Lesson Plan Title: Exploring Myths
Teacher:
Grade Level: 5
M. Ansley Brown
SC Curriculum Standards Addressed:
5-1.7 Create responses to literary texts through a variety of methods (for example,
writing, creative dramatics, and the visual and performing arts).
5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction
(including speeches and personal essays) by characteristics.
5-5.4 Create written pieces (for example, picture books, comic books, and graphic
novels) to entertain a specific audience.
Objectives:
To extend students' understanding of myth characteristics through 1) exploration/
discussion; 2) dramatic presentations; 3) independent myth analysis; and 4) softwareassisted recreations of myths in comic book format.
Focus/Essential Questions:
How are myths connected to the Montessori concept of Fundamental Needs of People?
What cross-cultural similarities do you see in myths that underscore their role in society?
Instructional Plan:
 Introductory Activities
1. Review the Fundamental Needs of People material as a group. Present the
definition of myth. Explore in small group discussion how myths in general are
connected to the Fundamental Needs of People.
2. Examine cross-cultural similarities in familiar and unfamiliar creation myths in
preparation for retelling activity. (Thoughts and observations recorded on a
whiteboard.)
3. Have students present selected creation myths dramatically. (Four sessions to
prepare, two sessions to present.)
4. Concurrently, have students use Analysis of a Myth independent shelf lesson
to demonstrate their understanding that myths have specific characteristics that
distinguish them from legends, tall tales, folktales, and fables.
 Instructional Activities:
1. Read with students a children's version of a classic myth (not a creation myth)
such as Demeter/Persephone/Hades (explaining the seasons) and discuss the
characteristics of a myth present within the story.
2. Students read a variety of non-creation myths from a number of different
cultures. (One class session.)
3. Students storyboard the retelling of a self-selected favorite myth in their own
words. (Two class sessions.)
4. Next, they meet with a partner for peer editing. (One class session.)
5. Explore the Myths and Legends website as a class. (One session.)
6. Using the site software, students re-create a favorite myth, then peer edit it.
(Two to three sessions.)
7. Submit completed myth to teacher/admin through the website, with final editing
done with the teacher in small groups and uploaded to the Internet. (This takes
place over a period of time, not in dedicated sessions.)
8. Print edited myth as a comic book, and create a cover page.
 Wrap-up/Culminating Activity
Presentation of myth comic book projects with checklist evaluations and “three pluses
and a wish” from classmates. (Two class sessions)
The lesson engages diverse learning styles—the topic piques the students’ curiosity and
they are quite enthusiastic about their dramatic presentations and the use of Internet
software. If students are structured as mixed-age and –ability pairs, this provides the
students with supportive partners academically and socially. All students follow group
work rules and procedures when collaborating.
Verbal/linguistic, interpersonal, and visual/spatial learners are all very comfortable with
the format and content. The new approach/strategy of using the myth-creating software
highly engages the children and causes them to be enthusiastic about and invested in
their projects.
Prior to the start of the project, students meet with the Media Specialist to discuss the
Richland One acceptable use policy, and they are given a detailed overview of “healthy,
safe, ethical, and legal use of the Internet and other technology resources,” followed by a
discussion time for any questions or concerns. Afterwards, they all sign the “Student
Agreement for Use of Internet Resources.”
Students needed familiarity with navigating the Internet, as well as facility with word
processing software (for storyboarding) to be successful on this project. After the
students complete storyboarding using classroom computers, the entire 5th level can use
the computer lab to familiarize themselves with the on-line software. After the initial
session, students can be allotted time in the classroom and the lab to continue working in
30-minute blocks.
The website used for the creation of on-line myths is http://myths.e2bn.org/create/ .