I told students we were going to learn about a new type of folk tale called myths. I directed their attention to a poster I’d created and posted in front of the room and explained the characteristics of myths. The poster would serve as a reference for students throughout the study. I emphasized the central message of myths is they explain a natural phenomenon, which are events that occur in nature. I gave examples, such as lightening, rain, etc.
I placed the myth, Zeus and Prometheus, on the document camera and read it aloud to students. I modeled the process of identifying the natural event it explained on a graphic organizer (GO), which I showed on the document camera also. I wrote the title of the myth at the top of the GO. Next, I wrote the natural event the myth explained, which was fire. Finally, I highlighted the sentence that explained how humans got fire and wrote it in the last box on the GO. I explained to students the importance of citing text evidence to explain the phenomenon.
I guided students through identifying the natural event in another myth. We also completed the graphic organizer and highlighted the key details that explained the event.
I assessed students via a checklist. I assessed whether or not they could identify the natural event and explain it through key details in the text. I was able to do a quick informal assessment by looking at their complete graphic organizers. I also checked to see if they had highlighted the evidence in the story. I did this to make sure students were referring explicitly to the text in crafting their responses.
We closed the lesson by reviewing the characteristics of myths. This was a new concept for students and I wanted to make sure the elements were firmly cemented for the following day’s lesson.