Southern Myths and Legends
English Unit for Tenth Grade Basic
Description of Unit:
The Myths and Legend unit is going to focus on myths and legends that portray different cultures found in the local region. Students will be asked to read, write, and do research concerning myths and legends in their area, as well as in surrounding areas, and with different cultures. Some of the different cultures the unit will look at include Native American and Appalachian. Students will read and write daily in small groups, individually, and as a class. Part of the unit will also consist of a presentation on Native American lore given by a local Historical Interpreter. The final project for this unit will encompass all of the activities throughout the unit. Students will create a Local Myth and Legend Zines. This unit will be four weeks long and will take place in a forty five-minute class periods.
The rationale for teaching myths and legends is that it is part of the tenth grade curriculum for teaching World Literature. The Local Myths and Legends unit will also allow students who are hesitant readers to find personal connections to their own lives and surroundings in the text. The students will read and write stories about their local town and state. They will get to explore the myths and legends they grew up hearing about. They will also learn about the lives and legends of people in different cultures. The rationale for reading and writing with the students everyday is to ensure the students are given every opportunity to find confidence and improvement in their skills. The rationale for bringing in a speaker is to give the students hands on experience in lore through oral storytelling. All of the lessons in this unit will be hands on using a number of resources. This will allow the students to actively learn through different medias, and to help them understand the different ways myths and legends can be presented. The students will be using text, computers, visual aids, listening skills, scripts, and creative writing to learn and participate throughout this unit. The rational behind using Zines as a final project is to show students how they can connect different types of writing into one published work. It is also important to publish students’ work to give them a sense of purpose and accomplishment. The Zine project will consist of reading, writing, vocabulary, spelling, and informational material in order to fulfill the SOL objectives for tenth grade.
Learning Objectives:
Upon successful completion of this unit students will be able to:
Understand the differences between a myth and a
legend. SOL 10.3d
Identify universal themes seen in myths and
legends. SOL 10.3e
Identify main and supporting ideas within the
text. SOL 10.3b
Understand elements in literature: plot, tone,
and characterization. SOL 10.3a
Generate and organize ideas by journaling. SOL
10.7a
Become familiar with the writing process through
modeling. SOL 10.7a,b,c,d,e,f
Use the Internet to research town of
Read and interpret an article (informational
source.) SOL 10.4a
Individually read orally as a class. SOL 10.1a
Identify key elements in a poem by using
illustration. SOL 10.5c
Participate in class outline for creative
stories. SOL 10.1a,b,c
Create a Local Legend Zine. SOL 10.3 a,b,c, 10.4 a,b, 10.7 a, b,c, d, e, f,
10.11a, d,e,f
Participate in class activities, use appropriate
classroom behavior, and work appropriately with peers. (No SOLs correlate with
this objective)
Materials:
Texts and Internet sites:
“Coyote and the Origin of Death: A Caddo Myth,”
by Richard Erdoes and Alfonso Ortiz.
Variety of local ghost stories (legends or
myths)
“Sinkholes,” Real Stories: Book 2, by
Milton Katz
“The Legend of the Catawba Murder Hole” Pig Hhole, pg189
“The
Coming of Little Deer: A Myth of the Cherokee,” Abiding
“Why Possum Has a Naked Tale,” Keepers of the
Animals, Michael J. Caduto and Joseph Bruchac
“The Bean Woman,” Native American Gardening,
Michael J. Caduto and Joseph Bruchac
Southern
Jack Tales, Donald D. Davis
Movie Clips: Sleepy Hollow, Urban
Legends, Ancient Mysteries-Myths and Legends
http:/puzzlemaker.school.discovery.com
Resources for teacher:
In the Middle, Nancie Atwell
Both Art and Craft, Diana Mitchell
Other:
Paper
Writing utensils
Construction paper
Craft supplies
Variety of magazines (one’s with deer would be
helpful for the poem project)
Computers with Internet access
Samples of Zines
Methods:
Students will be learning in a variety
of different ways. Depending on the size of the class on any given day may
change the working relationship between the students (espeically concerning the class this unit was created for;) however
students will be working reguarly by themselves, with partners, and as a class.
