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Greek Mythology Unit
8th Grade Extended Curriculum
GREEK MYTHOLOGY UNIT
Table of Contents
WEEK 1: DAY 1................................................................................................................................................ 3
Creation of the World ............................................................................................................................... 5
WEEK 1: DAY 2................................................................................................................................................ 7
What is a Hero?......................................................................................................................................... 8
WEEK 1: DAY 3................................................................................................................................................ 9
Heroes WebQuest ................................................................................................................................... 10
The Myth of Atalanta .............................................................................................................................. 12
WEEK 1: DAY 4.............................................................................................................................................. 13
Gods and Goddesses WebQuest............................................................................................................. 14
WEEK 1: DAY 5.............................................................................................................................................. 16
WEEK 2: DAY 6.............................................................................................................................................. 18
Eek! Why we love to scare ourselves silly............................................................................................... 19
WEEK 2: DAY 7.............................................................................................................................................. 20
Monsters and Creatures WebQuest ....................................................................................................... 21
WEEK 2: DAY 8.............................................................................................................................................. 23
Fanfiction Plot Diagram .......................................................................................................................... 24
Fanfiction Procedures and Tips ............................................................................................................... 25
WEEK 2: DAY 9.............................................................................................................................................. 27
WEEK 2: DAY 10 ........................................................................................................................................... 28
Fanfiction Revising .................................................................................................................................. 29
Fanfiction Rubric ..................................................................................................................................... 31
WEEK 3: DAY 11 ........................................................................................................................................... 32
Greek Meet Final Product Menu ............................................................................................................ 33
Greek Meet Final Product Plan ............................................................................................................... 37
WEEK 3: DAYS 12-14 .................................................................................................................................... 38
WEEK 3: DAY 15 ........................................................................................................................................... 39
Skit Rubric ............................................................................................................................................... 40
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Greek Mythology Unit
8th Grade Extended Curriculum
Game Rubric............................................................................................................................................ 41
Children’s Book Rubric ............................................................................................................................ 42
Culinary Exploration Rubric..................................................................................................................... 43
Myth Vase Rubric .................................................................................................................................... 44
Mythology Fakebook Rubric ................................................................................................................... 45
Pandora’s Box Rubric .............................................................................................................................. 46
REFERENCES: ................................................................................................................................................. 47
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 1: DAY 1
Lesson Plan Title: Introduction to Greek Mythology
Specific Objectives: Access and share background knowledge; Define “myth.”
Required Materials: Computer projector system, computer, KWHL chart, “Creation of the
World” handout
Lead in: Tell students they are going to begin a unit on Greek mythology. Share Greek god rap
http://www.youtube.com/watch?v=V71ywBHK6wQ
KWHL Chart: Students will complete KWHL chart about their knowledge of Greek mythology.
Students may reference the video and may be better able to generate ideas while working in
partners. Alternatively you may decide to do this as a class using the electronic KWHL chart.
Print KWHL Chart: http://www.ncsu.edu/midlink/kwl.pdf
Electronic KWHL Chart: http://www.readwritethink.org/classroom-resources/studentinteractives/creator-30846.html
Define Myth: Read or view the Greek myth of Creation
Video: http://www.youtube.com/watch?v=LxoRWD-Rwt
Print: see handout
Note: Depending on time, it may be useful to use both, as they build on one another and show
that there are often variations between tellings.
Instruct a volunteer to define the word "myth" using a dictionary and discuss its meaning. Tell
students that a myth is a kind of story which attempts to interpret some aspect of the world
around us, often times expressing its culture's moral values in human terms. Help students
identify characteristics in the story that are unique to mythical literature. Ask students the
following inferential questions:
● What is being interpreted in this story?
● Is the interpretation real or scientifically based? Why or why not?
● What moral value is being addressed in this story?
For an additional resource on defining myths, use the Tale Untangler (attached)
Brainstorm other well-known stories that can be classified as myths. Write student responses on
the board or chart paper. Ask students why they chose these particular stories. What
characteristics classify these stories as myths? Help the students to refer to any interpretations,
explanations, and other moral lessons addressed in each myth.
Distribute Word Questioning Worksheet
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Greek Mythology Unit
8th Grade Extended Curriculum
(http://teacher.scholastic.com/LessonPlans/pdf/dec04_unit/Question.pdf). This activity will help
you determine the students' understanding of a myth. In small groups, have students complete it
using the word "myth" as the "Word Worth Watching." Upon finishing, have each group share
the information they recorded on their worksheet.
Homework: Students should bring in a photograph or image of someone they consider to be a
hero. (This can be someone they know personally or not.)
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8th Grade Extended Curriculum
Greek Mythology Unit
Creation of the World
adapted from www.greekmythology.com
In the beginning there was only chaos. Then out of the void appeared Erebus, the
unknowable place where death dwells, and Night. All else was empty, silent, endless darkness.
Then somehow Love was born bringing a start of order. From Love came Light and Day. Once
there was Light and Day, Gaea, the earth, and Uranus, the sky, appeared.
Uranus became Gaea's husband, covering her on all sides. Together they produced the
three Cyclopes, the three 50-headed, 100-armed Hecatoncheires, and twelve Titans.
However, Uranus was a bad father and husband. He hated the Hecatoncheires. He
imprisoned them by pushing them into the hidden places of the earth. This angered Gaea and
she plotted against Uranus. She made a flint sickle and tried to get her children to attack
Uranus. All were too afraid except, the youngest Titan, Cronus.
Gaea and Cronus set up an ambush of Uranus. Cronus grabbed his father and wounded
him with the stone sickle. Uranus’s blood fell into the sea, creating the Giants, the Ash Tree
Nymphs, and the Furies. From the sea foam where his blood fell came Aphrodite.Uranus
departed, but he promised that Cronus and the Titans would be punished.
Cronus became the next ruler. He imprisoned the Cyclopes and the Hecatoncheires in
Tartarus. He married his sister Rhea, and under his rule the Titans had many offspring. He ruled
for many ages. However, Gaea and Uranus both had prophesied that he would be overthrown
by a son. To avoid this, Cronus swallowed each of his children as they were born. Rhea was
angry at the treatment of her children and plotted against Cronus. When it came time to give
birth to her sixth child, Rhea hid herself, then she left the child to be raised by nymphs. To
conceal her act she wrapped a stone in swaddling cloths and passed it off as the baby to
Cronus, who swallowed it.
