Myths & Legends Lesson Plan

Date:12/ 08/ 08 Term: Three Week: Five Year Level: Four Time/Length: 40 mins

Key Learning Area: English

Topic/Focus: Deconstructing Myths & Legends Pre planning Considerations

(Productive pedagogies/teaching strategies)

TOPIC ANALYSIS What is necessary to know to be prepared to teach the lesson? A myth is a story which contain mythical beings that face challenges. Throughout the explanation of events of the natural world a particular culture is usually reflected. A legend is a story which a hero or heroine lived in a specific time and has great powers. The story is fast paced and usually based on people who lived in the past. Organisational Frameworks Relevant language features (nouns, verbs, signal words, present tense etc.) What are the key elements of the concept taught in this lesson? Definition and analysis of a Myth Natural Event, Mythical Beings, Challenges or tests faced, Good or evil triumph Focus on framework and starting to identify character relationships. What pedagogical strategies would be most appropriate to teach these elements? Higher order thinking that requires students to manipulate information and ideas and then transform meaning and draw relevant connections. Substantive conversation that allows sustained conversational dialogue between students and teacher allowing discussion of myths and legends. Integration of high metalanguage discussing specific technical vocabulary and dialogue and focusing on text construction. High-connection lessons providing students with opportunities to make connections with prior knowledge and previous readings (E.g. Maui and the Sun.) Socially supportive classroom environment where high expectations ensure all students are able to achieve. Inclusivity is incorporated throughout the lesson, attempting to increase individual participation. LEARNER CONSIDERATION Class is majority female, with some students with learning difficulties PREREQUISITAL PUPIL LEARNING Co-operative learning skills have been acquired in previous group work scenarios. Students are able to demonstrate evidence of their learning over time in relation to knowledge and understanding, interpreting, constructing, appreciating and reflecting with texts. Students have knowledge of language features and have had prior experience with myths and legends.

LITERACY CONSIDERATIONS
Ways of working Students are able to: Identify and demonstrate the relationship between audience, subject matter, purpose and text type. Interpret how people, characters, places, events and things have been represented. Make judgements and justify opinions about their enjoyment and appreciation from texts using personal knowledge, experienced and direct references to texts Reflect on learning, apply new understandings and identify future applications. Reflect on and identify how language elements in texts represent people, characters, places, events and things in similar and different ways. Speaking & Listening Students are able to: Identify ideas and issues from others viewpoints and clarify meaning to justify opinions and reasoning. Use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, summarising and reflecting. Reading & Viewing Students are able to: Make connections between prior knowledge and the subject matter of the text Comprehend, drawing on knowledge of the subject matter and using language elements and contextual clues to interpret, infer from and evaluate familiar texts. Use a number of active comprehension strategies to interpret texts, including prior knowledge, predicting, questioning, identifying main ideas, monitoring, summarising and reflecting. Writing & Designing Students are able to: Comprehend the purpose of writing and designing includes reporting and conveying simple messages and information Adopt different roles for different audiences Utilise a number of active writing strategies, including revising, analysing and reflecting. Language Elements Students are able to: Use paragraphs that sequence information and arguments, and include topic sentences that emphasis a point or argument. Comprehend noun groups and verb groups that provide specific description of subject matter. Understand tense is used to indicate time in sentences. Analyse connectives that are used to link and sequence things, ideas and events. Examine vocabulary that establishes relationships. Literary & non-literary texts Students are able to: Explore that narratives have structural features that include orientation, complication and resolution, and descriptions of characters and settings.

Vocabulary List Myth Resolution Challenges Hero Legend Introduction Tests Faced Heroine Orientation Natural Event Good Triumph Complication Mythical Being Evil Triumph

ORGANISATION & MANAGEMENT

Grouping Students are seated in one groups consisting of a range of levels of achievement. (Assists substantive topic discussion)

Physical Environment Create a warm and nurturing classroom climate. Classroom is clean, pleasantly decorated with students creations, yet free from distracting stimuli. Ecological model of classroom.

Seating Students will all be sitting on the carpet with view of the whiteboard

Timing Manage time effectively. (Recognise an appropriate pace for particular group of pupils.) Beginning 5 minutes Middle 20 minutes Conclusion 5 minutes

Behaviour Establish myself as a key figure (central to authority and respect.) Deal with misbehaviour quickly, consistently and respectfully (Non-verbal communication, reminder/requests, redirecting behaviour, dealing with attention seeking students, avoiding power struggles, invoking consequences and preventing escalation.) Insubordination Rule (If a student does not accept the consequence for breaking a class rule, then he or she will not be allowed to remain in the class until the consequences is accepted.)

Safety & risk assessment Assess, clarify and communicate needs and expectations. (Especially if students will be undertaking difference circumstances) Establish safety procedures (No running in classroom, swinging on chairs etc.)

Resources & Equipment

Physical Resources: Fast Tracks Tracking through Myths and Legends Examples of Myths and Legends Human Resources: Establish myself as a key figure (The Teacher) Rona and the Moon Myth Mythical Knowledge Handout

Outcomes Context of lesson:

Students have previously looked at different Myths and Legends. This lesson is the first lesson identifying the narrative writing genre of Myths and Legends.