Group work will be used so that students can assist each other in their
learning. They will be able to answer questions together and support each other
in reading. Students will work independanly to devlop convidence in their own
skill, be assessed on their development, and be able work at their own pace.
The class will also be working together to read texts out loud, to create
creative stories, and discuss themes within the myths and legends. Students
will be guided through modeling in their writing and reading activities. The
students in this class need a lot of guidence and motivation. They enjoy
writing group stories with the teacher. In order to encourage them to write and
to model writing techniques for them, this will be done in conjunction with
minilessons. They will also have a speaker share with them as a class the
experience of oral storytelling. The teacher will work closly with the
students, individually and as a class. He/she will follow all guidelines stated
in each IEP (being the pen for students, reading quizzes out loud, etc.) The
final project for this unit will be a cullimination of all activities. Students
will put together their own Local Myth and Legend Zine. This project will be done
completely in school so students can use the resources availble to them. Some
of the items in the Zine will be done as a class and other activities will be
done independantly.
Outline:
DAY 1: Begin Myths and Legends Unit
Free write: What is a myth? What is a
legend? Students write informal definitions they believe make up each and
include examples, stories they’ve heard, movies, T.V. shows, books, (any thing that
they think pertains to either genre.)
Watch clips of movies: Sleepy hollow,
Urban Legends, Ancient Mysteries-Myths and Legends
Discuss: Aspects that make up a legend
and myth
DAY 2: “The Bean Woman”- Tutelo Myth (Southwest Virginia Tribe)
Read: Teacher or students read out loud
in class
Minilesson: Script writing- format and
style
Script: This short myth can be easily
turned into a script. Students work as a class to write script.
Share: When completed students choose
parts and depending on students can act out or read again in new format.
DAY 3: Writing a Myth
Read: “Why the Possum has a Naked Tail”
Minilesson: What is in a Myth? Discuss
aspects of myth just read. Class will use outline to organize ideas.
Write: As a class students will write
their own myth, choosing character (animal/person,) setting, conflict, and
resolution.
(Teacher or student will copy myth, which can be used in students Zines at end of unit.)
DAY 4: Poetry in a Myth: “The Coming of Little Deer, A Cherokee Myth”
Read: Students read poem three times, to
themselves, out loud, and again to themselves.
Minilesson/Discuss: vocabulary, poetic
style, and imagery.
Illustrate: Break into pairs- students
begin illustrating poem stanza by stanza. Students can use magazines or draw.
Share and post around classroom
DAY 5: Vocabulary and spelling:
Students are given a list of twenty words from the three myths read in class.
Define: They can choose ten words as a
class to define and spell.
In pairs, students work with dictionaries to find definitions.
(Students will keep list to incorporate into their Zines)
Word search: Teacher or student will use
class computer to format word search with chosen words. Students can work on
word search when finished with definitions.
DAY 6: “Coyote and the Origin of Death”
Journal: Write about a time when someone has
played a trick on you or you have played a trick on someone else.
Discuss: What makes up a “trickster” and
history of Caddo people
Read:
Coyote and the Origin of Death as a class, taking turns on each paragraph.
Orally answer questions: see lesson plan
DAY 7: Native American Storytelling: oral presentation by local Historical Interpreter.
Students hear different myths and legends
pertaining to tribes in and around
Students are able to touch items related to each
story: furs, tools, and arrowheads. Students are able to participate in
traditional fire making after hearing legend on the origin of fire.
Day 8: “Sinkholes”
Journal: Describe a time in your life
when the environment has made an impact on your life. Teacher will briefly
discuss local disaster first to get students thinking about their environment.
Share
journals
Read with Partners: “Sinkholes,” taking
turns with reading
Write: individually write questions
(quiz) about the story (see lesson plan for guidelines.)