This child was Zeus. He grew into a handsome youth on Crete. He consulted Metis on
how to defeat Cronus. She prepared a drink for Cronus, designed to make him vomit up the
other children. Rhea convinced Cronus to accept his son, and Zeus was allowed to return to
Mount Olympus as Cronus's cupbearer. This gave Zeus the opportunity to slip Cronus the
specially prepared drink. This worked as planned, and the other five children were vomited up.
Being gods, they were unharmed. They were thankful to Zeus and made him their leader.
But Cronus was yet to be defeated. He and the Titans, except Prometheus, Epimetheus,
and Oceanus, fought to retain their power. Atlas became their leader in battle, and it looked for
some time as though they would win and put the young gods down. However, Zeus was
cunning. He went down to Tartarus and freed the Cyclopes and the Hecatoncheires.
Prometheus joined Zeus as well, and Zeus returned to battle with his new allies. The Cyclopes
provided Zeus with lightning bolts for weapons. The Hecatoncheires were set in ambush, armed
with boulders. When the time was right, Zeus retreated, drawing the Titans into the
Hecatoncheires's ambush. The Hecatoncheires rained down hundreds of boulders with such a
fury that the Titans thought the mountains were falling on them. They broke and ran giving Zeus
victory.
Zeus exiled the Titans who had fought against him into Tartarus, except for Atlas, who
was singled out for the special punishment of holding the world on his shoulders.
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Greek Mythology Unit
8th Grade Extended Curriculum
However, even after this victory Zeus was not safe. Gaea angry that her children had
been imprisoned gave birth to a last offspring, Typhoeus. Typhoeus was so fearsome that most
of the gods fled. However, Zeus faced the monster and, flinging his lightning bolts, was able to
kill it. Typhoeus was buried under Mount Etna in Sicily.
Much later a final challenge to Zeus rule was made by the Giants. They went so far as to
attempt to invade Mount Olympus, piling mountain upon mountain in an effort to reach the top.
But, the gods had grown strong and with the help of Heracles the Giants were subdued or killed.
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 1: DAY 2
Lesson Plan Title: Heroes in Greek Mythology
Specific Objectives: Define the qualities of heroism; identify connection between modern
heroes and the heroes of Ancient Greece.
Required Materials: “What is a Hero” handout; copy of “Perseus and Medusa”
Lead in: Students will present their images of heroes by sharing image and describing what
makes them a hero in two or three sentences. Consider clearing a space for images to be
displayed in a collage.
Brainstorm: What defines a hero? Use the snowball method to brainstorm the definition of a
hero. On a sheet of paper, each student will independently come up with three traits that
describe heroism. Then students will join in groups of two to decide which are the three most
important traits of heroism. Groups of two will then join to become groups of four, again deciding
on what the three most important traits are. Groups of four become groups of eight, and so on
until you have a class consensus about the most important traits of a hero.
Characterization Activity: Students will complete the first column of the handout: “What is a
Hero?” based on a hero of their choice.
Then, as a class, fill out the second column, discussing Percy Jackson to build on prior
knowledge. How was Percy heroic? Not all students will be able to participate in this discussion,
so consider showing this clip: http://www.youtube.com/watch?v=akg77QqDPYI in advance.
Finally, read the myth of Perseus and Medusa and complete the third column of the chart.
Options for reading this include:
Short story: Myths of Ancient Greece by Jen Green, p. 18 (ISBN: 1433935252); check your
school library
Video: http://www.abc.net.au/arts/wingedsandals/storytime1.htm
Online: http://www.shmoop.com/perseus-medusa/myth-text.html
A more exhaustive version is attached
Note: As so many of these versions are brief, there is a lot of opportunity to teach inference
and/or annotation strategies.
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8th Grade Extended Curriculum
Greek Mythology Unit
Name_________________________________________Pd_________Date_______________
What is a Hero?
Name
What situations or
events allowed this
individual to become
“heroic?”
What qualities make
the individual “larger
than life?”
How did the acts of
this individual
contribute to the
greater good of
society?
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 1: DAY 3
Lesson Title: Heroes WebQuest
Specific Objectives: Students will familiarize themselves with a variety of Greek heroes
Required Materials: WebQuest #1 Handout; Access to computer lab or library materials
Lead in: During our last class, we defined the characteristics of a hero. Today, you will have the
opportunity to learn more about the heroes of many Greek myths.
WebQuest: Using the computer lab or materials from the school library, the students should
access information about various heroes of Greek mythology and complete the chart.
Discuss:
Ask students which myths most intrigued them, and if they notice any common threads among
the heroes. Perceptive students will notice that no females are listed. If time permits, share the
story of Atalanta (attached.)
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8th Grade Extended Curriculum
Greek Mythology Unit
Name___________________________________________Pd_______Date______________
Heroes WebQuest
Complete this worksheet to describe these heroes. Be sure to use your own words. Use the
following links to help you:
http://www.mythweb.com/heroes/heroes.html
http://www.theoi.com/greek-mythology/heroes.html
http://www.watson.org/~leigh/myth.html
http://www.igreekmythology.com/greek-heroes.html
Hero
Perseus
Heracles
Bellerophon
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God(s) to whom they
are connected
A brief summary of their quest
Greek Mythology Unit
Theseus
Odysseus
Jason
Achilles
Orpheus
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8th Grade Extended Curriculum
8th Grade Extended Curriculum
Greek Mythology Unit
The Myth of Atalanta
adapted from greekmythology.com
Atalanta's parentage is uncertain. One possibility is King Iasus with Clymene. She came
into the world in the undesirable state of being female. As a result her Father had her carried
into the woods and left exposed to die. Instead, she was raised during her childhood by a bear.
As she grew older she began to spend time with hunters and was soon the best amongst them.
She loved hunting and the outdoors and had no use for a man in her life. She also received an
oracle that her marriage would end in disaster.
She wished to join the Argonauts but, Jason thought it inadvisable to have a women
among the crew, fearing that the men would try to take advantage of her.
Her shooting skills allowed her to draw first blood during the Calydonian Boar Hunt. Her
contribution to the hunt was marred when a quarrel over giving her a trophy of the hunt resulted
in the death of Meleager and his uncles.
At the funeral games honoring Pelias, Atalanta entered the wrestling contests. Here she
gained more fame by scoring a victory over Peleus.
She achieved enough that her Father forgave her for not being a son and allowed her to
return home. Once there he attempted to fulfill his fatherly obligations by finding her a husband.
For her to simply refuse might arouse dangerous resentment. Instead she proposed a test. The
successful suitor would have to beat her in a foot race. Losing suitors would be beheaded by
her. As Atalanta was one of the fastest mortals this appeared to insure her maidenhood.
For quite some time this worked. Some say that she evened the odds by wearing armor
while she ran. Others say that she gave the suitors a head start of half the distance. In any case
the heads stacked up.
