What Makes a Myth a Myth

Subject Area

English Language Arts

Grade(s)

7, 8

Overview

This activity is used to introduce students to mythology. After this activity, learners will be able to identify and categorize the patterns found in various myths. Students will be able to write arguments to compare and contrast the patterns found in two myths.

This activity was created as a result of the ALEX Resource Development Summit.

English Language Arts (2021) Grade(s): 7

ELA21.7.4

Evaluate literary devices to support interpretations of literary texts using textual evidence, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.

Unpacked Content

UP:ELA21.7.4

Vocabulary

  • Literary devices
  • Literary texts
  • Textual evidence
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Imagery
  • Tone
  • Symbolism
  • Irony
  • Mood

Knowledge

Students know:
  • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
  • Evaluating literary devices that are used in a text can support a personal interpretation of a text.

Skills

Students are able to:
  • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.
  • Evaluate how an author's use of literary devices supports an interpretation of the text.
  • Cite evidence from the text to support their evaluations.

Understanding

Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Literary devices contribute to the literal and/or figurative interpretation of a text.
English Language Arts (2021) Grade(s): 8

ELA21.8.4

Analyze the use of literary devices, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion, to support interpretations of literary texts, using textual evidence to support the analysis.

Unpacked Content

UP:ELA21.8.4

Vocabulary

  • Literary devices
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Imagery
  • Tone
  • Symbolism
  • Irony
  • Mood
  • Allusion
  • Literary text
  • Textual evidence

Knowledge

Students know:
  • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
  • Analyzing literary devices that are used in a text can support an interpretation of the text.
  • Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:
  • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion.
  • Analyze how an author's use of literary devices supports an interpretation of the text.
  • Cite evidence from the text to support their analysis.

Understanding

Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Literary devices contribute to the literal and/or figurative interpretation of a text.

Phase

Before/Engage
During/Explore/Explain
Learning Objectives

Learning Objectives

Following this activity students will be able to:

  1. Read an assigned myth and cite textual evidence to support whether it meets the criteria of a myth.
  2. Locate relevant textual evidence to support the argument proposed by the student.

Activity Details

This learning activity should be used during a lesson on the creation of mythology. To begin this activity, students will complete an anticipatory guide on mythology. Students will be given three minutes to complete this guide. Next, they will turn-and-talk with their neighbor to discuss their prior knowledge of myths. The teacher will allow a few moments for the students to share before beginning the short video. During this activity, students will view "East vs West: Myths that Mystify." This activity will require students to view the video to learn the different patterns used to determine whether a writing is meeting the criteria to be considered a myth. The next stage of this activity is to view a power point presentation--Patterns in Mythology. Students can take notes to use to help cite textual evidence that confirms whether a myth meets the necessary criteria to be considered a myth. Following the viewing of both the short video and PowerPoint presentation, students will listen to a series of myths read aloud in class (they will have hard copies of each to read along). The selected myths are:

  1. How the Crocodile Got Its Skin
  2. How the Tortoise Got It's Shell
  3. Arachne, The Weaver

Students will then select one poem to analyze and determine if their chosen myth meets the criteria of a myth by completing the graphic organizer.

Assessment Strategies

Assessment Strategies

The following assessment strategies can be used to evaluate student learning:

  • Exit Slip Question: Do you believe the myths you read? Which pattern(s) stands out to you the most in the myth? (Answers can be written on an index card).

Variation Tips

To expand this activity teachers can have the students research their own myth to evaluate. 

Background and Preparation

Background / Preparation

Teachers should have accessible copies of myths for the students. These stories should be accessible via Google Classroom, chrome book or another digital device, or hard copies. 

Digital Tools / Resources

East vs. West: Myths that Mystify
https://www.ted.com/talks/devdutt_pattanaik_east_vs_west_the_myths_that_mystify

Approved Date

Owner (Author)

sbonner3
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