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Students will be able to compare and contrast myths and their contents across different cultures.

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Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the higher end of the grades 6–8 band.

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Students will be able to identify and explain the elements that constitute a myth, including its characters, settings, and themes.

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Students will learn to analyze the structure of myths, understanding how plot, character development, and moral lessons are intertwined.

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Students will apply their understanding of myth elements and structures to create their own original myth as a summative assignment.

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Students will participate in a group discussion about what makes a myth, a myth. And what makes it successful?

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Through guided prompts, students will start developing their own myths. Peer review sessions will be held to refine ideas.

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Students will use any medium to create a visual illustration of a specific myth's setting.

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Students will write a reflection on all of the myths they reviewed/heard of and will decide which character they'd like to write their paper on.

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Students will brainstorm what they want their presentation to be about, taking from either the myths they studied or myths from home.

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The summative assignment where students present their original myth in a multimedia presentation.

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Students will pick a character from one of the myths and create either a dating profile, social media page, music playlist, or stats sheet based on the character.

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In pairs, students will choose a myth character to study. They'll present their analysis, focusing on development and traits.

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Students will present their final myths using a multimedia format of their choice, encouraging creativity and storytelling skills.

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Students will read selected myths and identify key elements and themes. Group discussions to follow on Padlet.

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Students will work in groups to mine themes from different myths. They'll share findings on a group Padlet, fostering peer feedback.

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Assigned reading of a specific myth. Students will post their summaries and personal reflections on a class Padlet.

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Students will research a mythological character or theme of their choice and prepare a short presentation.

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A quiz covering myth elements and structures to assess understanding.

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A written assignment analyzing a selected myth, focusing on elements and themes.

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Students will pick a myth that they would like to verbally present for the class.

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Students will reflect on the myths studied, discussing impacts on culture and personal connections.

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Class will have a feedback session on the created myths, highlighting strength and areas for improvement.

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Regularly engage in a volume of reading, independently, with peers, or with modest support related to the topics and themes being studied to build knowledge and vocabulary.

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Read grade-level text with accuracy, automaticity appropriate rate, and expression in successive readings to

support comprehension.

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Use evidence from literature to demonstrate understanding of grade-level texts.

5a. Explain stated or implied themes, analyzing their development over the course of texts, and the relationship of characters, setting, and plot to those themes.

5b. Analyze how characters are revealed through particular lines of dialogue or events in literary texts.

5c. Analyze how authors structure texts to advance a plot, explaining how each event gives rise to the next or foreshadows a future event.

5d. Analyze how differences in the points of view of the characters and the audience or reader created with dramatic irony result in such effects as suspense or humor.

5e. Relate themes, patterns of events, or character types from myths, traditional stories, or religious works to contemporary stories, poems, or drama.

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Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc.

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Write personal or fictional narratives that establish a situation and narrator; engage and orient the reader to the context and one or multiple points of view; use a variety of techniques such as description, dialogue,

pacing, and precise words and phrases, sensory language and transition words to develop the characters, capture the action and convey sequence, and signal shifts from one timeframe or setting to another; and

provide a conclusion that follows from the narrated event(s).

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Produce clear and coherent organizational structures in which ideas and other information are logically grouped; headings, other formatting, and graphics (e.g., charts and tables) support the purpose; and precise

language, content-specific vocabulary, and varied transitions create cohesion and clarify the relationships between and among ideas and concepts.

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With support from adults and peers, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing should demonstrate command of grade-level Grammar and Conventions.)

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Write by hand or with technology to produce and publish writing, link to and cite sources, present the relationships between information and ideas efficiently, and interact and collaborate with others.

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Demonstrate command of the conventions of English grammar and usage when writing or speaking.

1a. Recognize and correct inappropriate shifts in verb voice and mood.

1b. Form and use verbs in the indicative, imperative, interrogative, and conditional mood.

1c. Form and use verbs in the active and passive voice to achieve particular effects.

1d. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

1e. Expand, combine, or reduce sentences (e.g., adding or deleting modifiers, combining, or breaking up sentences) for meaning, reader/listener interest, and style.

1f. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

2a. Use commas, ellipsis, and dashes when writing and reading aloud to indicate a pause, break, or omission.

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Spell derivatives correctly by applying knowledge of bases and affixes.

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Students will create a padlet where they will find a myth for the class to examine.

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Students will be able to share their current knowledge on myths and discuss what makes myths so important in civilizations from thousands of years ago and current.

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Students brainstorm and list mythological figures or stories they've heard of from any culture (e.g., Greek, Norse, Egyptian). Teachers facilitate a class discussion by asking questions like: "What do you know about these figures or stories?" or "How do these myths connect to our everyday lives?"

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Students will reflect on what they've read, did they like it? What parts did they like or dislike, and why?

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Divide the class into small groups and provide each group with a mythological character or scene (e.g., Zeus throwing a lightning bolt, Medusa turning people to stone). Have students draw the scene or character on a large sheet of paper without using any words or letters. After a set time, have groups present their drawings to the class. Encourage discussion about the connections between the drawings and what students already know about myths.

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Create a list of statements about various myths, some true and some false. Students individually read each statement and decide if it's true or false based on their current understanding. Afterward, students discuss their choices in pairs or small groups, sharing their reasoning behind each decision.

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Show a short video clip depicting a famous mythological story or character. After watching, facilitate a class discussion by asking open-ended questions such as: "What did you notice about the characters in the video?" or "How do you think this story reflects the values or beliefs of the culture it comes from?"

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Prepare posters or images representing various mythological figures or stories from different cultures. Hang them around the classroom and give each student a set of sticky notes. Students walk around the room, looking at each poster, and write down any connections, questions, or observations they have about the myths represented. Afterward, students share their notes in small groups or as a whole class, facilitating discussion about the similarities and differences between myths from different cultures.