TTL Unit of Study

"Beware of Greeks Bearing Gifts:

A Review of Greek Mythology"
 
 

Overview and Background

Summary: Advanced Placement Literature and Composition students are assigned Edith Hamilton’s Mythology as a summer reading assignment.  When these students return to school in August, they will start their senior year with this review project.  Unit goals and objectives for this project include:

  • Using etymology (word origins) to determine how Greek mythology has affected the meaning of words.

  • Connecting ideas and concepts to understand the allusions to Greek mythology in classical and contemporary literature.

  • Becoming more observant and appreciative of the world, especially the influence of Greek mythology in art, music, advertising, etc.

  • Using technology to create a PowerPoint presentation that combines text, images and sound. Each student will use their presentation to review a portion of the text as a review before the final exam.

  • Using Excel and Microsoft Word to create documents that deal with different aspects of  this mythology project.

Unit Details

            Subject:  English
            Learning Level: grade 12
           Course Title:  Advanced Placement Literature & Composition
           Time Frame:  3 weeks (fifteen 50-minute class periods
           Key Words: mythology; Greek; Hamilton, Edith
          Unit Designer: Kaylin FrosT
          Unit Designer e-mail: Kaylin.Frost@k12.sd.uS
          Peer Reviewer:  Ann Stockert
          Peer Reviewer e-mail: Ann.Stockert@k12.sd.us
          Links:             http://kf001.k12.sd.us.
     SD Content Standards:
                                 http://www.state.sd.us/deca/ContentStandards/index.htm
         Print Materials Needed:

·        Edith Hamilton’s Mythology text

·        A to Z mythology vocabulary worksheet

·        Rubric for PowerPoint presentation

·        Rubric for Excel spreadsheet assignment

·        Rubric for advertisement created in Microsoft Word

·        Rubric for Microsoft Word document or brochure

·        Handout explaining Copyright Law

Stage 1:  Identify Desired Results

South Dakota Goals, Indicators, Benchmarks & Standards

Goal 1: Reading

Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context                                                 semantic, syntactic, and graphophonic cues.

            Benchmark C. use prior knowledge and experience to interpret, evaluate, and construct

                                    meaning from various texts.

            Standard #1: -use etymology (word origins) to determine meanings of words

            Standard #7: -connect and synthesize main ideas and concepts to determine relationships with                                        other sources or topics.

            Standard #8: -extend comprehension by combining new information with prior knowledge

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

            Benchmark A. access and use multiple information sources for a variety of purposes, e.g.,

                                       Internet, CD-ROM, print materials, video materials, library.

            Benchmark B. evaluate the validity and reliability of various technical and functional materials.

            Benchmark C. compile and synthesize information to make reasonable and informed decisions.

            Standard #7: use the media center for study and research (example: computerized data,

                                  cataloging systems, Reader’s Guide, reference books)

Goal 2: Writing

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

            Benchmark A. apply complex conventions of language in written work.

            Benchmark B. use varied, extensive vocabulary and accurate spelling in written work.

            Benchmark C. revise and edit written work using essential and refined conventions of

                                      standard English.

            Standard #2: use correct spelling, language, punctuation and capitalization in final copy.

            Standard #3: use available technology for editing and revising.

            Standard #8: use correct form when citing secondary sources, e.g., MLA, APA.

            Standard #9: credit the sources of both quoted and paraphrased ideas.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional,

                    creative, and personal writing.

            Benchmark A. analyze and use appropriate organization based on the established writing

                                      purpose and intended audience.

            Benchmark B. evaluate and use appropriate writing style based on the established purpose and

                                      intended audience.

            Benchmark C. analyze and use the writing format required for a specific type of publication.

            Standard #5: organize information to support the purpose of the writing.

            Standard #7: use appropriate style for citing secondary sources, e.g., MLA, APA. 

Indicator 3: Students will use various strategies and techniques to improve writing quality.

            Benchmark B. seek, evaluate, and use recommendations from others to improve writing

                                     consistency and coherence.

            Standard #7: use available tools / resources to revise and edit personal work, e.g., Franklin         

                                  speller, grammar checker, thesaurus.

            Standard #8: use technology to share written work with other writers and review feedback.