Exchange: questions with partner-partner
answers questions
Share: questions and answers in large
group.
Day 9: “Catawba Murder Hole:” Scavenger Hunt
Use Internet to individually read story and
follow directions to complete scavenger hunt. (See lesson plan.)
DAY 10: Ghost Stories/Legends: Creative Writing as class (Used near to or on Halloween)
Read: two- three ghost stories/legends as
a class
Minilesson: Brainstorming in writing
Write: As a class write a scary legend.
(Teacher can be recorder if necessary)
Halloween Word Search and Double Puzzle
DAY 11: Finish Creative Writing and Word Searches.
(Teacher or students can type final story and make copies for Zines)
Minilesson: on Revision
Hand out copies of story written previous day,
students individually revise story
Share: revisions with class and revise
final piece as class on overhead.
DAY 12: Jack Tales
Discuss importance of Jack Tales to Appalachian
culture
Students break into groups-each given a
different Jack Tale
Read stories out loud to each other in groups
Plan method to present story orally out loud to
class
DAY 11: Present oral Jack Tales
DAY 12: Vocabulary and spelling:
Students are given a list of twenty words from the legends read in class.
Define: They can choose ten words as a class
to define and spell.
In pairs, students work with dictionaries to find definitions.
(Students will keep list to incorporate into their Zines)
Word search: Teacher or student will use
class computer to format word search with chosen words. Students can work on
word search when finished with definitions.
DAY 13: Begin Zines:
Teacher will give handout on Zines and show
examples.
Library Day: Students will begin researching a
local myth and a legend (not read in class) they want to use in their Zines.
Research can be done using Internet or books.
Students may also retell legend or myth they have heard orally, but they must
write/type it out completely.
DAY 14: Library Day:
Type or write out legend and myth on multiple
pages so it fits into magazine, leaving room for illustrations.
Create word search or other puzzle using
vocabulary words from both myths and legends.
DAY 15: Want Ads:
Minilesson: writing want ads with
examples
Write: Students can write want ads for
items in their myths and legends or create their own items.
Share
DAY 16: Obituaries
Minilesson: writing Obituaries
Write: Students can write obituary for
character in their legend or myth or make up own character.
Share
DAY17: Illustrations on local legend and myth
Students can use their own drawings or magazine
cut outs to illustrate both stories. Teacher will bring in fabric, glitter,
glue, scissors, etc.
DAY 18: Work on illustrations, table of contents, and putting Zines together
Zines will include table of contents, both
creative stories done by class, word searches, myth with illustration, legend with illustration, obituary, and want ads.
DAY 19: Continue putting together Zines
DAY 20: Share Local Legend Zines
Sample of
Daily Lesson Plans:
DAY 5:
Vocabulary and Spelling
Description and Rationale: In this lesson students will be working on vocabulary and spelling words found within their texts. They will be given a list of twenty words, which they have read in prior class texts used in the unit. As a class, students will choose to learn and define half of the words on the list. They will work in pairs to define their words using a dictionary. Students will be given a word search at the end of the class, which will include all their chosen words. The rationale behind this lesson is to help students strengthen their vocabulary and spelling by using words they have already read in class texts. Students will be able to choose the words they wish to learn, which will give them incentive and choice. They will work in groups to help each other and learn to work in a team They will also be using dictionaries to find definitions and build skill in using a dictionary.
Objectives:
Upon successful completion of this lesson students will be able to:
Choose words they wish to learn as a class
Work in groups to complete assignment
Locate definitions in dictionary by learning
functions of a dictionary
Learn definitions and spelling of words in their
reading texts.
Length of Class: 45 minutes
Materials:
List of words from past readings
Dictionaries
Word Search (teacher or students can make word
search using http:/puzzlemaker.discovery.school.com
Computer with Internet
Paper, Writing utensils
Procedure:
As a group they choose half of the words on the
list. SOL 10.1 a,b,c
11:15am-Students work in pairs using
dictionaries to define words. SOL 10.4 b
Teacher, with student help, prepares word search
with chosen words.
