Lesson Plans

Title of Unit Curriculum Area Beginnings, Grade Level Origins, & Classics Literature/Social Time Frame Studies Stage 1 Identify Desired Results
Standards (state or national standards using with lesson): RL: 1, 2, 3, 4, 5, 6, 9, 10 RI: 7, 9 W: 1, 2, 3, 4, 7, 8, 9, 10 SL: 2, 4, 5, 6 L: 1, 2, 3, 4, 5, 6

12
5 days (45 minute sessions)

National Educational Technology Standards Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation b. Collect and analyze data to identify solutions and/or make informed decisions

Essential Questions
Overarching Question: 1. How do cultures explain the origins of humans? 2. How does a cultures literature reflect its values? 3. What does a cultures creation myth tell us about the values and history of that civilization? 4. What is culture? 5. How do authors integrate cultural relevance with their writing? 6. What makes a work culturally relevant? Topical Questions? 1. Who are we? 2. Where do we come from? 3. What are the most memorable events of your life?

Knowledge and Skills

Knowledge: Students will know:

Skills:

Students will be able to (What thinking skills will be required of the students?) Students will understand and know (What facts, vocabulary, how-tos, information will students need?) Use formal rules of grammar and composition to express thoughts (W 1, 2, 4, 7, 8; SL 6; L 1, 2, 3, 4, 1. that authors purposefully choose diction and 5, 6) structure in a selection to make a claim, Identify and support claims using create a mood, or persuade (audience) textual evidence (W 1, 2; RL 1; RI 2. the writing of a particular culture is reflected 1; SL 4, 6) by the authors style, tone, and theme Examine and use literary and informational text to draw analysis Vocabulary: (W 9; SL 4, 5) Determine and find evidence to

Allusion (1) Analysis (1) Audience (1) Claim (1) Clause (1) Compare/ Contrast (1) Compound (1) Construction (1) Conventions (1) Counter-Claim (1) Detail (1) Diction (1) Diversity (1) Extended Metaphor (1) Figurative Language (1) Grammar (1) Imagery (1) Interpretation (1) Literal (1) Narrative (1) Native American (1) Origin Myth (1) Perspective (1) Purpose (1) Setting (1) Support (1) Symbolism (1) Theme (1) Tone (1) Topic (1) Universal (1)

support central themes (RL 2 ;RI 1) Analyze and explain complexities in sequence of events (RL 3; SL 4) Determine the meanings and purpose of diction and structure within a text (RL 4) Determine and analyze the purpose and effectiveness of the authors choice of point of view (RL 6; RI 6; SL 3) Evaluate multiple interpretations of a literary text and multiple interpretations/criticisms of an informational text (RI7) Read and comprehend informational and literary texts (RL 10; RI 10)

Other Evidence (e.g. tests, quizzes, work samples, observations) Informal assessment may be performed through discussion, notetaking, illustrations, and journaling. Student Self-Assessment and Reflection Students may also reflect upon the lesson and their life experiences within the discussion. Stage 2- Assessment Evidence
Students will read a variety of creation myths and note cultural truths in journal Other Evidence: 1. Class discussion: small group and whole

activities and in discussion. 1. Writing: Students may write their own creation myths using the myths and legends they read in class as a model. All myths/ legends must have a clear cultural truth. 2. Poetry and connections/ Technology element: 3. Vocabulary Quizzes: literary terminology 4. Students will compare and contrast the Maui creation story to How Raven Gave Light to the World

group 2. Informal feedback to daily class work and/or homework assignments 3. Response to discussion comments4.

Stage 3- Learning Plan Experiences Day 1

Ask the students to share information what they know about how different societies have explained human existence and other natural phenomena. Read aloud at least three different creation stories from different cultures and discuss them with the students. How Raven Gave Light to the World http://www.pbslearningmedia.org/content/echo07.lan.stories.raven/ (Alaskan Native Heritage. This downloadable, captioned video (2:10) depicts the story as told by Shirley Kendall (Eagle Moiety), originally from the Alaskan village of Hoonah. It is illustrated with video of Native dancers and Alaskan scenery, as well as with images depicting Raven.