            Standard #9: incorporate suggestions from others for revisions and editing into rewrites.

            Standard #11: use a variety of techniques to brainstorm, draft, revise, edit, and publish writing.

Goal 3: Listening and Viewing

Indicator 1: Students will use various listening and viewing strategies in social, academic, and

                   occupational situations.

            Benchmark C. analyze the impact of non-verbal cues used in interpersonal communication.

            Standard #2: use interpersonal etiquette and maintain an open mind when listening and viewing

            Standard #3: appropriate, focused, and subject-related questions to interpret the intent of the

                                   communication

            Standard #4: summarize, restate, or paraphrase what has been presented for clarification and

                                  understanding

            Standard #5: interpret instructions and directions presented in a variety of forms and situations 

Indicator 3: Students will use various strategies to retain/retrieve critical oral and visual information.

            Benchmark A. analyze and evaluate oral/visual information for relevancy and usefulness.

            Benchmark B. use specific questioning techniques used to clarify and comprehend oral / visual

                                    information.

            Standard #3: ask relevant questions concerning content and meaning of information for

                                  increased comprehension and retention.

            Standard #5: use note taking techniques to record, synthesize, and retrieve information.          

Goal 4: Speaking

Indicator 3:  Students will use various presentation strategies to enhance oral communication,                     

                     e.g., non-verbal techniques, visual aids, physical settings / environments.

            Benchmark A. select various non-verbal techniques to engage and communicate with an

                                    audience

            Benchmark C. use various auxiliary resources to facilitate oral presentations, e.g., visual aids,

                                    special effects.

            Standard #8: use visual aids and/or technology to support presentations (example:  props, charts,

                                  multimedia)

            Standard #9: deliver multimedia presentations that combine text, images, and sound

                                  (example:  video, CD-ROM, Internet and computer generated images)

Essential Questions

  • Who were the Greek gods and goddesses, and what roles did they play in mythology?

  • How has language been affected by the influence of Greek mythology?

  • How has Greek mythology been infused into aspects of our culture, such as literature, television, movies, advertisements, music and art?

  • How can we become more observant and appreciative to the influences of Greek mythology that exist in our world today?

Knowledge and Skills

  • Students will recall material on Greek gods and goddesses from Edith Hamilton’s Mythology

  • Students will use etymology (word origins) to determine how words have derived from Greek mythology and present them in Excel.

  • Students will connect ideas and concepts to understand the allusions to Greek mythology in classical and contemporary literature.

  • Students will search for allusions to Greek mythology, especially in art, music, advertising, etc.

  • Students will use technology to create a PowerPoint presentation that combines text, images and sound that will be used as a class review for the final test.

  • Students will use Microsoft Word to create a document or brochure to distribute to other students that will cover their portion of the material (summarizes their PowerPoint Presentation.)

  • Students will research Greek mythology on the internet and find appropriate material to use in their PowerPoint Presentations.

  • This unit will take fifteen 50-minute class periods.  Students will have access to computers in my classroom. 

Stage 2:  Determine Acceptable Evidence

Performance Tasks

  • Students will view the teacher’s PowerPoint presentation of why we should study mythology in English class.

  • Students will research how vocabulary words are derived from Greek mythology (A to Z worksheet) and use Excel to present their findings in a spreadsheet.

  • Students will look for references to mythology in advertisements / TV commercials. They will then use Microsoft Word to create a printed ad for a product using a reference to mythology.

  • Students will search the internet for material to use in their PowerPoint Presentations.

  • Students will create a PowerPoint Presentation to use as a class review for the final exam.

  • Students will demonstrate their knowledge of Greek mythology with a final exam.

Assessment

(by teacher)

·        Each student will present his vocabulary research in an Excel spreadsheet.

(graded by rubric)

·        Each student will find three examples of mythology in advertisements and TV commercials. (graded by rubric)

·        Each student will create PowerPoint presentation covering a portion of the text as a review for the final test. (graded by rubric)

·        Each student will take the final exam over Edith Hamilton’s Mythology.

(by peer)

·        Each student will have a classmate edit and critique the Excel project, the Microsoft Word projects and the PowerPoint Presentation. Rubrics will be provided.

(by self)

·        Each student will use a rubric to self-edit and self-critique the Excel project, the Microsoft Word projects and the PowerPoint Presentation.