Melanion fell in love with her. He knew that he was not fast enough to win the race. So
he did what many frustrated lovers have done. He prayed to Aphrodite for help. Aphrodite has a
weakness for lovers and a concern about those that reject romance to the degree that Atalanta
did. Aphrodite presented Melanion with three golden apples and a plan. In return Melanion was
to sacrifice to Aphrodite.
Melanion then ran his race with Atalanta carrying the apples with him. When Atalanta
caught up to him he tossed the first apple at her feet. The sight of the magic golden apple was
irresistible to Atalanta. She stopped to pick it up confident that she could make up the time.
Soon enough she was once again passing Melanion. He threw the second apple, this time
further to the side. Again, she lost time retrieving the apple. As she again caught up the finish
line was near and chasing the third thrown apple cost her the race.
Despite her resistance once won marriage seemed to suit Atalanta. Melanion's
happiness and joy was so great he completely forgot his obligations to sacrifice to Aphrodite. As
usual when messing up with the gods payback was severe: she turned both Melanion and
Atalanta into lions.
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 1: DAY 4
Lesson Plan Title: WebQuest #2 - gods and goddesses
Specific Objectives: Students will be introduced to the major gods and goddesses of Greek
mythology
Required Materials: WebQuest #2 Handout; Access to computer lab or library materials
Lead in: We’ve been introduced to some of the heroes of Greek mythology. Today you will
learn more about the gods that they served and defied.
WebQuest - Using the computer lab or materials from the school library, the students should
access information about various gods and goddesses of Greek mythology and complete the
chart.
Connections - If time remains, introduce the connections between Greek and Roman gods with
this reading passage and work sheet:
http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/Greece%20Meets%20Rome
.pdf
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8th Grade Extended Curriculum
Greek Mythology Unit
Name___________________________________________Pd_______Date______________
Gods and Goddesses WebQuest
Use the given links to completely fill in the chart below.
Greek Lineage and Descriptions- http://www.ancientgreece.com/s/Mythology/
Greek Encyclopedia- http://www.mythweb.com/encyc/contents.html
Greek god/goddess Bios- http://www.desy.de/gna/interpedia/greek_myth/gods.html#GreekGods
Encyclopedia Mythica- http://www.pantheon.org/areas/mythology/europe/greek/articles.html
Name of god/goddess
Zeus
Hera
Poseidon
Hades
Ares
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god/goddess
of...
Symbols
Interesting details
Greek Mythology Unit
Apollo
Athena
Aphrodite
Hephaestus
Hermes
Demeter
Dionysis
Artemis
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8th Grade Extended Curriculum
Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 1: DAY 5
Lesson Plan Title: Digging Deeper: gods and goddesses
Specific Objectives: Students will deepen their understanding of the gods and goddesses of
Greek mythology
Required Materials: Greek Barbie template and examples; copies stories
Lead in: We learned about the greek gods and goddesses yesterday. Today you’ll learn more
about them and the myths they are involved in.
Coloring Activity: Using their WebQuest handouts from yesterday, students will create a
Greek Barbie.
Barbie, America's favorite doll, has been in a state of evolution ever since she first rolled off the
assembly line. While Barbie started out as a materialistic airhead equipped with a plasticly
perfect body, she has gradually tried to move away from this image. Her body is still plasticly
perfect, and if you squeeze her head, you will see that it's still filled with air, but at least now you
can find Barbie doing all kinds of jobs and not just meeting her friends at the mall. There's Pilot
Barbie, Brain Surgeon Barbie, even Nuclear Physicist Barbie.
The reason Barbie has changed is a simple one: society's views toward women have changed.
During the last few decades, more and more women have entered the workforce. A Barbie who
stays home, cooking and cleaning, is not an adequate representation of the world at large.
While some argue that Barbie also sends many negative connotations about appearance, she
sends the positive message that in our day and age your occupation is no longer limited by your
gender.
Some parents view dolls as a way of preparing children for life. Many toymakers share this
philosophy and design their products accordingly. Dolls are designed to appeal to girls. The idea
behind this marketing is one day a girl might have a baby of her own to care for. The doll is
preparing her for this future event. Likewise, toy soldiers are designed to appeal to boys. One
day they may be called upon to join the armed forces. The toy is preparing them for this
possibility.
DISCUSSION QUESTIONS:
●
●
●
●
●
16
Do you believe that toys are designed to teach children about our society?
Are some toys gender-neutral?
How has our society defined gender over time?
How have these changed over time?
How are gods depicted differently than goddesses?
Greek Mythology Unit
8th Grade Extended Curriculum
ASSIGNMENT: Create a doll based on a mythological female we have read about. Use details
about the mythological character to complete the FEATURES and ACCESSORIES of your doll.
FEATURES: Features are actions that the doll can do. Perhaps your doll can speak a line or
kick or jump or bat its eyes. (Make sure these relate to the character you have chosen.)
ACCESSORIES: These are small, usually painted plastic items that come with the doll.
VEHICLE: Create a vehicle for your doll. This can be a modern vehicle, but make it relevant to
the character.
ALSO COLLECT: Make reference to another toy that might go well with the one you have
created. For example, Barbie has all kinds of extras: beach houses, other doll friends, pets, etc.
Example and template can be found: http://mythologyteacher.com/documents/Barbie.pdf
Gods: Good or bad? Split the class into groups, and give them copies of theses myths. Ask
them to read them, and decide independently whether the god discussed is good or evil. After
they’ve had a chance to create an argument, hold a small informal debate to argue for or
against the god. (You may need to choose students to play devil’s advocate and argue a side
they don’t really believe.)
Zeus: The story of Prometheus (recommended version: from the readings of the former
extended LA curriculum; another version is available here:
http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/stories/Prometheus%20Give
s%20Fire%20to%20Man.pdf)
Demeter: The story of Persephone (recommended version: from the readings of the former
extended LA curriculum; another version is available here:
http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/stories/How%20the%20Seas
ons%20Came.pdf)
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 2: DAY 6
Lesson Plan Title: Monsters and Creatures
Specific Objectives: Students will explore the origins of fear and the components of scary
stories as an introduction to the monsters of Greek mythology
Required Materials: Computer with speakers, copies of the Theseus myth, copies of “Eek!”
article
Lead in: Tell students that they are going to learn about the monsters of Greek mythology, but
not before learning about the monsters we fear today.
