ENG1D Mythology Unit - Topher Davis · ENG1D Mythology Unit • Name: ... Individually complete the Presentation Planning Sheet and Journal Response prior ... big spender, adulterer,

Mythology Unit:

ENG1D Mythology Unit • Name: _____________________________

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Mythology What IS “Mythology”?

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Mythology Why Is Mythology Important?

I. Myths are great stories filled with captivating plots and exciting heroes.

II. Much of our English literature includes mythological references. Therefore,

knowledge of myths enriches a student’s experience of literature.

III. Myths belong to all cultures and nations and consequently give us insights into

what way peoples are alike and different with respect to values, ideas and

concerns.

IV. Our English vocabulary uses many words from mythology. The study of mythology

therefore is important for a better understanding of all subjects across the

curriculum.

V. Myths help us to understand how man thought long ago. They tell us what qualities

were admired, what forces were worshipped, and what things were feared. They

thus represent a kind of link with the past.

VI. The study of mythology allows students to use their imagination and to increase

their writing, reading, listening, and communication skills.

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Mythology Why Teach and Study It?

Task 1) In groups of three or four, you are to study and learn a myth provided by your teacher.

Task 2) Individually complete the Presentation Planning Sheet and Journal Response prior to the presentation. Task 3) Prepare a dramatic production of your myth.

Be sure to include: props, costumes, music, setting/staging, creative elements, etc. to enhance the presentation. All group members must participate in the presentation. Be sure to rehearse. You must provide your teacher a copy of the script before presenting.

Due Date for script (not evaluated), presentation planning sheet and journal response

(evaluated): _____________________

Due Date for presentation: _____________________

Evaluation tools:

• Presentation Planning Sheet and Journal Response• Presentation Rating Scale

** Remember the script and delivery of your presentation must be classroom appropriate. A good rule of thumb is that you should feel comfortable presenting your script to your parents and/or principal without fear of offending someone’s culture or religion.

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Mythology Your Assignment

** Remember the script and delivery of your presentation must be classroom appropriate. A good rule of thumb is that you should feel comfortable presenting your script to your parents and/or principal without fear or an impending sense of doom.

Myth Planning Sheet

Students must individually complete this sheet for their group presentation. And hand it ini the day before the presentation. Marks for content appear in parentheses after each question. There are also eight (8) marks allotted for writing (mechanics, word choice and sentence structure).

Use this sheet as a rough copy and type out the final draft. Hand in both copies.

Title of the myth: _______________________________________________________________________

Name of your character: ________________________________________________________________

1. What is the age of your character? How will you reveal this to the audience? (What will you do? How will you vary your voice?) If you are the narrator in your presentation, you must take on a persona. (2 marks)

2. What position does this character hold in society? How will you reveal this to the audience? (2 marks)

3. Describe the mood or personality of your character using three adjectives. Explain each choice. (3 marks)

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Mythology Planning Sheet • Name: ___________________

4. How will you vary your voice to project this character’s mood or personality? Choose two lines and describe your volume, rate, pitch, and stress levels. For each, explain the impression you want to make to the audience and how your voice projects the character’s mood or personality. (6 marks)

5. Describe two (2) of the gestures you are going to make during the presentation. With these gestures, what information about the character or the situation do you want the audience to understand? (4 marks)

6. Describe the costume you are going to wear for this character and explain your choice. (2 marks)

7. What two (2) props will you use in this presentation? For each, explain what is added to the presentation. (4 marks)

8. What two (2) presentation strategies and/or special effects are you incorporating to enhance the quality of your presentation? Why are they being used? What effect are you hoping to create? Consider appealing to the senses. (4 marks)

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Mythology Planning Sheet • Mark: /27 + /8 = /35

Respond to the following prompt in complete sentences. Be sure to use academic language and effective sentence structure.

Identify three different ways in which the myth you read connects to the world around you (your life, current events, historical events, movies, literature, music, culture, etc.). You may use any of the literary elements (setting, character, theme, plot, conflict, etc.) to develop your ideas. For each connection, you must clearly identify the literary element, explain the text example, explain the world example and then make the connection as to how they relate by clearly explaining/describing. Your response must be at least one-page double-spaced, typed at 12-point font, Times New Roman. You must also submit your rough work.

Content /10

Writing (mechanics, word choice and sentence structure) /5

Journal Rough Draft

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Mythology Journal Response

Name of Myth: _________________________________________________________________

Student Presenters Character(s) or role(s) played

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

Students demonstrate a thorough understanding of the myth.

1 2 3 4 5

Students present story in a creative and innovative manner.

