the box when he had the chance. Even though Pandora seems sad, at least their was hope
sent to mankind. The student needs to have an answer that flows somewhere that
Epimethes was forgiving and didn’t blame Pandora for her mistake. This question
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18 Essay Directions: Write a well constructed essay on the question below. Your essay should
consist of an introduction, body paragraphs and a conclusion that flows grammatically correct.
Back your answers with good examples from the world or textbook. (23 pts)
Prompt: Do you blame Pandora for the evil actions or do you blame someone else for the evil
and misery that came into this world?
Ratioanle: The stories that the students read in class have different viewpoint and opinions
to who should be responsible for the effects of the world. This question is primarily based
on the students opinions, but need to be backed up with good evidence, example and
reasoning. Students are probably going to pick Zeus, Pandora, Epimehteus or the other
gods/goddess responsible for the evils of the world. For the review the students had to
understand both stories, because I would pick one story to choose the essay question. The
structure of the essay will help students get ready for standardized testing and other
professional writings that they will come across in the future.
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Reflection
The day that this assignment was assigned I started thinking about the different units in
my textbook. I had a lot of experience in researching about drama, play, poetry and other aspects
of English Literature. I then decided to do my unit on Oral Tradition. I spent the first two days
reading and taking notes on what kinds of stories were involved and what was Oral Tradition.
My biggest concern was the importance and how relevant this topic is, since we live in such a
diverse world.
Students will come across many people in the future that come with different
backgrounds and it would be interesting to read some of the legends, myths, folktales and stories
of those parts of the world. My unit project concentrated upon Ancient Greece and Puerto Rican
culture. The students were going to read two stories: “Pandora’s Box” and “Aunty Misery.”
Both have so much culture and different approaches to the rise of evil. I believe that the students
are going to enjoy reading the two stories and learn a lot from the culture.
I tried my best to lay out a schedule for myself in creating the unit plan. I made it a goal
to work on each part everyday and have it done a day before the due date. The hardest part was
actually taking the time to work on it and carrying the heavy Literature book back and forth to
class. I worked on the project in order, because it helped me get organized and stay in order. I
enjoyed the preparation phase the best, because I got pretty creative in getting the students
motivated and hyped about the unit. I added a TEASE to my second preparation activity and
hope that it would bring visualization into the classroom. I want students to be motivated and get
excited about reading on Greek Mythology.
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My assistance activities consisted on reading the textbook and gaining knowledge. I
wanted the students to understand the text that they were reading and predict on many situations.
Prediction helps students learn and think critically.
The reflection phase had the students think and reflect on the reading. They had to
generate questions, examine the author and work with each other in given situations. I thought
that examining the author was one of the crucial activities, because it helps us understand the
story and the background behind it.
My assessment was very diverse and it consisted of many questions that the students had
actually been involved in throughout the unit. The essay was extremely reflective and had the
students think critically.
Overall the unit project had me thinking and consider looking at the students and their
view points. I had to make sure that everything was clear and concise. Making the teacher copy
and student copy detailed was important for the students and I.
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