“What are you so scared of?”:
Ask students to talk about fears they had as children or fears that they currently have. (If
students need prompting to generate ideas, consider sharing this cartoon:
http://pulpfactor.com/wp-content/uploads/2010/04/Childhood-Fears.jpg)
The following BBC audio clip discusses the origins of certain monsters and scary stories:
http://www.bbc.co.uk/news/entertainment-arts-21876459 Ask students if the fears they shared
have a story behind them, and if something that may have seemed illogical may actually be
logical.
For more on fears and why we enjoy them, read “Eek! Why We Love to Scare Ourselves Silly”
(attached)
Theseus and the Minotaur: Read the story of “Theseus and the Minotaur” (attached; for a
more difficult reading level consider this version
http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/stories/Theseus+and+the+Mi
notaur[1].pdf)
After reading, lead the students in discussion. Depending on time, consider a Socratic circle.
Alternatively, consider these discussion questions:
Which monsters were mentioned in this myth?
Which of them seems most terrifying?
Which monsters could you “explain” knowing what we know about our world today?
Conclusion: Tomorrow you will do a final WebQuest to learn more about the monsters and
creatures of Greek mythology.
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Greek Mythology Unit
8th Grade Extended Curriculum
Eek! Why we love to scare ourselves silly
By Bill Brigs: http://www.nbcnews.com/health/eek-why-we-love-scare-ourselves-silly-1C9386878
You jump, yelp and quake. You hug tighter and breathe harder. Then, you giggle it all
away. The hormonal storm that cascades through your body before, during and after a frightfully
fun moment is – as haunted house artist Timothy Haskell likes to say – “a beautiful pathos.”
“It’s a complete journey from anticipation to anxiety to experiencing the fear and having
the adrenaline rush to coming down afterward,” says Haskell, an Off-Broadway director whose
latest ghostly creation, “Nightmare: Superstitions,” runs Sept. 24-Nov. 6 in Manhattan. “Fear and
hilarity are very close to each other. It’s the same (neuro)transmitter that’s being engaged. A lot
of times, you’ll get startled and find the very next reaction is to laugh.” Which explains why so
many of us purposely love to be scared: It’s an internal roller coaster ride that delivers us safely
back to reality.
Whether bungee-cord jumping or watching horror flicks, we’re drawn to the chemical
surge of controlled danger. Adding to the blood-curdling bliss: your body can’t discern between
the intentional thrill you ignite by, say, parachuting for sport and the anxiety that grips you if you
stumble into true peril.
“People think this is all in your head. No, it’s all in your kidney rind,” says Dr. Christoph
Leonhard, a psychologist and professor at the Chicago School of Professional Psychology. In
an alarming situation, your adrenal glands (which sit atop your kidneys) dump the hormone
epinephrine into your blood steam. That gush triggers a series of bodily reactions – the “fight or
flight response” – including a burst in heart rate and breathing.
“The very exciting experiences and the anxious experiences are difficult to differentiate
just on a physiological level,” Leonhard says. “So if you’re going bungee-cord jumping or if you
are having a panic attack driving over a big bridge, biologically speaking, it’s almost identical.”
After the terror lifts, your body unleashes a compensatory hormonal wave –
noradrenaline – to restore heart and breathing rates. What you feel then is “that peaceful,
relaxed, deeply pleasurable state,” Leonhard says. “People get addicted to that as much as they
get addicted to the excitement.”
Our joy-jolt is further revved by watching others freak out. Due to biological differences,
some of us simply startle easier – “just like,” Leonhard says, “it takes more beer to get some
people drunk.” Typically, those of us who seek the big scare like to do it in packs.
Psychologically, Leonhard says, we enjoy trying on roles that come with actual creepy
situations: We become the caretaker or we allow someone to protect us. We bond. People often
attend Haskell’s “Nightmare” events in groups and because, he says, they “share communally.”
The backdrop for his 2010 haunted house is a 35-minute stroll through a former New York City
insane asylum. “They like being the safety buffer as well as being the person who needs a
safety buffer.” Haskell says. “People like to bring their girlfriend and boyfriend – whoever they
have to hold onto.”
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 2: DAY 7
Lesson Plan Title: WebQuest #3 - monsters
Specific Objectives: Students will learn more about the various monsters of Greek mythology
Required Materials: WebQuest #3 Handout; Access to computer lab or library materials
Lead in: We’ve been introduced to some of the monsters of Greek mythology. Today you will
learn more about who they are were and what they did.
WebQuest: Using the computer lab or materials from the school library, the students should
access information about various gods and goddesses of Greek mythology and complete the
chart.
If time remains: Ask students to create a picture of one of the monsters or a collage of many of
them, based on the descriptions from the WebQuest
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8th Grade Extended Curriculum
Greek Mythology Unit
Name___________________________________________Pd_______Date______________
Monsters and Creatures WebQuest
Use the given links to completely fill in the chart below.
http://www.greekmythology.com/Myths/Creatures/creatures.html
http://www.theoi.com/Bestiary.html
http://greece.mrdonn.org/myths.html
http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/monster.pdf
Mythological
Creature
Centaur
Minotaur
Satyr
The Furies
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Physical
Description
Origin and/or
Special Abilities
Greek Mythology Unit
Naiads
Medusa
Chimera
Nereids
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8th Grade Extended Curriculum
Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 2: DAY 8
Lesson Plan Title: Creative Writing and Myths - Planning
Specific Objectives: Students will lay the foundation for their fanfiction writing assignment
Materials: Computers for student use, Fanfic handout, Character Web, plot diagram
Procedure:
1. Set the stage by asking students if they have written any fanfiction. Define fanfiction for
students. Fanfiction is fiction written by a fan about characters from a specific book, movie, or
T.V. show. In this case it will be a mythological god, hero, or monster. (5 min.)
2. Explore one or all of the quizzes and choose a character for your fanfiction story. Complete
the character web.
Which god are You? Quiz http://www.abc.net.au/arts/wingedsandals/make_do/QUIZ/default.htm
Mythology Monsters Quiz
http://www.ducksters.com/history/ancient_greece/monsters_of_greek_mythology_questions.php
Greek Heroes Quiz
http://www.triviaplaza.com/heroes-in-greek-mythology-quiz/ (10 min.)
Alternative: Have students review their Web Quest notes for ideas in choosing a god, hero, or
monster.