Tools

·        Handout for the first day of class explaining the two week unit “Beware of Greeks Bearing Gifts”

·        Students will use the computer to learn and use Microsoft Word, Excel, and Front Page.

·        Students will access the internet for information.

·        Teacher-created rubrics will be used to assess student achievement.

Stage 3:  Plan Learning Experiences and Instruction

Learning Activities

Day 1: 

  • Students will turn in the assignments that were to be completed over summer vacation.

  • Students will view the PowerPoint presentation on why we should study mythology.

      (Goal 3, Indicator 1, Benchmark C, Standards 2, 3)

  • Students will be given a handout of this two-week review project, along

      with a copy of the rubrics that will be used to grade the different parts of this unit.

  • Students will be given the A-Z worksheet that lists the words that relate to mythology. (Goal 1, Indicator 1, Benchmark C, Standard 1, 7, 8; Goal 3, Indicator 1, Benchmark C, Standard 5)

  • Students are to use remaining class time to start researching information on the vocabulary worksheets.  This is to be completed for Day 2.

      (Goal 1, Indicator 1, Benchmark C, Standard 1, 8) 

Days 2 & 3: 

  • Students will be introduced (or refreshed) on using Excel spreadsheets.

  • Students will present their findings from the A to Z worksheets on word origins in spreadsheet format. (Goal 3, Indicator 1, Benchmark C, Standard 5)

Day 4: 

  • Students will listen to lecture about connecting ideas and concepts to understand allusions and references to Greek mythology in classical and contemporary literature.

      (Goal 1, Indicator 1, Benchmark C, Standard 7)

  • Students will “surf the net” and look for examples of Greek mythology in art, music and advertising. (Goal 1, Indicator 1, Benchmark C, Standard 7)

  • Assignment:  Ponder over the gods and goddesses you have read about.  What types of products would these mythical heroes endorse?  Tomorrow you will create an advertisement for a product that is endorsed by a god or goddess.

      (Goal 3, Indicator 1, Benchmark C, Standard 5)

Day 5: 

  • Students will use Microsoft Word to create an advertisement.

      (Goal 2, Indicator 1, Benchmarks A- B- C, Standard 2)

Day 6: 

  • Students will critique their classmates’ advertisements and make corrections during the first half of the period.  (Goal 2, Indicator 1, Benchmarks A-B-C, Standards 2, 3; Goal 2, Indicator 3, Benchmark B, Standard 9)

  • Students will present their advertisements to the class during the second half of the period. They will also explain why they chose a particular god or goddess to endorse the product that they chose to advertise. (Goal 4, Indicator 3, Benchmarks A-B, Standard 8)

Days 7-11: 

  • Students will create their PowerPoint Presentation and the Microsoft Word document or brochure.  They will search for material in the Media Center and on the internet to use in their presentations.

      (Goal 1, Indicator 4, Benchmarks A-B-C, Standard 7; Goal 2, Indicator 3, Benchmark B, Standard 7)

Day 12-14: 

  • Students will present their PowerPoint projects. They will also hand out their Word document or brochure.

(Goal 2, Indicator 1, Benchmarks A-B-C, Standards 8, 9;

Goal 2, Indicator 2, Benchmarks A-B-C, Standards 5, 7;

Goal 2, Indicator 3, Benchmark B, Standard 8;

Goal 3, Indicator 1, Benchmark C, Standard 2;

Goal 3, Indicator 3, Benchmarks A-B, Standards 3, 5;

Goal 4, Indicator 3, Benchmarks A-C, Standards 8, 9)

  • Students will answer questions relevant to their presentation material from both their peers and the instructor. (Goal 3, Indicator 1, Benchmark C, Standard 4)

Day 15: 

Students will take the final exam over Edith Hamilton’s Mythology.

(Goal 3, Indicator 1, Benchmark C, Standard 4)

Peer Reviewer:  Ann Stockert

Peer Reviewer e-mail: Ann.Stockert@k12.sd.us

Peer Reviewer Comments: “Excellent use of performance-based assessment. Great job of incorporating the use of many fields of technology within subject area.”

 

For More Information: Contact Kaylin Frost at Kaylin.Frost@k12.sd.us