Classroom Activities
Day One
Introduce the themes of the unit—myths with an emphasis on heroes and their journeys. Have students write in their journals about heroes—what do they think makes a hero? They should list characteristics. Discuss their entries. Outline archetypes and hero's journey. If possible show sections of "Joseph Campbell and The Power of Myth" episode one—"The Hero's Journey."
Day Two-Day Four
Begin reading Inca myths. Have students develop character graphs of which character fulfills what archetypes and why they think so. Have students write exit journal entries on work completed.
Day Five
Movie Glory and Dud Day. Have students pre-select movies they feel follow the hero's journey template (cannot use the movies already talked about in class). Have them present their movies and discuss them. Good way to reinforce the archetypes and journey, as well as, provide writing ideas.
Day Six
Writing Day—Have students begin to create their own archetypes to be used in their myths. Students should begin with hero and then think about what problem their hero might have. At the end of class, have students share some of their ideas. Prepare students for the next day's assignment. Note: See Appendix A for character form.
Day Seven
Transition to Maya and Popol Vuh. Have students write in their journals about problems they foresee in writing their myths. Discuss. Introduce Maya and Popol Vuh.
Day Eight-Day Eleven
Reading of Popol Vuh. Day Nine students should write a journal entry on what they feel about the work—do they understand it, like it better than the Inca myths or not, and if they are having problems how do they think they can be helped. Try using choral readers—having two or three students read one part or character lines—must try to ham it up. Also can have auditions for storyteller prize. Students prepare the night before and the next day read their section as if they were a storyteller. The best receive a prize. Candy or granola bars with a printed certificate of accomplish work best for even my 12th graders.
Day Ten and Eleven—in the beginning of class, highlight a particular archetype and have the students write about one in their journals. Students can also write an exit entry on what happened in the story that day and what do they think will happen.
Day Twelve
Review myth structure of Popol Vuh. Does it fit? Where and where doesn't it work? Students can journal before the class discusses the questions.
Day Thirteen thru Day Sixteen
Students draft, write, and revise their myths. Use Day Fifteen as a workshop day. Depending upon class size, the students can either divide into groups of no more than four. One student should be responsible for timing, another for recording of work done by the group, another to keep the group moving, and the last student to make sure all the others are doing their job.
Day Seventeen and Eighteen
Myth presentation. Students will read their myths to the class. They will be allowed to add artwork or bring in any visual aids (as long as they follow school regulations.) At the end of the presentations, have students write a reflection on the assignment and their work.
Finally, I recommend creating a booklet of the class's or classes' myths. This is easily done through Microsoft Publisher and a copy machine especially if all the work is available on the school's URL. Have a contest for the cover art and use any not chosen art as inside art.
Day Nineteen
Pass the popcorn and watch The Emperor's New Groove.
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