3. Hand out and discuss Fanfiction Composing and Tips sheet.
4. Students determine the conflict for their story and plot the story on the plot diagram. (30 min.)
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8th Grade Extended Curriculum
Greek Mythology Unit
Name: ___________________________________________
Class period: ________ Date: _____________
Fanfiction Plot Diagram
Character:
god
hero
monster
Character Name
Title:
________________________
________________________
Climax:
__________________________________________________________________________________
________________________________________________________
Rising Action:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________
Initiating Event:
_______________________
_______________________
___________
CENTRAL CONFLICT:
Falling Action:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
_____________________
Type:
__________________
Explain:
______________________
______________________
______________________
______________________
__
Exposition & Setting:
24
____________________________________________________________________
______________________________________________
Resolution:
____________________________
____________________________
____________________________
____________________________
__________________________
8th Grade Extended Curriculum
Greek Mythology Unit
Name __________________________________
Fanfiction Procedures and Tips
Fanfiction Procedures
Planning:
___ Explore the gods, heroes, and monsters quizzes to decide on a character or
review your WebQuest from the previous week.
___ Choose one god, hero, or monster for your fanfiction.
Write the name here __________________
___ Complete the Character Web
___ Complete the Plot Diagram
Composing:
___ Share your plot diagram with your group. Write suggestions on the plot
diagram. Add ideas, but do not erase
___ Using the Character Web and the plot diagram as guides, compose your
fanfiction rough draft
Writer’s Workshop:
___ Highlight the criteria in the number 4 column of the Fanfiction Rubric
___ Read a peer’s fanfiction and make suggestions on their Revision handout.
___ Revise your fanfiction (see suggestions in the tips section)
___ Carefully edit your fanfiction using the mechanics row of the Fanfiction
Rubric
___ Read your fanfiction out loud and make the final adjustments
Publishing:
___ Turn in a publishable copy of your fanfiction.
___ Share your fanfiction with multiple audiences.
Fanfiction Tips
● Remember your audience - they may not know the character and the myth
● Stay in character - your character should not gain extra powers, grow appendages, or
changes their appearance
25
Greek Mythology Unit
8th Grade Extended Curriculum
● Exposition - don’t forget the exposition. Introduce the characters, the setting, and basic
information
● Spice-up your writing - include similes, metaphors, five senses, etc.
● Action - show what the character does - don’t tell about it.
● Conflict - create a strong conflict that will drive the fanfiction action
● Dialogue - Make the dialogue relevant to the action and the conflict
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 2: DAY 9
Lesson Plan Title: Creative Writing and Myths – Composing
Specific Objectives: Students will work in groups and independently to complete and improve
their FanFic assignment
Materials: Computers (for students who want to compose on the computer)
Procedure:
1. Group students according to the characters they are writing about (gods, heroes, monsters)
2. In the groups, students take turns sharing their plot diagrams. The group will then offer
suggestions on how to improve the plot and give examples of what they like.
Note: Each group should consist of four students. So, there will be multiple sub groups for each
type of character. The sub groups can be determined by counting off by four. (15 min.)
3. Students spend the remainder of the session composing the story. The rough draft is due the
following session. (30 min.)
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Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 2: DAY 10
Lesson Plan Title: Creative Writing and Myths - Writer’s Workshop
Specific Objectives: Students will revise and edit their Fan Fic pieces.
Materials: Computers (for students who want to compose on the computer), Fanfiction rubric,
Revision handout, Dictionaries/ Thesauri and other Writer’s Workshop resources
Relevant Handouts:
http://writingfix.com/PDFs/Writing_Tools/List_of_adjectives.pdf
http://www.english-for-students.com/Colors-Vocabulary.html
http://www.readwritethink.org/files/resources/lesson_images/lesson104/sounds.pdf
Procedure:
1) Students will convene in their original Planning Groups.
2) Distribute the Fanfiction Rubric. Highlight the 4 column and the criteria for the highest grade.
3) Students take turns reading each other’s fanfiction while making suggestions using the
Revision Handout.(40 min. @ 10 min. each round)
4) Students use the resources and their peer’s suggestions to make changes on their own
fanfiction. (30 min.)
5) Teacher’s can create a Fanfiction Anthology for each class. Students can share their
fanfiction on a classroom Web page. Classes can hold an Fanfiction Reading.
Additional Resources:
https://www.fictionpress.com/fiction/mythology
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8th Grade Extended Curriculum
Greek Mythology Unit
Writer’s Name _____________________________________________________
Fanfiction Revising
Round One: Word Choice
Peer reviser ______________________
___ Read the fanfiction and highlight overused words, boring words, and weak
words in yellow
___ record suggestions below
Original Word
Suggestions
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Peer reviser circle one
Rubric Rating : 4 – Consistent Control
2 – Inconsistent Control
3 – Reasonable Control
1 – Little or no control
Round Two: Figurative Language
Peer reviser __________________
___Read the fanfiction and highlight examples of figurative language in pink.
___ Record sentences or phrases that could be revised for figurative language
Paragraph # __ Phrase _______________________________________________
Figurative language suggestion _________________________________________
Paragraph # __ Phrase _______________________________________________
Figurative language suggestion _________________________________________
Paragraph # __ Phrase _______________________________________________
Figurative language suggestion _________________________________________
Peer reviser circle one
Rubric Rating : 4 – Consistent Control
3 – Reasonable Control
2 – Inconsistent Control 1 – Little or no control
29
8th Grade Extended Curriculum
Greek Mythology Unit
Round Three: Details and descriptions Peer reviser ____________________
___ Underline descriptive sentences and details in blue.
___ Record sentences or phrases that could be revised for descriptive language.
Paragraph # __ Phrase _______________________________________________
Suggestion _________________________________________________________
Paragraph # __ Phrase _______________________________________________
Suggestion _________________________________________________________
Paragraph # __ Phrase _______________________________________________
Suggestion _________________________________________________________
Peer reviser circle one
Rubric Rating : 4 – Consistent Control
2 – Inconsistent Control
Round Four: Characterization
3 – Reasonable Control
1 – Little or no control
Peer reviser ____________________
___ Write in red, circle examples of characterization (what the character does,
says, acts, and what other characters say about the character)
___ Make suggestions where characterization can be added
Paragraph # and sentence starter
Suggestion
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Peer reviser circle one
Rubric Rating : 4 – Consistent Control
3 – Reasonable Control
2 – Inconsistent Control 1 – Little or no control
30
8th Grade Extended Curriculum
Greek Mythology Unit
Fanfiction Rubric
Category
Organization
Mythological
Character
Elaboration
and Details
Word Choice
Usage and
Mechanics
4
3
1
• The story is well
organized. The
sequence is logical.
• For the most
part, the story is
organized. One
scene may seem
out of place.
• The mythological
character is deeply
incorporated into the
story line, including
many of his/her
unique traits and
characteristics.
• Most of the story • The character is part • The mythological character
of some of the action
includes the
does not seem to be an
in the story. Few
mythological
important part of the story.
traits
are
apparent.