Raven is a tricky creator. How do you think the Tlingit people feel about him? Do they revere him? Fear him? Laugh at him? How would you describe Raven's character? Can you think of other stories that use relationships between humans and animals to explain or teach? What other things could people learn from this story? Can you think of other stories with people in similar situations? This video presents a telling of the Tlingit myth. The story is told by Shirley Kendall (Eagle Moiety).

Day 2
This 4-minute video presents the telling of the story, "Maui and the Creation of the Islands" by Tom Cummings. It features storyteller Kealoha Kelekolio, and is

illustrated with images and graphics of the Hawaiian Islands. http://www.pbslearningmedia.org/content/echo07.lan.stories.maui/ All cultures have their own traditional stories that they pass down from generation to generation. Some of these stories, also called "creation myths," tell of ancestors, kings, gods and goddesses, or supernatural beings who played a part in the origin of Earth and all life on it. They also express the values of the culture or explain natural events such as rain and the Sun. Creation, or origin, stories describe the beginnings of the universe, including the Sun, Moon, stars, and Earth. Many creation stories focus on the origins of a particular region and people. For example, the story of how Maui attempts to catch a fish for his mother and ends up pulling the Hawaiian Islands out of the ocean is a creation story. Creation stories often try to explain the natural phenomena that people see around them. Ancient Hawaiians observed during their travels that there were differences in the soil and vegetation of the different islands. They recognized that these differences showed that the islands to the northwest were older than those to the southeast. This idea was handed down from generation to generation in the legends of Maui and other creation stories. When Maui fishes the land out of the ocean, the islands break apartbeginning with Kauai in the northwest and ending with Hawaii in the southeast. Finally, creation stories often embody the values of the culture that they represent. For example, Maui instructs his brothers not to look back or else they risk ruining his magic. This exemplifies the Hawaiian belief in the importance of concentration in any ritual or activity. When Maui's brothers can't resist turning to look at what is happening behind them, it relates to the Hawaiian belief that the loss of focus leads to the loss of a goal. It also connects to a cross-cultural theme of human difficulty to resist temptations. There are many Hawaiian creation stories about Maui and other figures that describe the islands' origins and the beliefs of its people, and these stories all coexist happily. Many of these stories have similarities with the stories of other Polynesian nations, and even nations with no immediate connection or proximity to Hawaii. This may be because many cultures have a desire to understand their

world and share that knowledge with families and communities. Stories have been the means for sharing this knowledge for thousands of years, and they continue to be a source of information today for those who want to learn about the people who told them.

Why do people need to explain how things came to be? Why would a story incorporate the creation of islands and include the importance of food on the islands? Is Maui the same kind of person at the beginning and at the end of the story? Do the events have an effect on him? Or do they just illustrate something that is happening within him anyway? The people of Hawaii have told this story to their children and grandchildren. What attitudes about the land and sea does the story embody? What lessons might the children have learned from the story?

Day 3

Compare and contrast the Maui creation story with the story, "How Raven Gave Light to the World." For instance, both Maui and Raven are tricksters beings who are both creators and mischievous. Use the Cross-Cultural comparison graphic organizer.

Day 4
The Legend of Popocatpetl and Iztacchuatl http://www.youtube.com/watch?v=ekg-AuTutAo&feature=related Read myth together and discuss.

Day 5
Write a new creation story based on the common elements you have found among the stories. The myth should be from an imaginary religion, culture, or society. http://teacher.scholastic.com/writewit/mff/myths_publish.asp
Differentiation What will I differentiate? Content, Process, Product 1. Content: Adapting selection for authors for a variety of reading and comprehension levels; graphic organizers provided for comparison and contrast 2. Process: Small groups for optimal experience; increase scaffolding during writing process as needed, and use level appropriate questions during discussions.

3. Product: Guide students in selections of text, provide one-on-one assistance for digital media, and modify writing requirements. How will I differentiate? Readiness, Interest, Learning Profile, Affect/Learning Environment, Combination A variety of texts will be chosen, and writing assignments will be leveled as seen appropriate by the teacher. Assignments may vary among students in the same class to include visual, written, and spoken expression of ideas.