Greek_Mythology_Unit_Plan

=** Assignment 3.2: **Collaborative Unit Plan= =** Greek Mythology: Collaborative Unit Plan **=

This unit will be implemented in 5th grade. The focus will be Greek mythology. Collaboration within the unit will be between the creative dramatics teacher and a librarian. The unit will culminate in a group performance complete with Greek masks as the students embody their assigned god, goddess, monster, or mortal. See our collaboration planning form and a specific collaborative research lesson plan at Greek Mythology Lesson Plan. Our planning form is located at Greek_Mythology_Unit_Plan. Our resources are listed at http://storiesbyemilie.wikispaces.com/Greek_Mythology_Resources.


 * == Collaborative Unit Plan == ||
 * Week 1 || Week 1, Day 1 -
 * Introduce Greece & Greek Mythology**
 * Watch Video on Greece.
 * Explain how Greeks used stories to explain natural phenomenons of the world.
 * Tell the story of Echo.
 * Ask students to think about other events, happenings, or occurrences that could be explained through a story, like Echo.
 * Students will share out teacher/librarian will write students answers on a class bubble map.

Week 1, Day 2 -
 * Introduce Greek Mythology**
 * Watch BrianPop Video: Greek Gods
 * Make connections on the bubble map between Gods/Goddess to student answers about natural phenomenons from the day prior.
 * Briefly explain the Big 6 research method
 * Assign students a Greek god or goddess to research

Week 1, Day 3 -
 * Research**
 * Teacher/Librarian lead example using a preselected God/Goddess (which ever one students don't choose)
 * Task Definition (Step 1)
 * Learn about a Greek god/goddess
 * Roman & Latin Name, God/Goddess of what?, Famous for? Relatives? Weapon/Symbol? (at least 8 questions)
 * Students begin their research

Week 1, Day 4 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from the previous day
 * Information Seeking Strategies (Step 2)
 * Brainstorm where to find information (books, encyclopedia, internet, person)
 * Location and Access (Step 3)
 * Stations (books, internet, encyclopedias)
 * Students continue research in the library.
 * Librarian and teacher continually monitor progress through informal assessment.

Week 1, Day 5 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from wk1 day 3.
 * Use of Information (Step 4)
 * Answer the questions created in Task Definition (step 1)
 * Students continue research in stations
 * Librarian and teacher continually monitor progress through informal assessment ||
 * Week 2 || Week 2, Day 1 -
 * Research**
 * Use of Information (Step 4) cont...
 * Answer the questions created in Task Definition (step 1)
 * Students continue research in stations.
 * Librarian and teacher continually monitor progress through informal assessment.

Week 2, Day 2 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from wk1 day 3.
 * Synthesis (step 5)
 * Organize information
 * Present information
 * Students use research to develop a "trading card" on a PowerPoint slide describing the characteristics, relationship to other gods, goddesses, monsters, and mortals, powers, and stories.
 * Students present their research to the class using the trading card.
 * Teacher and librarian assess.

Week 2, Day 3 -
 * Research**
 * Synthesis (step 5) cont...
 * Student continue working on their trading cards (1/2 class)
 * Students present their "trading card" to the class

Week 2, Day 4 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from wk1 day 3.
 * Evaluation (step 6)
 * Did I complete everything in the big 6 process
 * Did I present everything I was suppose to

Week 2, Day 5 -
 * Introduction to Masks**
 * Introduce how ancient Greek theater used masks for the actors to become different characters.
 * Explain project and outline expectations.
 * Review procedures and remind students to bring requested materials the next day.
 * Based on their research, students draw mask design on design sheet. ||
 * Week 3

Sample foil and tape mask || Week 3, Day 1 -
 * Mask Making**
 * Review expectations and procedures.
 * Hand out foil pieces and masking tape.
 * Write name on a piece of masking tape. Stick on back on foil piece.
 * In groups, begin shaping the foil over the face.
 * Apply 2 layers of masking tape.
 * If students finish early, they may help others or begin reading the scripts.

Week 3, Day 2 **-**
 * Mask Making**
 * Review expectations and procedures.
 * Producers for each group pass out masks.
 * Apply 2 layers of duct tape.
 * If students finish early, they may have the teacher help them start the eye and mouth holes

Week 3, Day 3
 * Mask Making**
 * Review expectations and procedures.
 * Producers for each group pass out masks.
 * Cut out eye and mouth holes and tape down raw edges.
 * Using color duct tape, students will create the colorful shapes of their original designs.
 * If students finish early, they may help others or punch holes and attach yarn to the mask.

Week 3, Day 4 -
 * Acting with Masks**
 * Introduce acting with masks -- use exaggerated gestures, clear speech, etc.
 * Teach respect for the mask.
 * Producers for each group pass out masks.
 * Punch holes and attach yarn to the mask.
 * Conduct several acting exercises using the masks.
 * Assign groups, parts, and scripts.

Week 3, Day 5 -
 * Rehearsal**
 * Groups will read through scripts without masks.
 * Discuss props, costume, setting, lighting and sound needs. Write in journal.
 * If finish early, read again. ||
 * Week 4

Greek Myth Plays: Readers Theater || Week 4, Day 1 -
 * Rehearsal**
 * Begin blocking the show. Director takes the lead.
 * Rehearse.

Week 4, Day 2 -
 * Rehearsal**
 * Producer passes out masks.
 * Rehearsal continues with masks.
 * Teacher walks around giving feedback.
 * Teacher gives pointers and shows exercises to help with problem areas.

Week 4, Day 3 -
 * Acting with a Mask Techniques**
 * Teacher discusses more techniques of acting with a mask.
 * Students show understanding of the concepts through games.
 * Continue rehearsal.

Week 4, Day 4 -
 * Off Book Day**
 * Each group demonstrates performance without scripts or prompting.
 * Teacher assesses memorization quality.
 * Producer passes out masks.
 * Rehearsal continues with masks.
 * Teacher walks around giving feedback.

Week 4, Day 5 -
 * Final Rehearsal**
 * Producer passes out masks.
 * Rehearsal continues with masks.
 * Teacher walks around giving feedback. ||
 * Week 5 || Week 5, Day 1 -
 * Performances**
 * Half of the groups perform for the class, teacher and librarian.
 * Students self-assess their own performance.
 * Students evaluate peers' performances.
 * Teacher and librarian evaluate students' performances.

Week 5, Day 2 -
 * Performances**
 * Half of the groups perform for the class, teacher and librarian.
 * Students self-assess their own performance.
 * Students evaluate peers' performances.
 * Teacher and librarian evaluate students' performances. ||
 * //* Classes are 55 minutes long. The creative dramatic teacher sees them every day.// ||
 * == Resources: Greek Mythology Resources == ||
 * == Resources: Greek Mythology Resources == ||