No identifying traits are used.
character. Some
of his/her unique
traits are
included.
• The story includes
many imaginative
details and
descriptions that
contribute to the
story.
• The story contains a
• The story
few creative details
contains some
and descriptions.
creative details
and descriptions.
• There is little evidence of
creativity or original thought.
• Contains creative
word choice and
figurative language.
• Contains some
creative word
choice and
figurative
language.
• Creative word
choice and figurative
language is limited.
• Creative word choice and
figurative language is not
present.
• Limited use of
complete sentences
with appropriate
capitalization and
punctuation
• Little or no use of complete
sentences with appropriate
punctuation and capitalization
• Consistently uses
complete sentences
with appropriate
capitalization and
punctuation
• Consistently spells
words accurately
• Consistently
maintains verb tense
• Uses quotation marks
with dialogue
31
2
• Mostly uses
complete
sentences with
appropriate
capitalization
and punctuation
• Mostly spells
words accurately
• Mostly
maintains verb
tense
• Mostly uses
quotation marks
with dialogue
• The story is hard to
follow.
• Limited use of
correct spelling
• Inconsistent control
of verb tense
• Limited quotation
marks with direct
quotations
• Ideas and scenes are not
organized and do not follow
any logical sequence.
• Little or no use of correct
spelling
• Little or no control of verb
tense
• Little or no use of adjective to
enhance writing
• Little or no quotation marks
with direct quotations
Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 3: DAY 11
Lesson Plan Title: Greek Meet Final Product - Assessment – Introduction
Specific Objective: Students will be introduced to the final assessment and choose a project to
work on.
Materials:
Greek Meet Packet:
Greek Meet Final Product Menu handout
Greek Meet Final Product Plan
Greek Meet Final Product Rubric
Greek Meet Final Product Self Evaluation and Reflection
Procedure:
1) Prepare and distribute Greek Meet Packets
2) Introduce the products on the product menu. (20 min.)
3) Students decide on their product and form groups or pairs for planning and work
distribution.(25 min.)
Suggested handouts for storyboarding: http://karenjlloyd.com/blog/free-storyboard-templatedownloads/
32
8th Grade Extended Curriculum
Greek Mythology Unit
Greek Meet Final Product Menu
Directions:
1. Choose a product to work on alone or with a group.
2. Each student completes the Greek Meet Final Product Plan
3. Follow the procedures for each final product choice.
4. Be prepared to present your final product at the Greek Meet.
5. Each student completes the Greek Meet Final Product Self Evaluation and Reflection
Final Product Choices
Choice A: Skit
Your team will create a skit that tells the story of a Greek Myth. You will write and perform a
play that is 4-6 minutes long. Include props and costumes. You will also need to submit a written
script
Procedure:
1. As a group decide which myth you want to represent in your skit.
2. Write a prologue for the skit and a script. The prologue will introduce the characters in the
play and tell the basic story line. If your group decides to modernize the play, then this should
be explained in the prologue.
3. Write the script. You can work in a large group or split the story into smaller segments that
groups of two can work on together. The key is that everyone is productive and that the script
can be written in a set amount of time.
. The script should be in the drama format.
Title
List of characters and the actors playing them
Setting
Prologue
Stage directions
Dialogue (character name: dialogue)
4. Practice the skit using the script.The costumes and props can be brought in for the
performance.
33
Greek Mythology Unit
8th Grade Extended Curriculum
5. Perform the skit. Each student will be assessed individually. The rubric will assess: teamwork,
script, the performance, productivity, and creativity
Resource: http://www.brighthubeducation.com/high-school-english-lessons/30646-a-lesson-onadapting-myths-into-plays-for-teachers/
Choice B: Game
Create a board game based on the famous adventures of the Greek heroes and heroines.
Stories rich in details and adventures include: Jason's quest for the Golden Fleece, the Labors
of Hercules, the adventures of Theseus, or Odysseus and the Cyclops.
Procedure:
1. Choose a favorite story and create a plan the details you wish to include in the game.
2. Then write a rule book and design and produce the necessary accessories: board, cards,
dice, spinners, etc.
3. Share the game. You will be graded on creativity, ease of use and playability.
Choice C: Illustrated Children’s Book/Digital Story Book
Use your Fanfiction story to create a digital storybook.
Procedure:
1. Use the storyboard template to plan your digital storybook.
2. Choose a digital storybook from the links below or use one of your choosing.
3. Share your digital storybook at the Greek Meet.
4. You will be graded for the storyboard planning, images, and storyline.
https://sites.google.com/site/webtoolsbox/ebooks
http://edtechideas.com/2011/05/05/3-great-storybook-creators/
http://www.theiteachhub.com/best-storybook-creators-for-kids/
Choice D: Culinary Exploration
Explore Greek food recipes and choose a dish to make and share during Greek Meet.
Procedure:
1. Explore Greek recipes online and in books.
2. Shop for food items and snap a picture of yourself cooking the meal.
34
Greek Mythology Unit
8th Grade Extended Curriculum
3. Type the recipe. Include the picture of you cooking the dish and a paragraph about the food
on the recipe page.
4. Provide a handout of your recipe page for your classmates. Save one of the recipe pages for
your teacher.
5. recipes pages can be combined in a class cookbook.
6. You will be graded on effort, presentation, and the recipe page.
http://greek.food.com/all-recipes/quickandeasy
http://main.kitchendaily.com/kid-friendly-recipes/greek/
http://www.food.com/recipes/greek-desserts/quickandeasy
Choice E: Myth Vase
Design a krater or amphora using the black-line method of Greek pottery.
Procedure:
1. Use a picture to copy the shape of a krater or amphora on dark red paper, which is about 24
inches high.
2. Design a scene depicting one of the Greek gods or goddesses.
3. Incorporate several authentic designs around the edges and borders of the krater or
amphora. Use your own creativity rather than duplicate another artist's image of the god or
goddess.
4. When all of the drawing is complete, trace over the pencil marks with a permanent black
marker.
5. You will be graded on effort, neatness, creativity, and scene depiction.
Choice F: Mythology Fakebook
Create a fake Facebook page for a god, hero, or monster.
Procedure:
1. Go to www.classtools.net/FB/home-page and create a Fakebook for a god, hero, or
monster.
2. Add a cover image.
3. Complete the About section.
4. Add at least six friends. Stay true to the character.
5. Create at least twelve posts with at least two comments per post.
6. You will be graded for meeting the above criteria, creativity, and quality of posts.
35
Greek Mythology Unit
8th Grade Extended Curriculum
Choice G: Pandora’s Box
Procedure:
1. Read the myth of Pandora.
2. Find a container (box, jar, etc.) and decorate it so that it generates much curiosity and no one
could resist opening it.