11:55am-Class ends
Day 6:
“Coyote and the Origin of Death”
Description
and Rationale:
This lesson will introduce students to Native American myths. They will be look at universal themes found within the story, main and supporting ideas in the text, and character motivation. Students will write a journal entry about a time in their life when they had a trick played on them or played a trick on someone else. Students will discuss the elements of a “trickster” and learn about the Caddo people’s history. They will also read the Native American Caddo Myth, “The Coyote and the Origin of Death” as a class. and discuss elements within the text orally. The rationale for the journal entry is to help students draw on their personal experiences to relate to the story. The students will read out loud as a class to help them build their confidence as readers and to help them improve their listening skills. The rationale behind answering questions orally and discussing the text is to help the students work together as a group and gain insight from each other’s knowledge.
Objectives:
Upon successful completion of this lesson students will be able to:
Explain the characteristics of a “trickster” in
a Native American myth.
Identify death as a universal theme.
Identify main and supporting ideas within the
texts.
Understand how a character’s motivation can set
the plot in a story.
Length of class: 45 minutes
Materials:
“The Coyote and the Origin of Death” Retold by Erdoes and Alfonso Ortiz
Paper and writing utensils
Procedure:
11:10am-Start day-Journal-Students write about a
time in their life when they played a trick on someone or someone played a trick
on them. SOL 10.7a,c
11:20am-Share and discuss journals SOL 10.1a
11:30am-Read “Coyote and the Origin of Death”
SOL 10.1a
11:40am-Orally answer questions: SOL 10.1b,
10.3b,e
What was Coyote’s motivation for doing what he
did?
What effects on society did Coyote’s actions
have?
What were the characteristics that made Coyote a
“trickster”?
11:55am-Class ends
DAY 7: Native American Storytelling: oral presentation
by local Historical Interpreter
Day 8: “Sinkholes”
Description and Rationale:
This lesson provides a way for students to learn about real life events and apply them to their own lives. Students will be writing a journal about an environmental event that has had an impacted on their life. They will then be reading an article about a sinkhole. Using the text, they will write questions based on their understanding of the article. These questions will be given to other students in the form of an assessment. Students will then answer each other’s questions and finally come together as a group to discuss their journal entries and their questions. The rationale for the journal entry is to help the students begin to brainstorm about the topic they will be reading and relate the topic to their own lives. The rationales for reading a real life article is to keep the students interested and to show them how closely tied writing and real life are. The rationale behind the students formatting their own questions is to provide students the chance to take from the story what interests them. It will also help them become an active learner by making them engage in the story, pulling from it information that can be used to assess a reader comprehension. The rationales behind this lesson is to also to keep reading and writing inseparable in the classroom and continue to give students as many experiences being active learners as possible. This article, although not a myth or a legend, will lead into the next lesson.
Learning Objectives:
Upon completion of this lesson students will be able to:
Generate and organize ideas by using journaling.
Use prior knowledge to write about environmental
impact.
Read and interpret an article (informational
source.)
Identify main and supporting ideas in order to
write and answer questions.
Generate clear and concise questions pertaining
to story. Use fact and opinion based questioning.
Assume responsibility for group task (if group
work is used.)
Length of Class: 45 minutes
Materials: Real Stories: Book 2, by Milton Katz, “Sinkholes”
Paper
Writing Utensils
Procedure:
Depending on number of students present: Put in
partners or let them work individually. If in partners they can read to each
other. If individually they can read to themselves quietly. SOL 10.4a
11:20-Students should be finishing up story.
They can begin writing two questions about the story. One of the questions must
be opinion based. SOL 10.3b SOL 10.7c,d
11:30-Students will exchange their questions
with their peers who will begin answering the questions. The stories can be
used as reference.
11:40-Students will return to large group to
share stories and questions. SOL 10.1a
11:55-Class ends.