Syllabus Outcomes / Essential Learnings:

Readers and viewers use comprehension which involves drawing on knowledge of the subject matter and contextual clues to interpret, infer from and evaluate Myths and Legends. Writers and designers successfully analyse and deconstruct the conventions and elements of Myths and Legends. Students are learning to compare and contrast narrative styles of Myths by identifying and setting, time, place, character descriptions, events, complications, resolution and conclusion.

Lesson outcomes:
Students will identify the language features within the narrative writing genre of Myths and Legends

Appropriate assessment of lesson outcomes:

Question students about different Myths and Legends previously read. Check for understanding and active participation throughout group discussions. Mythical Knowledge task to include teacher, self and peer feedback. Diagnostic, formative and summative assessment of written work Check students are comparing and analysing examples that are available to whole class to assist comprehension of

Utilising prior knowledge and examples of Myths, students will organise text following the orientation, complication and resolution

Students will clearly describe characters (including physical and personal characteristics), time and setting in texts.

the narrative structure and genre elements. .

Procedure
Timing/Seating Teaching Points (Steps): Key Questions Assessment Resources Management Reminders Extension/special support Anticipatory Set: Communicate expected behaviour and respect at beginning of lesson to avoid put down language and negative behaviour. Allow students flexible time to discuss ideas and findings in groups Seated on the mat Organise and distribute Rona and the Moon Myth handout, and have Mythical Knowledge table accessible. ORIENTING PHASE / BEGINNING 10:00 10:10 Focus students and set the scene capturing students attention with simple questions about Myths and Legends. Seated on the carpet Activate students prior knowledge of the topic. Brief discussion about Myths and Legends Establish context Explain where the lesson is heading

Can someone please explain to me what a Myth is? What does a Myth look like? Sound like? and feel like? What are some examples of Myths and Legends? Why do you think a Myth is different to a Fiction story? Remember recognise and recall (Blooms Taxonomy.)

10:10 10:30 Seating faced towards the board

ENHANCING PHASE / MIDDLE Outline requirements of students (Actively listen)

Understand - interpret, classify, summarise, compare & explain (Blooms Taxonomy.) Example of Rona and the Moon Key Questions: Does Rona and the Moon. Fit the framework of a myth? Was there a complication? Did evil or good triumph? How did this Myth make you feel? Could you make any relationships between any character, and if so how? Whiteboard Whiteboard markers Visual Activity Key Questions:

Have students follow along as I read aloud, Rona and the Moon.

Discuss the structure (Orientation, complication and Resolution) Draw this on the white board

 What sets the scene of this Myth?

Script:

Do you interpret the moon as good or evil?

What was main complication? A myth is a story in which: Events of the natural world are explained, mythical beings, such asthe gods and goddesses are often How you know was a problem? included, the characters may face tests and challenges, the values of a particular culture aredid reflected and this good usually triumphs over evil. Where does the resolution take place? 4 Resources Model Text User Analyse Differentiate, organise, attribute A legend is a story in which: The hero or heroine lived in a specific time and sometimes had great powers, the story line is Taxonomy) fast- paced and full of action, the hero or heroine is usually brave and honest, there (Blooms is a villain who tries to trick or defeat the hero or heroine, an and the characters may be based on people who lived in the past. (Examples are Robin Hood and his brave band of thieves, and King Arthur and the Knights of the Round Table.) Rona and the Moon Myth and Mythical RONA AND THE MOON Draw Mythical Knowledge table on the whiteboard Knowledge chart Evaluate Check and critique (Blooms

Taxonomy) (Discuss necessary features) Rona lived many, many generations ago with her husband in their hut in a small village that was next to a little river. Visual Activity One night her husband was thirsty and he asked Rona to get him a drink of water. Rona was warm and comfortable in her bed As a class analyse the Myth and fill out the information in Unfortunately the taha was empty and Rona did but her husband insisted ad she got up to get him water from taha (gourd). event, the beings, not want to walk to regards the riverto tothe getnatural more water. Butmythical her husband saidthe he was very thirst and so Rona stormed out of the hut challenges orriver tests in faces and if evil or good triumph. angry that she had to walk to the darkness. SYNTHESISING PHASE / CONCLUSION 10:30 10:40 She filled her taha at the river and as she was coming back home the moon disappeared behind a cloud and in the darkness Hand out with Mythical Beings on Revisit focus and purpose of thefor lesson, reiterating and her causing her to hurt her toe. The moon Rona subbed her toe a bigthe rock. She curses the moon hiding its light from recapping. heard her cursing and he was angry at her. Rona, it is not my fault that you are out walking at night he said Question/ Discussion time Have student the relationships between their Myth But Rona was angry and she was inLook pain at and she cursed the moon again for making her fall. The moon became so angry that characters and try to her distinguish associations he decided to punish Rona by capturing and bringing her up to him in the sky. Rona felt the moon pulling her and she held tightly to her taha and then to development: a tree, fighting to stay on earth. But the moon was too strong and he ripped up the tree up by its Blackboard / whiteboard roots and he bought Rona, her taha and the tree up to the moon. And she remains there until this day clutching her taha and her tree. Sequence of Events in Myth: Rona woke, wanted drink Rona called for husband to provide Rona went to get water from creek moon went behind cloud Rona tripped, hurt herself Rona yelled rudely at moon moon grabbed Rona Rona held onto tree moon pulled Rona and tree up to moon