3. Construct ten evils of today's society and place them in the box. All evils must be personified
and have "eyes" and "wings". You may choose to draw and color their evils or create threedimensional objects and glue "wiggle eyes" and tissue paper "wings" on them. For example,
one student glued eyes and wings on a small mirror to represent Vanity.
4. Construct one item representing Hope for our present-day society must also be placed in the
box.
5. Next, write a poem or a short essay about one evil contained in their Pandora's box. Provide
a "hopeful" solution to the evil.
6. You will be graded on creativity of the box and the poem or essay.
36
8th Grade Extended Curriculum
Greek Mythology Unit
Greek Meet Final Product Plan
Name ____________________________________
Group members (if any) ___________________________________________
______________________________________________________________
Project Choice __________________________________________________
Deviations from project procedures (teacher approval is needed) _____________
______________________________________________________________
______________________________________________________________
Materials needed _________________________________________________
______________________________________________________________
______________________________________________________________
Workday One Plan _______________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Workday One Reflection ___________________________________________
______________________________________________________________
______________________________________________________________
Workday Two Plan _______________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Workday Two Reflection __________________________________________
______________________________________________________________
______________________________________________________________
Materials needed for Greek Meet _____________________________________
______________________________________________________________
37
Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 3: DAYS 12-14
Session 12 Focus - Greek Meet Final Product - Assessment - Plan
Materials:
Greek Meet Packet - plan
Procedure:
1. Introduce the Greek Meet Plan and rubric. (15 min. )
2. Students complete the plan and show it to the teacher for approval
3. Remind students they need to bring in any materials they may need for the workdays (45
min.)
Session 13 Focus - Greek Meet Final Product - Assessment - Workday
Materials:
Greek Meet Packet - plan
Project materials
Precedure: Students work on projects with the teacher’s assistance (60 min.)
Session 14 Focus - Greek Meet Final Product - Assessment - Workday
Materials:
Greek Meet Packet - plan
Project materials
Procedure: Students work on projects with the teacher’s assistance (60 min.)
38
Greek Mythology Unit
8th Grade Extended Curriculum
WEEK 3: DAY 15
Lesson Plan Title: Greek Meet
Materials: Student projects; optional: video camera, copies of self-evaluation form
Procedure: Choose an option to present student projects. (50 minutes)
Students complete self-evaluation forms (10 minutes)
Options for presenting projects:
-Gallery Walk A: Students take turns leaving their group to view other presentations
-Gallery Walk B: Invite other classes to view student presentations (consider other 8th
grade classes or 6th or 7th grade Language Arts classes)
-Class presentations: Groups take turns presenting in the classroom
Self-evaluation form:
http://www.readwritethink.org/files/resources/lesson_images/lesson374/group-assessment.pdf
39
8th Grade Extended Curriculum
Greek Mythology Unit
Skit Rubric
4
3
2
1
Students contribute
equally to the
Students mostly
creation of the contribute equally
script. No
to the creation of
individual holds
the script. One Some students do
One student
more responsibility
individual may
not do an equal completes most or
Teamwork
than others emerge as a leader share of the work
all of the work
Script follows the
Script strays
Script does not
format outlined in somewhat from the
follow the format
Script is lacking
assignment. There format outlined in
outlined in the
important
are few or no assignment. There assignment. There
elements. There
errors in grammar,
are few errors in are several errors are several errors
usage, and
grammar, usage, in grammar, usage, in grammar, usage,
Script
mechanics
and mechanics
and mechanics
and mechanics
4-6 minute scene
is well-rehearsed.
Props and
Performance costumes are used
4-6 minute scene
shows some
preparation and
rehearsal. Props
and costumes are
sparse
Scene does not
meet time
requirements.
Scene does not
Props and
meet time
costumes are requirements. No
sparse props or costumes
Choices
demonstrate
insight. Performace
is highly
Creativity
entertaining
Choices
demonstrate
thoughtfulness.
Performance is
moderately
entertaining
Choices
demonstrate
awareness.
Performance may
be rote or boring
Choices show little
or no awareness
and do not
enhance the
entertainment
value of the play
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
40
8th Grade Extended Curriculum
Greek Mythology Unit
Game Rubric
2
1
Choices
demonstrate
insight. Concept is
Creativity highly entertaining
Choices
demonstrate
thoughtfulness.
Concept is
moderately
entertaining
Choices
demonstrate
awareness.
Concept may be
rote or boring
Choices show little
or no awareness
and do not
enhance the
entertainment
value of the game
Questions and
rules are written at
Ease of Use an 8th grade level
Questions and
rules may be
slightly below
grade level
Questions and
rules are below
grade level and
unclear
Questions and
rules are unclear
and difficult or
impossible to
follow
All rules are fully
articulated. Player
has no procedural
questions
Rules are well
articulated. Player
can infer the
answers to any
procedural
questions
Rules are
articulated. Player
may have a few
questions
Game rules are
unclear and game
is difficult or
impossible to play
Playability
4
3
Final product
shows clear
Final product
Final product Final product does
understanding and
shows
shows some
not demonstrate
analysis of at least understanding of at understanding of at understanding of a
one myth and least one myth and
least one myth. myth. A great deal
contains no
contains no Some material may
of material is
Content Accuracy
inaccuracies
inaccuracies
be inaccurate
inaccurate
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
41
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
8th Grade Extended Curriculum
Greek Mythology Unit
Children’s Book Rubric
4
3
2
1
Complete and
detailed evidence
Evidence of
of planning
planning
throughout entire throughout most of
storyboard
the storyboard
Only half of the
storyboard
showsplanning or
planning is
somewhat
undetailed or
confusing
Planning lacks
details and clarity
Images are
Several images are
creative,
Images are
used but may be
appropriate, and
appropriate and
inappropriately
used frequently
used frequently place or used more
throughout the final throughout the final
heavily in parts
Images
product
product
than others
Few images are
used and do not
enhance
understanding
Complete plotline
Plotline may be
includes all Complete plotline
lacking some
aspects of
includes all
elements of
narrative structure.
aspects of narrative structure.
Story is narrative structure.
