Recounting Myths

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SWBAT recount myths by analyzing what happens to the characters and how they have changed at the end of the story.

Big Idea

Students retell a myth by identifying the beginning, middle, and end based on what happens to the characters.

Modeling and Guided Practice

20 minutes

I told students we were going to learn another way to retell a story by identifying the beginning, middle, and end of the story. I reviewed with students the elements of a story. They were able to tell me they were the characters, setting, problem, and solution. I then explained that the key parts of a story during a retell are the beginning, middle, and end, which include story elements. I directed students’ attention to the chart I had posted on the board. It listed questions to ask during each part of a story. This was to aid my visual learners and serve as a reminder for all students during independent practice.

I modeled giving a retell by completing a graphic organizer after reading the myth, Zeus and Prometheus. I placed the graphic organizer (GO) on the document camera so that all students could see. I referred to the questions on the poster. I highlighted the characters and setting in the story and wrote the information in the beginning section of the GO.  I did this with each successive part of the GO. Finally, I verbally gave a recounting of the myth by reading each section of the GO.

After I modeled completing the GO, I guided students through completing a GO for a different myth we had read. When we were done, we verbally recounted the myth by reading each section of the GO.

Independent Practice

20 minutes

For independent practice, students read two myths of their choosing and recounted them by completing the graphic organizer. I allowed them to select which myths to read because I know that students are more engaged with literature that interests them. (I’d gone to the library and checked out books with myths from various cultures.) As they worked, I walked around the room providing assistance as needed.


10 minutes

As students worked, I read their graphic organizers to assess their ability to correctly identify the key elements of the beginning, middle, and end of a story.


5 minutes

I closed the lesson by asking volunteers to recount a myth they had read in front of the class. This cemented the day's learning and gave students practice speaking in front of an audience.