Day 9: “Catawba
Murder Hole:” Scavenger Hunt
Description and Rationale:
This lesson allows students to learn about a local legend, learn to navigate their town’s online resources, and practice their skills using the Internet. Students will each need access to a computer with Internet access for this lesson. They will begin by reading a story, “The Legend of the Catawba Murder Hole,” online. After students read the story, they will choose to become one of the characters in the story. They will then follow a scavenger hunt that will lead them through their local town and determine the fate of their character. The rationale for this lesson is to help students learn and use the Internet. It will also give them an opportunity to learn about the resources available to them in their own town, and finally it will let them read and interpret a local legend.
Objectives:
Upon completion of this lesson students will be able to:
Read and comprehend a local legend.
Use the Internet to locate information about
their town.
Decide the fate of their chosen character by
using critical thinking skills and prior knowledge.
Length of class: 45 minutes
Materials:
“The Legend of the Catawba Murder Hole:” Pig Hhole, pg189
Scavenger Hunt (attached)
Computer with Internet access
Paper, writing utensils
Procedure:
11:10am-Start day-Directions given to students,
go to Library.
11:15am-Students read “The Legend of the Catawba
Murder Hole:” SOL 10.3a,b,
11:20am-Students decide character- given
corresponding scavenger hunt.
Begin Scavenger Hunt Sol 10.3c, 10.4a,b,c,
10.11a,e,f
11:50am-Students wrap up and return to
classroom.
11:55am-class ends.
Day 10: Ghost
Stories/ Legends: Creative Writing
Description and Rationale:
In this lesson students will be asked to look at what essential elements in writing they believe make an effective ghost story/ scary legend. They will be able to rate the effectiveness of three different stories and compare their elements. Students will also be lead through a modeling Minilesson for the beginning stages in the writing process. The teacher will model for them her/his individual brainstorming process and then begin a story with the class, which the students will help create. The teacher will make sure to discuss each step of his/her writing to verbally and physically model the process. Finally the students will be given a word puzzle with related spelling words to topic. The rationale for reading and rating ghost stories is to allow students to see what elements within a story make a story effective (scary) and what happens when these elements are lacking. It is also a good way to help prepare students for writing their own stories because they have examples to draw from. The group writing activity is used to help students understand and physically see the writing process: brainstorming, beginning writing, and rewriting. The rationale behind the puzzles is twofold. First it gives students a chance to practice time on task and focusing. And second it allows students to become familiar with words associated to the lesson while winding down at the end of class.
Objectives:
Upon successful completion of this lesson students will be able to:
Identify elements found in a ghost story
Generate ideas for group writing
Use and understand tone in writing
Use spelling knowledge to assist in completion
of puzzles
Become familiar with the writing process through
modeling
Length: 45 minutes
Materials:
Variety of Ghost Stories/Local Legends
Paper, writing utensils
Procedure:
11:20am- Discuss
elements of a scary story. Rate whether stories are scary (1-5) to determine
what makes a story scary. SOL 10.3 a, b
11:30am- Minilesson-Brainstorming in writing
Students and teacher brainstorm on blackboard,
creating outline of a creative story they are going to write. SOL
10.7a,b,c,d,e,f
Focus on creating tone in scary story. SOL 10.3a
Students will be given word search or puzzles
with Halloween vocabulary words.
Assessment: Students will be assessed informally and formally. Their behavior and class participation will be observed. They will be expected to work cooperatively with their teachers and peers. Students will be assessed formally throughout the entire unit using the following rubric:
Scoring Rubric for Myths and Legends Unit:
Free write: What is a Myth? What is a Legend?…5pts
Script…5pts
Class Myth...5pts
Illustration of Poem…5pts
Vocabulary and Spelling: Myth…5pts
Coyote journal…5pts
Sinkholes journal…5pts
Sinkholes quiz…5pts
Scavenger Hunt…5pts
Class Legend…5pts
Jack Tales oral presentation…5pts
Vocabulary and Spelling Legend…5pts
Want Ads…5pts
Obituaries…5pts
Local Legend Zine…15pts
Bibliography: