In a few weeks we will be doing research on a Greek myth. We want our students to research Greek myths, choose one with the members of their group, research the one myth by finding at least two different versions, and present the myth in some form to the class (puppet show, video, skit, picture book). They also have to tell what purpose the myth serves.
My essential question is, "How do myths change over time and either explain human nature or provide direction/warnings from the gods?"
I have done the assignment before but never with an essential question. Is my question too broad or too narrow? It will be interesting to see if the student products are better with an essential question to guide their thinking and their work.
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6 comments:
I like your essential question. I think that it focuses student thinking on important, specific big ideas. I hope this does what you hope.
Hi, Suzanne. I would break this EQ in two, since the topics are related but not extremely close. I think separately they will generate much discussion; together they may confuse students. PS I took a wonderful mythology course from Steve Reno, Mark Muesse, and Ken Rosen at USM years ago; I haven't forgotten the big concepts, so myths do indeed stick with a person.
I tend to agree with Sandy. Maybe ask the first portion, and then divide that second portion into 2 separate questions and have the student choose either/or. Just a "off the top" thought.
This is so interesting, Susanne! We do this with our 4th grade kids - obviously not on the same level - but they also research a myth, find different versions, and present their own synthesis to the class. I wonder: can we really tell how myths change over time? I'd love to find a rap version of Prometheus, say. Are you going to show your students Black Orpheus?
Sure, please feel free to use my 3rd EQ; let me know how it goes. I posed the question the other day and one of my students starting answering it using the world 'religion' which tickled me pink. After correcting his pretest, I've realized I'm going to have to differentiate for him immediately.
We ask the students to read a variety of myths keeping track of the characteristics and charting them, discussing them as charted. Later as they find a favorite myth, we have them read as may versions as possible and then create (write) another version using their favorite parts. The kids prepare for an oral retelling to an audience, are asked to create a symbol for the myth, dress for the oral retelling and bring a food that creatively connects. In the past they have enjoyed this unit a great deal. I found some web quests and pod casts that I'm hoping to use this year. I'll have to keep you posted. ~C
I think I need to change my question to leave out the changing over time part or at least use it as a separate question. Thanks for the feedback. It was most helpful.
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