Reflection: Developing a Conceptual Understanding Myth Madness: Pandora's Box - Section 2: Experience Learning


In yesterday's lesson, my students thought it was amazing that we discovered the word "arachnid" came from the name "Arachne".  Today, as we found out that we'd read Pandora's Box, instantly kids made comments such as, "Oh, I listen to Pandora all the time at home!  It's internet radio!" or "My mom has a Pandora bracelet!"  I had to chuckle because I loved the way the students were using their own prior knowledge of the word "Pandora" to try to connect to today's myth!  My job, however, was not just have them read this myth now, but to make connections as to why the internet radio company call themselves Pandora, or why would your mom's bracelet be called a Pandora bracelet!  After reading, we again had a great conversation!  After much speculation, the students in my class decided Pandora bracelets have this name because Pandora, the girl in the myth, liked all things that were pretty and sparkly.  The students also decided that the internet radio Pandora has its name because people want to "open it up" in order to listen to music, just like Pandora wanted to open the box to see what was inside!  Pretty great deductions on behalf of my third graders and an excellent step toward developing a conceptual understanding of how Greek mythology once again has impacted our culture.

  Reflection: No Way-Pandora, too?!?!
  Developing a Conceptual Understanding: Reflection: No Way-Pandora, too?!?!
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Myth Madness: Pandora's Box

Unit 3: Greek Mythology Unit
Lesson 4 of 14

Objective: SWBAT recount myths and determine the central message of the myth.

Big Idea: In this lesson, students will read the Greek myth of Pandora’s Box and complete a story map on the myth.

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