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The Greek creation myth and its timeline is the topic of this lesson
Language Arts, Social Studies
Title – The Greek Creation Myth
By – Mary Ann Parrille
Primary Subject – Social Studies
Secondary Subject – Language Arts
Grade Level – 6th Grade
Time Frame – One hour and ten minutes
EL Level: Advanced
Materials: White board, markers, poster sheets and reading selection for each group.
Concept(s): What the Greek Creation myth is and why the Greeks wrote myths
California K-12 Academic Content Standards:
- Subject: English Language Arts
- Grade: Grade Six
- Area: Listening and Speaking
- Sub-Strand 1.0: Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
- Concept : Organization and Delivery of Oral Communication
Standard 1.5: Emphasize salient points to assist the listener in following the main ideas and concepts.
- Subject : History & Social Science
- Grade : Grade Six
- Area : World History and Geography: Ancient Civilizations
Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
- Sub-Strand 6.4: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
- Standard 4: Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
Objectives: After introducing the class to mythology and some of the vocabulary, students will create and present a timeline of events for the Greek creation myth in groups with complete accuracy.
Vocabulary/Literacy Skills: Reading, Listening and Speaking
Vocabulary: Titans, gods, goddesses,, creation, myth, Mt. Olympus, Cyclops, and underworld.
- Classroom Management Details:
- Remind the class to work quietly and diligently. If students start talking too much or are not on task, their name will be written on the board as a warning. If they need to be reminded a second time, a check will be placed by their name and they will have to sit out for recess the following morning.
- Room Arrangement(s): The room arrangement will remain the same.
- Student Groupings:
- The lesson will begin as whole class instruction. After the introduction, the students will be grouped in fours and fives for the majority of the time to work on their segment of the myth. The class will then regroup for the presentations and the closure.
- Specific Details Throughout the Lesson:
- Continue to monitor the class and that students are on task. This lesson has many little parts, and the students need to work quickly to complete everything.
Learning Cycle Model
- Focus/Motivation (Open):
- Start the lesson by asking the class what kind of writings the Ancient Greeks were famous for. Wait until someone answers, “mythology.” Write the word “mythology” on the board and underline “myth.” Ask the class if they know what a myth is. Discuss what a myth is for a few moments. Then tell the class that for the next few weeks, they’ll be learning about Greek mythology and why it is important to us today.
- Create a cluster on the board to activate any prior knowledge the students might have on mythology. Then explain what a creation myth or story is and that all cultures have some story of how the world came to be.
- Development (Body):
- Explain to the students that we will be breaking apart the Greek creation myth of how the Greeks believed the world was created. Tell them that each group will be given a segment of the myth and will have to read it as a group and create an illustration of that segment. Number the students off and assign areas of the room for each group. Tell the students that they must work quickly on their poster so that we can regroup, present the segments, and go over the myth as a whole.
- Once the students have been divided, walk around the room to help students with vocabulary and understanding, and to check that students are on task. Make sure they read their segment (typed out in copies) of the myth, can explain it to the class, and have an illustration of their segment.
- After the students have created their posters, regroup as a whole and have each group chronologically come to the front of the room and explain what happened in their segment of time. Tape each poster to the board after each group is finished. Once everyone has presented, review the entire myth as a timeline.
- Closure (Close):
- Ask the students what they thought of the creation myth and if they would ever believe it to be true. Tell the students that they now understand what the Ancient Greeks believed and can look at other cultures to see what they thought actually happened. For homework, have students think of a god/ goddess, fable, or myth to write about. They don’t need to study it, just choose one they would like to learn more about.
Have a model of a segment ready to show the students. Also, before breaking into groups, be sure to define the new vocabulary words, such as god, myth, creation, immortals and mortals.
The assessment of the lesson will be the presentation and time line segment for each group. The students will be graded on a 1-10 point scale depending on their performance. If they follow every item on the guidelines sheet, the group will receive 10 pts. If the group fails to complete one of the guidelines, they will be marked down.
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