Myth Project – Research Roles

Research Project Role Sheet:
Component 1: Research the Symbols/Main characters  Group Member: __________________
Description of role: Your job is to provide in-depth research on some of the most important characters in your myth.  Limit yourself to 2-3 key characters to research. Keep track of your source information by taking good notes in the library.  Then you will compile your research into synthesized paragraphs for your teacher and a concise presentation for your classmates. 

As you research, try to answer the questions below.  Any additional information that you find interesting as you research may also be incorporated into your presentation.
1.     What acts/stories are the characters best known for in ancient Greek mythology?
2.     What relationships are the characters known for? (Who are they related to? Outline a brief family tree)
3.     What character traits or values are associated with the characters?
4.     What symbols represent these characters? Why?

Note: This information should come from at least 4 NEW sources, not the myth itself and not your class notes.  Use the library books and databases at your disposal to find this information.  Keep track of the sources you use as you will need to cite all of this information.


Research Project Role Sheet:
Component 2: Research Ancient Greece      Group Member: _____________________
Description of role: Your job is to provide in-depth research on how your myth reflects the daily lives and cultural values of the ancient Greeks. Keep track of your source information by taking good notes in the library.  Then you will compile your research into synthesized paragraphs for your teacher and a concise presentation for your classmates. 
As you research, try to answer the questions below.  Any additional information that you find interesting as you research may also be incorporated into your presentation.
1.     Which key Greek values do you see conveyed in your myth (see handout)? Research this value and its importance to the Greeks.
2.     What social/political ideas are apparent in your myth (ex. role of men/women, government, rich vs. poor, etc.)? Research how these social/political ideas actually existed in ancient Greece.
3.     What aspects of daily life are apparent in your myth (ex. farming, building, working, family life, religion, recreation, etc.)? Research these day to day activities in ancient Greece.
4.     What is the impact of the geography in your myth? What are some landmarks or physical features that the characters had to deal with or experience or overcome?

Note: This information should come from at least 4 NEW sources, not the myth itself and not your class notes.  Use the library books and databases at your disposal to find this information.  Keep track of the sources you use as you will need to cite all of this information.



Research Project Role Sheet:
Component 3: Research Modern/Historical Influence     Group Member: _________________
Description of role: Your job is to provide in-depth research on how your myth has influenced art, literature, and culture. Keep track of your source information by taking good notes in the library.  Then you will compile your research into synthesized paragraphs for your teacher and a concise presentation for your classmates. 
As you research, try to answer the questions below.  Any additional information that you find interesting as you research may also be incorporated into your presentation.
1.     What examples of this myth’s influence on contemporary art, film, or literature can you find? Try to broaden your search beyond just pop culture like Percy Jackson. 
2.     What other famous works of art or literature have been created that reference this myth? (Hint: Look into the Renaissance period in art and the Modernist period in literature).
3.     What big ideas or archetypes has this myth come to represent?
Note: This information should come from at least 4 NEW sources, not the myth itself and not your class notes.  Use the library books and databases at your disposal to find this information.  Keep track of the sources you use as you will need to cite all of this information.

Mrs. Whittington English 9: Myth Project

Myth Project Outline and Rubric

Today, your group will each decide your roll, if you have more than three people in your group, the extra person can complete either Research Component 2 or 3. You may work together, but each person must have individual research.

You will then pick the Greek Myth you would like to Research.

Links to Popular Greek Myths to choose from for your Group Research:

BBC Greek Myths
GreekMythology.com
You can also search Google for more!
*Make sure you locate and all read an original myth, not just a summary of one.


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Quick Example:
Persephone and Hades – Read together as a class.

Driving Questions and Answers:

1.      What is the role of the main symbol in the myth? 
      The main symbol in this myth is
       Its role was to show temptation/family ties.
2.      How does this myth’s message connect to ancient Greece or Greek culture/values?
      It connects to Greek Culture by explaining



3.      How does this myth connect to modern society?
      This myth connects to modern society through



Mrs. Whittington English 9: Myth Project:

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Home : Poetry Out Loud

Poetry Out Loud:

http://www.poetryoutloud.org/

Poem Eligibility
Poem Anthology: All poems must be selected from the Poetry Out Loud print or online anthology, which is updated every summer. Check the website after September 1, 2016, to view the official POL anthology for the current school year. Only versions of poems from the official anthology may be used in the contest.
Can’t Find a Poem? Poems may be removed from the online anthology before September 1, 2016. These poems are no longer eligible for competition, unless they are in the print anthology. However, any poem in the printed anthology is eligible even if it is not online.
Poem Criteria: At the state and national finals, students must have 3 poems prepared. One must be 25 lines or fewer, and one must be written before the 20th century. The same poem may be used to meet both criteria, and may be the student’s third poem.
Competition
School Competition: Schools must hold a competition of at least 2 students to select their champion. If that champion is unable to attend the next level of competition, the runner-up should be sent.
Evaluation: Students must be judged according to the Poetry Out Loud evaluation criteria from the 2016-2017 Teacher’s Guide.
Rounds: State and national finals consist of 3 rounds of competition. Competitions at lower levels may have fewer rounds, but students must recite only 1 poem in each round.
Poem Order: The order in which the poems are recited is up to the student, but poem order may not be switched once given to the competition organizer. Competition organizers may not dictate poem order.
Judging: Rankings are based solely on evaluation sheets submitted by judges. Judges should not convene to discuss performances during the competition. Judges may not reconsider their scores after they are submitted. Judges’ decisions are final.
Scoring: Scoring is cumulative. The scores from all rounds should be added together to determine the winner.
Ties: In the event of a tie, the tied student with the highest overall performance score should win; if that also results in a tie, look to the highest accuracy score. If scores remain tied, consider having students pick 1 poem to recite again as a separate score to break the tie.
Memorization: Students must recite their poem from memory.
Props: Students may not use props or wear costumes during their recitations.

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