(Language and Literature) : (five days)

Grade: 6
Teacher: Ibrahim Ali
Unit: two
Action: Teaching and learning through inquiry

Content Learning process

Myths and legends; SOI:
mirrors of reality For centuries we have used the genre of myths and legends for the purpose of gaining a perspective on human behavior and
individual and cultural identities
IBLP: knowledgeable – we explore ideas of importance and dig deep into their meaning, creating a balance of our learning.

Day 1:
Content: Exploring Mythological Heroes: Jatayu, Sampati, Icarus, and Daedalus

Teaching strategies and Learning experiences:

ey Points:
Jatayu and Sampati were giant birds in Hindu mythology, known for their heroic deeds and sacrifices.
Icarus and Daedalus were characters in Greek mythology, known for Icarus' tragic attempt to fly too close to the sun.
Both sets of mythological figures demonstrate the themes of hubris, the consequences of overambition, and the importance
of heeding warnings.
The stories of Jatayu and Sampati, and Icarus and Daedalus, provide valuable lessons about the dangers of pride, the need
for moderation, and the importance of respecting natural laws.
Opening:
To capture students' interest, the teacher will begin the lesson by asking the class, "Have you ever heard of a giant bird that
fought a demon to protect a princess?" This question will pique their curiosity and lead into the introduction of the Hindu
mythological figures Jatayu and Sampati.

Introduction to New Material:

The teacher will introduce the stories of Jatayu and Sampati, and Icarus and Daedalus, providing key details about each set
of characters. Students will actively engage by taking notes and participating in a class discussion, answering questions
about the characters' motivations, actions, and the lessons their stories convey.

One common misconception to anticipate is that students may assume the stories are unrelated or that the mythological
figures are from the same cultural tradition. The teacher will emphasize the distinct origins of the stories and the similarities
and differences between the characters.

Assignments:
Students will work in small groups to create a Venn diagram comparing and contrasting Jatayu and Sampati with Icarus and
Daedalus. The teacher will guide the students by asking probing questions, such as "What character traits do Jatayu and
Icarus share?" and "How do the consequences of Sampati and Daedalus' actions differ?"

Day 2:
Content: Can sharing myths and legends help preserve our individual and cultural identities?

Teaching strategies and Learning experiences:

- Key Points:
- Myths and legends are traditional stories that are passed down through generations
- These stories often reflect the values, beliefs, and experiences of a particular culture or group of people
- Sharing myths and legends can help preserve cultural identity by passing on traditions and teaching important
 lessons
- Myths and legends can also help individuals connect with their cultural heritage and develop a stronger sense of
identity
- Opening:
- To open the lesson, the teacher will ask students the following question: "Have you ever heard a story from your
family or community that you felt was important to your identity or culture?" The teacher will then invite a few
students to share their responses and explain why the story was meaningful to them.
- Introduction to New Material:
- The teacher will begin by defining the terms "myth" and "legend" and explaining how they differ. The teacher will
then provide examples of well-known myths and legends from around the world, highlighting how these stories
reflect the values, beliefs, and experiences of the cultures that created them.
- One common misconception to anticipate is that myths and legends are just fictional stories with no real-world
relevance. The teacher will address this by emphasizing how these stories often contain important lessons and
insights about the human experience.

Assignments:
Students will work in small groups to analyze a selection of myths and legends from different cultures. The teacher will
provide guiding questions to help students identify the cultural values and beliefs reflected in the stories, as well as how
these stories might contribute to the preservation of individual and cultural identities.

Day 3:
Content: How the world came to be: creation myths from around the world

Teaching strategies and Learning experiences:

Key Points:
Creation Myths: Stories that explain how the world and humanity came into existence, often reflecting the values and
beliefs of a culture.
Cultural Significance: How myths provide insight into the beliefs and traditions of different societies.
Themes: Common themes in creation myths, such as chaos to order, the role of deities, and human origins.
Comparison and Contrast: Skills in identifying similarities and differences between various myths.
Opening:
Begin with a captivating question: "If you could create your own world, what would it look like?"
Engage students in a quick brainstorming activity where they share their ideas in pairs, then volunteer to share with the
class.
Introduce the concept of creation myths, explaining that many cultures have unique stories about how the world began.
Introduction to New Material:
Present a brief overview of several creation myths from different cultures (e.g., Greek, Native American, Hindu, and African).
Use visuals (images, videos) to enhance understanding of each myth.
Encourage students to take notes on key elements of each myth.
Common Misconception: Students might assume that all cultures have the same creation story; clarify that while there are
common themes, each culture's myth is unique.
Assignments:
In pairs or groups, make a mind map of the various perspectives on how the world was created.

Day 4:
Content: Stock characters

Teaching strategies and Learning experiences:

- Key Points:
- Definition of Stock Characters: Familiarize students with the term "stock character" and its meaning as a character
type that is easily recognizable and often used in storytelling.
- Examples of Stock Characters: Discuss common examples such as the "hero," "villain," "damsel in distress," and
"wise mentor."
 - Purpose of Stock Characters: Explain how these characters serve specific functions in narratives and help to advance
the plot or develop themes.
- Recognizing Stock Characters: Teach students how to identify stock characters in literature and media they are
familiar with.
- Common Misconceptions: Address the misconception that all characters in stories are unique and that stock
characters lack depth.
- Opening:
- Begin with a fun interactive game where students quickly name characters from popular movies or books (e.g.,
Disney characters).
- Ask, "What do these characters have in common?"
- Introduce the term "stock character" based on their responses, engaging them in a discussion about their familiarity
with these character types.
- Introduction to New Material:
- Present a brief definition of stock characters and provide clear examples from well-known stories (e.g., Harry Potter,
The Lion King).
- Use visual aids such as character charts or storyboards to illustrate how stock characters appear in various media.
- Anticipate the misconception that characters like the "hero" or "villain" can’t have depth, and clarify that while they
are recognizable types, they can still have unique traits and development.

Assignments:
Divide students into small groups and provide them with short excerpts from different stories containing stock characters.
Set expectations for collaboration and respectful discussion.
Guide groups to identify and discuss the stock characters in their excerpts, using guiding questions such as:
"What role does this character play in the story?"
"How does this character help or hinder the main character?"
Circulate among groups to monitor discussions and provide support as needed.

Day 5:
Content: Can sharing myths and legends help preserve our individual and cultural identities?
 Teaching strategies and Learning experiences:
- Key Points:
- Definition of a Legend: A traditional story sometimes regarded as historical but unauthenticated.
- Cultural Context: How the culture in which a legend is told influences its themes and characters.
- Real-life Inspirations: Understanding that many legends may have roots in actual events or figures.
- Critical Thinking: Analyzing the differences and similarities between legends and reality.
- Misconceptions: Legends are purely fictional and have no basis in reality.
- Opening:
- Begin with the question: "What makes a story become a legend?"
- Show a short video clip of a well-known legend (e.g., King Arthur).
- Facilitate a brief discussion about students' prior knowledge of legends and any they may know from their own
cultures.
- Introduction to New Material:
- Define legends and discuss their characteristics.
- Introduce examples of popular legends from various cultures, highlighting their real-life inspirations.
- Have students work in pairs to read a short excerpt of a legend and identify any aspects that may relate to real
events or figures.
- Common Misconception to Anticipate: Students may believe that all elements of a legend are completely fictional.

Assignments:
Discuss the sword in the stone.

Resources
MYP annotated unit planner