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Faith Umling Diverse Annotated Text Set Context for using the text set: People have always tried to figure out common questions like who made the universe, or other questions about natural wonders (like what makes the sun rise each morning and why do we have seasons). Ancient civilizations attempted to answer such questions based on their belief system. For early people myths were like science because they explain how things work. They also explained other questions that are now answered through modern science. Myths also try to explain the relationship between gods and humans. Even though the events in a myth are usually impossible, they try to send a message that has an important social or religious meaning. I plan to use this diverse text set in a 6th grade Language Arts Class. Through use of these texts, students will obtain a better understanding of the following questions: Why did the ancient Greeks create these myths? What are the elements that make up the myth genre? What are the similarities and differences among the myths? What is the impact of Greek mythology on modern culture? A. Print Resources: · Citation: D’Aulaire, I., D’Aulaire, E. P.(1992) //D’Aulaire’s Book of Greek Myths//. New York: Random House Children’s Books · Text Summary: This is a volume of Greek mythology which introduces readers to all the major and lesser gods and goddesses as well as the mortal descendants of Zeus. It retells the most popular Greek myths at reading level appropriate for middle school students. · Rationale: The thrilling tales, along with the vivid artwork, of the gods and heroes such as Hercules, Theseus, and Jason will definitely spark interest in the students. A family tree, a map of the constellations, and a chart showing both the Greek and Roman names of the major gods are also included. It is a good introduction to Greek mythology · Use of text: I plan to have the students read the creation story along with several other myths retold in the book. I want to have the students see the similarities among the myths that make up Greek mythology. · Attachment: This is a 192 page book, so I did not include it here
 * Prof. Julie Coiro**
 * EDC 448**
 * Spring 09**
 * Text #1: //D’Aulaire’s Book of Greek Myths//**

Citation: Sebranek, P., Kemper, D., & Meyer, V. (1999). //Write Source 2000, A Guide to writing, thinking, and learning//. Massachusetts: Houghton Mifflin Company · Text Summary: A textbook on the writing process along with grammar rules. · Rationale: Enrichment for student’s writing · Use of text: Students can use this as a reference for story writing and grammar. · Attachment: This was a 542-page book, so I did not include it here.
 * Text #2: //Write Source 2000, A Guide to writing, thinking, and learning.//**

Citation: Brandenberg, A. (1994). //The Gods and Goddesses of Olympus//. China: HarperCollins Publishers. · Text Summary: Introduces each of the main gods and goddesses of Mt. Olympus and tells a brief myth of how they came into being. · Rationale: This will give insight to the students the characteristics of each god and goddess of Mt. Olympus · Use of text: The students can become familiar with a god and goddess and write a report on one, or it help them become familiar with the characteristics of each god and goddess so that they can either retell a myth of one in their own words or recreate a new one about the god or goddess. Characterization is an important element in story writing. · Attachment: This was a 48 page book, so I did not include it here. Citation: Colbert, D. (2008). //The Magical Worlds of Harry Potter, A Treasury of Myths, Legends, and Fascinating Facts//. New York: Penguin Group. · Text Summary: This book helps readers understand the allusions to ancient mythologies and legends in J.K Rowling’s //Harry Potter// books. · Rationale: This will help students see how mythology is still referenced in current times. · Use of text: I plan to use the chapter “Why does the Sphinx ask Harry a question?” as an engagement activity. The Sphinx in Greek mythology use to guard the road to Thebes and would not let travelers pass unless the answered the riddle, “What animal goes on four feet in the morning, two at noon, and three in the evening?” The Sphinx is one day approached by Oedipus, the son of the King of Thebes. Like Harry Potter, Oedipus is unaware of his noble genealogy. Oedipus answers the riddle correctly: “Man creeps on hands and knees in childhood, walks upright in adulthood, and in old age uses a cane.” · Attachment: See Attachment # 1 Citation: Bruchac, J., and Bruchac, J. (2008) //The Girl Who Helped Thunder and Other Native American Folktales//. New York: Sterling Publishing Co. · Text Summary: A Collection of Native American Myths and Legends. · Rationale: I plan to read to the students the Seneca myth about how myths themselves and story telling came about. · Use of text: The students can compare and contrast this creation myth of story telling to the Greek myths. It may even spark interest for them to read other Native American stories on their own as well as give them ideas for their own myth writing. · Attachment: See Attachment # 2
 * Text #3: The Gods and Goddesses of Olympus**
 * Text #4: Why does the Sphinx Ask Harry a Question?**
 * Text #5: How Stories Came to Be**