1 2 3 4 5

Individual Mark (5 = excellent, 4 = good, 3 = satisfactory, 2 = unsatisfactory, 1 = poor)Student Familiar

with Script

Pronunciation Vocal Expression

Rate Volume Gestures Effectiveness of props and

costumes

Total

Overall Group Presentation (circle one):

Excellent Good Satisfactory Unsatisfactory

Comments:

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Mythology Evaluation of Myth

Mythology UnitHow to Listen

Critically

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The following are strategies often used by speakers to present information.

Name calling: The speaker labels a person without providing evidence to prove the label (i.e., liar, crook, big spender, adulterer, drug user).

Card stacking: The speaker only presents facts to support the points being made.

Bandwagoning: The speaker asks listeners to “jump on the bandwagon,” to become part of an overwhelming group in favor of some person, product, or idea. This approach is used often on television.

Using glittering generalizations: The speaker uses a word, phrase, or statement that everyone may accept but may not be sure of its meaning (i.e., blonds have more fun and redheads have hot tempers).

Testimonializing: The speaker uses the opinion of some celebrity on a particular subject (i.e., a television star’s opinion about a certain product).

Begging the question: The speaker never proves his or her point. The speaker seems to take for granted the fact that his or her ideas are true and thus the speaker does not provide proof (i.e., a statement such as “Nuclear Power is the best form of energy. We need more nuclear power plants.”).

Using nonsequiturs: The speaker sets up a relationship that does not really exist between the premise and the conclusion (i.e., John is a good athlete, therefore, he will make a good student council president).

Using hasty generalizations: The speaker makes assumptions based on limited experience (i.e., a few restaurants are bad in an area, the speaker assumes that all restaurants in the area are bad).

Steps in Listening Effectively

© COPYRIGHT, The Center for Learning. Used with permission. Not for resale.

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Listening Critical Listeners Beware!

Identify the strategy used in each situation described. Write the letter of the strategy in the blank space. Choose from the following strategies:

a. name calling e. testimonializingb. card stacking f. begging the questionc. bandwagoning g. using nonsequitursd. using glittering generalizations h. using hasty generalizations

________ 1. Your school student council is discussing whether or not to have a prom. Steve makes the following comment, “We shouldn’t have a prom this year because only twenty-five couples attended last year’s prom.”

________ 2. Karen is trying to convince her parents to buy her a car. She states, “All my friends have their own cars, and their parents bought them.”

________ 3. A speaker says, “Look at the statistics of overweight adults. Almost everyone over forty is fat.”

________ 4. Everyone loves a winner.

________ 5. At a political rally you hear someone say, “Mr. Drechsler will make a good mayor because he is married, has a nice home, and has lived in this community for ten years.”

________ 6. You attend a hearing on a proposed chemical waste dump to be built in your country. You hear the spokesperson state, “The chemical waste site will generate new revenue and provide 200 temporary jobs and 100 permanent jobs for the country.”

________ 7. On a television political commercial a candidate says, “My worthy opponent claims he is an honest man. Yet look at his record of unpaid parking tickets.”

________ 8. Michael Jordan says that Pepsi will quench your thirst.

________ 9. During a student council election, Andy claims, “Laura is the best president our student council has ever had. We should reelect her.”

10. Now try to make up your own example for one of the strategies. Be sure to label it.

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Listening Identifying Strategies

Complete the following checklist.

________ Do I try to adjust to distractions when I listen?

________ Do I avoid day dreaming and concentrate on the message?

________ Am I open-minded?

________ Am I judging what I hear on its own merits, rather than simply relying on my feelings toward the speaker?

________ Am I willing to listen carefully to materials that seem difficult?

________ Am I prepared when listen? Am I rested? Have I found out all I can about the speaker and the topic beforehand?

________ Do I apply the message to myself?

________ Do I encourage the speaker by providing feedback?

________ Do I listen for main ideas?

________ Do I make an effort to expand my listening vocabulary?

________ Do I try to remember what I hear?

________ Am I a critical listener?

________ Do I pay attention to nonverbal cues?

________ Do I use feedback to check my interpretation of what I hear?


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Listening Checklist for Developing Good Listening Skills

Study the sketches on this page and decide which listening purpose is appropriate for each.

1. Listening for information2. Listening to analyze3. Listening to evaluate4. Listening for pleasure

Some may have more than one answer. Write your answers on the lines below the sketches.

1. ____________________________________ 2. ____________________________________

3. ____________________________________ 4. ____________________________________


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Listening Examining Purposes for Listening

Part A: Using the four purposes for listening listed on the previous page, decide what the probable purpose for listening would be in each of the following situations. Give reasons for your decisions.

