TEKS Standards for Mythology

Date:  2021-04-02 01:40:32
5 pages  (1300 words)
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Boston College
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Essay
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This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

TEKS standards:

Chapter one to eight traces the mythological stories across continents and back to the beginning of time. Identifying the many stories that have been created by different people from all cultures so as to help them celebrate the unbelievable and the unknown.

These chapters have also examined how the the myths have provided adequate explanations

About heroic activities and how they have continued to teach people in different ways.

Objective(s):

The students are expected:

To respond the right skills that are required to respond to critical and influential questions when reading.

To identify the definition of a myth

To identify and illustrate the special features of a myth.

To develop the key vocabulary both orally and written skill

To compare and contrast between Greek mythology and other related stories.

To make use of the literature work as stepping stones to writing.

To identify how Greek mythology is related to the famous cultures such as advertising, humorous and fiction writing, product branding and identification.

Aims:

To examine and assess the students existing knowledge on mythology in a brief manner.

Materials

Mythical books and handouts

A chart of the map of the world

Scrapbooking materials

KWL chart printable

A white board

A history text book

Directions

Step 1: K-W-L: This activity will be applicable at the beginning of the lesson so as to assess to what extent the students know about mythology. I will also be in a position to examine what they would be interested in learning about mythology. To wrap up the lesson, the students are supposed to work in small discussion groups of about 6-8 individuals so as to generate their new understanding of the lesson.

Step 2: Understanding Conflict and Resolution: for a period of two weeks, the students will read about myths in their class. As a result, they will be a better position to determine the different forms of conflict that exist and also the possible methods of conflict resolution.

Step 3: Word Maps: the learners are required to plot the world map in order to enhance their understanding of new words encountered during the lesson. Word maps clearly define the definition of terms, their synonyms, sentence structure and correct spelling of words and their illustrations.

Step 4: punctuation review: a conversation between two mythological characters is presented to the students. The character should not have any punctuation. All the learners will then work with their partners to punctuate the conversation then compare their different versions with the original one.

Step 5: Predictions: the students will be engaged in a serious discussion to identify the name of the mythological character and then predict the character in the myth. Additionally, the students should continue making predictions so as to strengthen them.

Step 6: analysis: learners will read a story of Demeter and Persephone ten determine the natural phenomena explained in the story.

Step7: descriptive writing: students identify words that describe the underworld which will help them to write a descriptive paragraph of the kidnap story in the paragraph.

Step 8: readers theater: to adapt mythological stories, the students are expected to work in distinct groups. A readers theater format will enhance this activity and then they will present their work to the rest of the class.

Step 9: class debates: students should read the myth about Prometheus.i will then divide the students into two groups in which each group supports their own character. Here, the students must use appropriate evidence to support their characters.

Step 11: collaborative writing project: the students are going to read as many mythological stories as possible and then begin to write their own book. This is going to be a joined project for all including the teacher and other key stakeholders.

Step 11: culminating activity: every student will create scrapbooks to illustrate new mythological knowledge. However, the scrapbooks will be displayed in the school museum. I expect the students to participate in the learning activities in the entire lesson by selecting the items they have created and placing them in their scrapbooks.

Evaluation

Teacher's observation of student preparedness, student work samples and participation in group activities.

Assess Students

Vocabulary quizzes and word maps

Character chart of god and goddess

Journal entries

Mythology scrapbook

A newspaper article that is related to the Trojan War

Writing

Each and every student should answer the following questions about myths

What kind of a story do you think a myth is?

Name some of the myths that you know.

Do you think there is any difference between a myth, a folktale and a fairytale?

Are there any special myths in your country? If any, name one.

A table showing the myth strategy recall

Myths Agree disagree

A myth might probably explain where things originated from Most people have myths about earthquakes Real people have adventure stories is a myth A myth is a story that is not real

Most myth stories are females

Central difficulties in teaching the mythological text to the younger students.

Surprisingly, there are several central difficulties that can be associated with teaching the mythological novel to younger students. One cannot be sure that the students are understanding the right truth. Additionally, myths do not express the truth in them in a transparent manner. As a result, the students cannot be sure of which types of myths are communicating the truth. Young learners cannot be in a better position to differentiate between a fictional story and a myth, hence, interpretation will depend on the individual.

Greek mythology may seem difficult to teach to the young learners. It entails learning about other cultures and relating their way of life to ours. This becomes more complicated for the lesser ones to comprehend. Secondly, the Athens have greatly influenced our society. The educational theories revolve around the Athens society. As a result, the students cannot relate their way of life with that of the Athens. Also, the way of living of Athens is totally different from that of the young students. Greek mythology is not recommended for junior students because they cannot determine the prior skills and knowledge. As a result, they cannot tailor the course to their needs. Myths entails learning through peoples differences. The juniors cannot examine the Athens, hence, they cannot identify their significance.

Young minds have not developed the capacity to do enough and adequate research. They cannot determine the right question to answer therefore, greek mythology is difficult to teach them. Additionally, greek mythology does not explain the origin of the most powerful Greek god. The Greeks, especially the Athens, believed in most gods. Mythology does not explain the importance of having the many gods and how they impacted their way of life. Surprisingly, the mythology does not compare and contrast the advantages and disadvantages of living in a culture of many gods.

Example

Any junior student may want to study about the divine twins Castor and Pollux from Greek mythology. These are names of stars. However, no student can be successful because mythology neither defines their true nature, nor their way of formation. Only lots of stories have been developed about them and these stories can be very confusing to any other junior learner. The primary sources of Greek mythology states that Castor and Pollux are sons to Tyndareus, and, that both become stars at their deaths. All these myths can be studied in a better way by a senior student.

Mythological stories contain a lot of inaccurate information that a young learner cannot be in a position to analyze it. They would require a mentor at hand to help them do the proper research regarding their brain capacity. Interestingly, there is no best way to teach young learners about how ancient Greeks lived. However, they lived in small groups which they termed as conglomerations of people.

In conclusion, education outcomes for junior learners, aged between three to eight years can significantly improve if only the learning system abandoned outdated misconceptions. In return, we should embrace practices with up-to-date scientific findings.

 

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