Story may be
entertaining and
Story may be
somewhat
Storyline
easy to follow somewhat unclear
confusing
Plotline does not
follow narrative
structure. Story is
difficult to
understand
Storyboard
planning
Final product
shows clear
Final product
Final product Final product does
understanding and
shows
shows some
not demonstrate
analysis of at least understanding of at understanding of at understanding of a
one myth and least one myth and
least one myth. myth. A great deal
contains no
contains no Some material may
of material is
Content Accuracy
inaccuracies
inaccuracies
be inaccurate
inaccurate
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
42
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
8th Grade Extended Curriculum
Greek Mythology Unit
Culinary Exploration Rubric
4
Effort
Student
researches a
variety of recipes
and chooses one
that requires
several steps of
preparation
Food is presented
in an appealing
manner. Student
arranges to be
sure hot food is
served hot and
cold food is served
Presentation
cold.
3
2
1
Student
researches a few
recipes and
chooses one that Student chooses a Student chooses a
requires several recipe that requires food that requires
steps of a small amount of
little or no
preparation
preparation
preparation
Food is presented
neatly.
Food is presented No thought is given
sloppily
to presentation.
Recipe Page
Recipe page is
neatly typed.
Includes all recipe
components,
paragraph and
picture
Recipe page is
neatly typed.
Includes all recipe
Recipe page is
Recipe page is
components, lacking one of the
lacking some
paragraph and
components.
components.
picture. May have
Contains some
Contains many
some errors in errors in grammar, errors in grammar,
grammar, usage,
usage, and
usage, and
and mechanics
mechanics
mechanics
Authenticity
Food is authentic
Greek cuisine
N/A
N/A
Food is not
authentic Greek
cuisine
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
43
8th Grade Extended Curriculum
Greek Mythology Unit
Myth Vase Rubric
4
3
2
1
Final product
Final product
exceeds
meets
requirements listed requirements listed
on assignment
on assignment
Effort
page
page
Final product is
Final product is
lacking one of the
lacking two or
criteria listed on more criteria listed
the assignment on the assignment
page
page
Final product
Final product
shows care and
shows great care
effort went into
and effort went into
design. Few
design. No erasure erasure marks may
Neatness
marks are visible
be visible
Final product may Final product does
appear to be
not show care or
rushed. Some effort. Product may
details have been
be smeared or
neglected
wrinkled
Choices
Choices
demonstrate
demonstrate
insight. Final
thoughtfulness.
product is visually
Final product is
exciting visually interesting
Choices show little
or no awareness
and do not
enhance the
entertainment
value of the final
product
Creativity
Choices
demonstrate
awareness. Final
product may be
rote or boring
Final product
shows clear
Final product
Final product Final product does
understanding and
shows
shows some
not demonstrate
analysis of at least understanding of at understanding of at understanding of a
one myth and least one myth and
least one myth. myth. A great deal
contains no
contains no Some material may
of material is
Scene Depiction
inaccuracies.
inaccuracies
be inaccurate
inaccurate
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
44
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
8th Grade Extended Curriculum
Greek Mythology Unit
Mythology Fakebook Rubric
4
3
Final product
Final product
exceeds
meets
requirements listed requirements listed
on assignment
on assignment
Criteria Met
page
page
Choices
demonstrate
insight. Concept is
Creativity highly entertaining
Page posts are
appropriate to the
character. They tell
a story and build
the personality of
Quality of Posts
the character
Choices
demonstrate
thoughtfulness.
Concept is
moderately
entertaining
2
1
Final product is
lacking one of the
Final product is
criteria listed on lacking two or more
the assignment criteria listed on the
page assignment page
Choices
demonstrate
awareness.
Concept may be
rote or boring
Choices show little
or no awareness
and do not
enhance the
entertainment
value of the game
Page posts are
appropriate to the
character. They tell
a story and build Page posts may be
Page posts are
the personality of
brief and/or not abbreviated and do
the character. May
lend character
not develop
contain a few development. May character. Contains
errors in grammar,
contain errors in
multiple errors in
usage, and grammar, usage,
grammar, usage
mechanics
and mechanics
and mechanics
Final product
shows clear
Final product
Final product Final product does
understanding and
shows
shows some
not demonstrate
analysis of at least understanding of at understanding of at understanding of a
one myth and least one myth and
least one myth. myth. A great deal
contains no
contains no Some material may
of material is
Content Accuracy
inaccuracies
inaccuracies
be inaccurate
inaccurate
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
45
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
8th Grade Extended Curriculum
Greek Mythology Unit
Pandora’s Box Rubric
4
Box Design
2
1
Box design is
intriguing. Per
Box design shows
assignment "no
some thought but
one could resist
Box design is
is not wellopening it" intriguing and neat
executed
Box design does
not create intrigue
Figures are
colorful, have
wings and eyes,
and use symbolism
creatively.
Evils and Hope
Presentation is
Figures
neat
3
Figures are Figures are lacking
colorful, have
in either color,
wings and eyes,
wings, or eyes.
and use symbolism Symbolism exists
Figures are put
creatively.
but is not
together without
Presentation is
thoughtful. regard to neatness.
may be slighly Presentation may
Symbolism is
messy
be sloppy lacking or unclear
Writing describes
the evil as a threat
and clearly shows
the hopeful
solution. May
contain a few
errors in grammar,
usage, and
mechanics
Writing describes
and evil but does
Writing does not
not show a clear adequately portray
solution. May an evil or solution.
contain errors in Contains errors is
grammar, usage,
grammar, usage,
and mechanics
and mechanics
Choices
Choices
demonstrate
demonstrate
insight. Final
thoughtfulness.
product is visually
Final product is
exciting visually interesting
Choices
demonstrate
awareness. Final
product may be
rote or boring
Choices show little
or no awareness
and do not
enhance the
entertainment
value of the final
product
Students are
Students are on usually on task and
task in class and
need little
need no redirection prompting from the
Use of Class Time
from teacher
teacher
Students need to
be frequently
redirected
Students achieve
little or nothing in
class
Poem or Essay
Creativity
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Writing vividly
describes the evil
as a threat and
clearly shows the
hopeful solution
Greek Mythology Unit
8th Grade Extended Curriculum
REFERENCES:
http://www.greekmythology.com/Myths/The_Myths/The_Creation/the_creation.html
http://www.scholastic.com/teachers/lesson-plan/what-myth
http://learningtogive.org/lessons/unit141/lesson1.html
http://www.hejduk.net/downloads/TwelveOlympiansUnitStudy.pdf
http://www.jefftwp.org/middleschool/CoreTeams/LA/greek_mythology.htm
http://www.greekmyths-greekmythology.com/c/greek-myths/
http://www.mythologyteacher.com/Greek-Mythology.php
http://www.mythologyteacher.com/Mythological-Barbie.php
http://whatisfearhumanities.weebly.com/life-fears.html
http://www.raymondhuber.co.nz/wp-content/uploads/MythLessons.pdf
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