1. Your brother is in the kitchen where he plans to make cinnamon rolls. You want to learn how to make cinnamon rolls.

Purpose

Reason

2. You are part of a jury to whom a case is being presented.

Purpose

Reason

3. Your chemistry instructor has conducted an experiment in which gases were separated.

Purpose

Reason

4. You are attending a lecture on alternate fuel sources.

Purpose

Reason

5. While traveling on a vacation near Ely, South Carolina, your family becomes lost and stops to ask directions.

Purpose

Reason

6. A group of students is attending a rock festival.

Purpose

Reason

Part B: On a separate sheet of paper, write about a personal experience in which you failed to listen (in other words, a misunderstanding). One or two paragraphs is sufficient.


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Listening Identifying Listening Purposes

Mythology UnitPresentation

Structureand

Visual Aids

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When delivering a speech or presentation you must consider…

Volume is the level of strength in the voice indicated by how loudly or how quietly words are spoken.

Rate is the speed of utterance, fast or slow.

Pitch – is the frequency level of sound. Also known as tone, the sound can range from low to high. Inflection is a pitch change within a single syllable or word. Inflection is described as either rising or falling.

Stress is where emphasis is placed on a word or group of words by speaking louder (volume), slower (rate) or higher (pitch). The overall effect of stressed and unstressed words or groups of words is known as expressiveness.

Gesture is a movement involving the upper body and including the arm, wrist, and/or hand to express or emphasize an idea or emotion.

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Presentations What to Consider When Delivering a Presentation

Once information is gathered the next step is to organize the information in a manner that facilitates your presentation. Arranging ideas on paper makes it easier to think in a logical manner. The outline is an ideal method of arranging the material for a presentation.

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Introduction

The speaker must be acquainted with the three main parts of a presentation: the introduction, the body and the conclusion. In the introduction the speaker must prepare the audience for what will be said, establish contact with the audience, capture their attention, secure their interest and reveal the specific purpose and central idea of the presentation.

Body

This part of the presentation contains the speaker’s main points and supporting details, examples, facts, visual aids, etc. A key word or topical outline is a listing of ideas that merely uses phrases or words in its structure. There are four methods to organizing presentation information:

Ø Chronological: arrange information around a time plan. Begin at a point in time and then present the data associated with that period (biographies or histories)

Ø Topical: arrange information in categories or classes (arrangement of types of dogs into toy breeds, hunting breeds, hounds, etc.)

Ø Spatial: arrange information according to how things are related to each other in space (explaining migratory habits of wild ducks from north to south)

Ø Causal: arrange information in the cause to effect series in which one event follows another event in a specific order (explaining a chemical or biological process)

Conclusion

The Conclusion should:

Ø SummarizeØ Reinforce a specific purposeØ Obtain audience acceptance of the specific purposeØ Create a lasting impression on an audience

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Presentations How to Prepare

Once information is gathered, the next step is to organize it in a manner that facilitates the presentation. Arranging the information on paper in an outline, helps to present ideas in a logical manner. A presentation should have three main parts: an introduction, a body, and a conclusion.

Introduction

There are four (4) main purposes of an introduction:

1. ____________________________________________________________________________________

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2. ____________________________________________________________________________________

____________________________________________________________________________________

3. ____________________________________________________________________________________

____________________________________________________________________________________

4. ____________________________________________________________________________________

____________________________________________________________________________________

Body

The body of the presentation contains the speaker’s main points and supporting details, examples, facts, visual aids, etc. There are four (4) methods of organizing presentation information:

Causal Topical Spatial Chronological

Match the term with the definition:

1. ______________________ - arrange information around a time plan. (Biographies or histories)

2. ______________________ - arrange information in categories or classes. (Dogs by breed)

3. ______________________ - arrange information according to how things are related to each other

in space. (Migratory birds move north to south)

4. ______________________ - arrange information in the cause to effect series, in which one event

follows another in a specific order. (Chemical process)

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Presentations How to Prepare • Presentation Outline

Conclusion

The conclusion should be brief, simple, and unifying. There are four (4) main purposes of a conclusion:

1. ____________________________________________________________________________________

____________________________________________________________________________________

2. ____________________________________________________________________________________

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3. ____________________________________________________________________________________

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4. ____________________________________________________________________________________

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Visual Aids

Once information is organized, visual aids can be used to enhance the presentation. They can be props, photos, costumes, posters, demonstrations, etc. Sound and light can also be used to enhance the presentation.

Visual Aids should:

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

6. ____________________________________________________________________________________

7. ____________________________________________________________________________________

8. ____________________________________________________________________________________

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Visual Aids should not:

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

6. ____________________________________________________________________________________

7. ____________________________________________________________________________________

8. ____________________________________________________________________________________

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ENG1D Mythology Unit - Topher Davis · ENG1D Mythology Unit • Name: ... Individually complete the Presentation Planning Sheet and Journal Response prior ... big spender, adulterer,