B. Media Resources Citation: (I am citing a website for the movie trailer) IMDB. (1990-2009). Jason and The Argonauts movie trailer. In //Internet Movie Database//. Retrieved 2009, March 3, from [|__http://www.imdb.com/video/screenplay/vi4187095321/__] · Text Summary: A movie that depicts the Greek hero Jason and his quest for the golden Fleece. · Rationale: The students will be reading the myth “Jason and the Golden Fleece” from //D’Aulaire’s Book of Greek Myths.// · Use of text: After reading the myth the students can watch the movie for visual aide. They can look at myth adaptation into Hollywood film. · Attachment: not attached. Only link to the trailer. Citation: Youtube. (2007, February 26). Greek Mythology- The Creation, video clip. In //Youtube//. Retrieved 2009, March 1, 2009 from [|__http://www.youtube.com/watch?v=jtY6t_z7b8&feature=related__] · Text Summary: Video on the Greek Creation Myth · Rationale: Students can watch it before reading the Greek Creation Myth. · Use of text: Visual aide to understand the myth. · Attachment: not attached. C. Online interactive resources Citation: Scholastic Inc. (2009-1996) Myth, Folktales, and Fairy Tales. In //Scholastic//. Retrieved 2009, February 25, from [|__http://teacher.scholastic.com/writewit/mff/index.htm__] · Text Summary: An Interactive website where students can explore myths from many different countries and get advice and brainstorm topic ideas from writers on writing myths. · Rationale: A good resource for myth writing. · Use of text: Students can brainstorm topic ideas for myth writing as well as read posted work of students their age who wrote their own myth. · Attachment: not attached. · Citation: Anderson, R., and Pellegrini, R. (2002, August 16). Myth Makers, A //WebQuest// for 5th Grade Language Arts and Social Studies. In //WebQuest//. Retrieved 2009, February 25, from [|__http://www.southernct.edu/~ils6937/myth/webquest.htm__]. · Text Summary: A Lesson Plan on Greek mythology along with links and suggested resources. · Rationale: The assessment in the lesson plan has the students writing their own myth. It also has links to another website I plan to use. Also contains a good list of discussion questions pertaining to myths. · Use of text: There is a rubric and writing graphic organizer I might use to make my assessment for my lesson plan. · Attachment: See attachment #3 and #4 for a copy of the writing graphic organizer and rubric. Citation: Mythology. (2000, March). Who wants to be a Myth-ionaire? Retrieved March 1, 2009 from [|__http://library.thinkquest.org/J002356F/act144.htm__] · Text Summary: Interactive web game that asks questions about popular ancient myths (which students can find links to on website) · Rationale: fun engaging activity. Activates knowledge. · Use of text: The students can play the game to see how much they have learned about Creek mythology and explore other ancient civilization’s myths. Attachment: not attached.
 * Text #6: Jason and The Argonauts 1963 movie**
 * Text #7: Greek Mythology- The Creation**
 * Text #8: Myth, Folktales, and Fairy Tales**
 * Text #9: Myth Makers, A //WebQuest// for 5th Grade ** **Language Arts and Social Studies.**
 * Text #10: Who wants to be a Myth-ionaire?**

D. Instructional Resources Citation: Girven, A. (1998). Myths and Legends Unit Plan. In English Online. Retrieved 2009, March 2 from [|__http://english.unitecnology.ac.nz/resources/units/myths_legends__] · Text Summary: Detailed unit plan for teaching myths and legends to 5th or 6th graders. · Rationale: Has many good assessment ideas, activities, and good guiding questions and discussion questions · Use of text: Although I will not be discussion the exact same myths mentioned in the plan, I can still use the same approach. · Attachment: not attached.
 * Text #11: Myths and Legends Unit Plan**

Using these texts together in the classroom: Texts #4 and #7 will be used on the first day for introduction. Text #4 is a way to spark interest. Texts #1 and #3 will be the bulk of the reading for the unit. Text #7 will be viewed after they read the myth “Jason and the Golden Fleece” from Text #1. Text #10 is a fun enriching activities. Text #5 will be used to compare and contrast a Native American creation myth of story telling to Greek myths. Texts #2, #9, and #8 will be used when they do their written assessments. Texts #9 and #11 are resources for me.

Learning Objectives: [|**NL-ENG.K-12.1**]** READING FOR PERSPECTIVE ** Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Rhode Island Grade and New Hampshire Level/Span Expectations for Reading R-6-5.3 Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/effect, external conflicts (e.g., person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., how the historical era influences the character‘s actions or thinking).

Faith, greek mythology has always been an interest of mine and reading your diverse text set has only managed to peak that interest even more. I think that you have a great idea going here. Your use of different text sets make it so that you can reach a variety of different types of learners in your classroom which will ultimately benefit your classroom. I also liked how you had some comparing and contrasting going on in your lesson as well. C&C is a great way for students to see similarities and differences which will only further their understanding of your topic. - Mickey Ennis

Faith, even though my concentration is in science, I thoroughly enjoyed your text set. The book "//The Magical World of Harry Potter, a Treasury of Myths, Legends and Facinating Facts"// would be a wonderful book to hook your students in to the subject of myths and was a great choice for your text set. I also thought the interactive site was creative as well. I like the option that your students could make their own myth and research other myths. -Erin O'Toole

Faith, I really liked your text set. Myths are fun to teach and learn about, I don't think it would be a hard unit to get students involved. I especially liked the Myth, Folktales and Fairy tales because it is nice to incorporate all different kinds of stories from different backgrounds. Students might associate myths with Greece; however, there are various kinds that can help students learn about their own culture and their peers. -Kelly Sierra