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Mr. Gray’s Classroom Edit display name

  • Pleasantville High School
  • Pleasantville, NJ
  • More than three‑quarters of students from low‑income households

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This is the 6th time I have taught Duel Credit World Myths and Legends. This is a class that I wrote about a decade ago, inspired by my own high school mythology class. After researching the myths and legends of Ancient Greece, Rome, Middle East, Polynesian, African, Norse, Chinese, Japanese, and Native American, the class heads into folklore. For all of the other cultures myths and legends, the class has utilizes written literature supporting their research but we do not have written folklore. Every time the folklore unit gets introduced, my students hopes are dashed because we do not have written text supporting their research, "what do you mean we don't have folklore books?" For the past two years, my district rejected my request for any folklore text but I keep promising my students that I will try. The novels would be used in part as the unit four text and a base for research projects. In each unit students will work in small groups and individually research what they want with approval. After choosing a topic students sort out a way to retell the stories to the class, analyze the folklore thematically, as well as connecting stories to the past, present, and future. After presenting the information, the rest of the class peer analyzes the project and even grades their classmates. This process will help students figure out the difference between folklore, myths, and legends as well as not only see but show the line between folklore and modern mythology. Your help would literally make rhetorical questions about literature real answerable questions.

About my class

This is the 6th time I have taught Duel Credit World Myths and Legends. This is a class that I wrote about a decade ago, inspired by my own high school mythology class. After researching the myths and legends of Ancient Greece, Rome, Middle East, Polynesian, African, Norse, Chinese, Japanese, and Native American, the class heads into folklore. For all of the other cultures myths and legends, the class has utilizes written literature supporting their research but we do not have written folklore. Every time the folklore unit gets introduced, my students hopes are dashed because we do not have written text supporting their research, "what do you mean we don't have folklore books?" For the past two years, my district rejected my request for any folklore text but I keep promising my students that I will try. The novels would be used in part as the unit four text and a base for research projects. In each unit students will work in small groups and individually research what they want with approval. After choosing a topic students sort out a way to retell the stories to the class, analyze the folklore thematically, as well as connecting stories to the past, present, and future. After presenting the information, the rest of the class peer analyzes the project and even grades their classmates. This process will help students figure out the difference between folklore, myths, and legends as well as not only see but show the line between folklore and modern mythology. Your help would literally make rhetorical questions about literature real answerable questions.

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