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Edith Hamilton’s Mythology 3/20/17 Introduction: We can assume after studying the introduction to Mythology that Edith Hamilton’s wish in our reading of her text would be to gain a deeper understanding of the culture and writers of mythology as well as the individual stories. With that idea in mind, you will choose one specific part in the book to study and become an expert on. Your goals are to: Read and contribute effectively: Thoroughly read the section you choose; display your knowledge by annotating the text and sharing in discussions with group members Meet, plan, and practice: Meet with your group as agreed upon and contribute 100% to planning and practicing your presentation, much of which will occur outside clas Present: With your group, present findings to the class, teaching them stories in your section Pass the test: Pass a test over the sections read as a class and your chosen section Directions: 1. Groups will meet to discuss the reading and to formulate project ideas on Friday, 3/24, presenting them for my approval by the end of class on Monday 3/27. It is crucial that you come to class prepared to contribute to your group, and it will be obvious to your friends as well as to me if you have not read your section thoroughly enough to explain its ideas and to answer questions about it. 2. Your project is a presentation of the important ideas from your section. As with all presentations, you should plan a brief introduction, a body, and a brief conclusion. Present facts, characters, basic plots, themes, moral teachings or purposes of the myths, related vocabulary, etc. If your section has numerous gods and goddesses, focus on the ones you think are most interesting to portray. When possible, connect your information to something students already know. This project requires you to use resources outside of Hamilton’s Mythology. 3. This must be a highly visual presentation, such as (1) role play/reenactment of stories; (2) TV game show, talk show, soap opera, or Entertainment Today style, either in front of the class or via a video prepared outside of class. Your group could also (3) make masks and tell the stories that way; YouTube has excellent how-to videos on making Greek masks. Another idea is to present stories via (4) highly decorative, elaborate, hand-made posters. You may use one or a combination of these ideas. Whatever you choose, remember that this is a verbal but also visual presentation. Finally, every presentation must include a piece of classical art, ancient Greek poetry, and current music. 4. Every group will present their section to the class. This is an opportunity to teach your fellow students. Plan a 7 - 10 minute presentation of your choice. You’ll have Monday, April 10 for final in-class practice of your presentation. Presentations begin the next day, Tuesday, April 11, and every group must be ready to present that day. 5. Miscellaneous: advertisements; script = okay; purpose = educate in an entertaining way, but don’t get cocky and laugh your way through it as this is unprofessional and will result in a lower group grade. Remember your purpose; remember all of your audience. Absences: If you must be absent on the presentation day, you will be required to research a separate mythology topic that will be given to you by me. You will write and turn in a 3-page paper on that topic and present your findings to the class as well. Your group members will cover, to the best of their abilities, your part of the group presentation. Visual Mythology Presentation Rubric Group Members: ____________________ _____________________ Content: English 9 Honors 2017 ______________________ ____________________ ____________________ Important facts, characters, themes, events, etc. accurately and clearly explained in a highly interesting manner, 7 - 10 minutes; Art _____ Poetry ____ Music ___ incorporated appropriately _____/16 Organization: Logical flow; smooth transitions between group members, parts; includes brief introduction, body, brief conclusion; it is evident that all group members contribute equally _____/9 Participation: Appropriate voice, pace, eye contact used; purpose and demeanor reflect goal of teaching classmates _____/10 Mode of Delivery: Use of medium, props, costumes Less effective Highly effective TOTAL: ¢ _____/10 _____/45