TEACHING

OF LITERATURE

MYTH
- are certain products of the
imagination of a people which
take the form of stories.
- is a story about gods, other
supernatural beings, or heroes of
along past time.

TYPES OF MYTH
1.Pure Myth or True Myth of
Myth Proper
-.explains natural phenomena of the
origin of things, and they describe
how individuals should behave
towards the gods

2. Saga or Legend
- contains a seed of historical fact
and enlarge

3. Folk-Tale or Fairy-Tale
- are
told
for
pleasure
and
amusement
- contains supernatural characters
such as ghosts, elves, dwarfs, or
demons, and they often include
elements of magic (ex. spells,
potions and objects)

GREAT THEMES OF MYTH

1.Creation
-.the relation of human beings to the
natural world and questions of life
and death
-.The creator deity brings into being
the sun, moon, and stars, seas and
mountains and so on

2. gods and goddesses

- people believed in ideal beings leading
them
- relations of power and leadership

3. Heroic Figures
- semi-divine beings
- they have superhuman powers through
divine parentage; or have acquired
divinity through their deeds as men and
women on earth, with the help of deity

4. Monsters and Demons

- beings
that
a
heroic
confronts and overcome

figure

5. Animals
- featured as wild creaturespredatory beasts or the elusive prey
of hunters; or as helpful beings
tamed by humans or as possessing
powers

6. The Underworld
- prompt tales of gloom and terror of
the unknown

7. Journeys, quests and trials

- bring mythological figures into a
number of
situations where they can prove
their strength

8. The Afterlife
- some form of existence after death
- some speak of paradise where the
pains of life on earth are left behind
- death comes judgment, a rigorous
trial is conducted, and torture
awaits those who fail the trial

MYTHOLOGIES OF THE WORLD

1.Mesopotamian Mythology
2. Canaanite Mythology
3. Egyptian Mythology
4. Greek Mythology
5. Roman Mythology
6. Celtic Mythology

7. Norse Mythology
8. Mexican and South
American Mythologies
9. Persian Mythology
10. Indian Mythology
11. Chinese Mythology
12. Japanese Mythology

Some interesting
Characters
from Mythology
a)Dragons
b)Unicorn
c)Troll
d)Jinni
e)Hydra
f) Chimera

g) Centaur
h) Fenrir
i) Oni
j) Nagas
k) Guie or Kuei
l) Kappa

POSSIBLE
ACTIVITIES IN
MYTH

1. ARTS
a) Sketching
Students can use their knowledge of
the myths as a foundation for writing
character sketches.
Ex. What were Hera, Pan, Athena and
the other gods and goddesses really
like?
Students will be able to disclose to
the world the truth about these

b) Art Museum Visiting

See the sculpture, pottery, jewelry
and coins of ancient Greece. Record
the myths that inspired them. Draw
sketches of some of your favorite
items.

c) Mask Making
When students are aware of the masks
the actors in greek plays wear, students
are asked to choose a character in a myth
and make a mask for that individual.
Using large paper, students create the
shape of the mask (making holes for
eyes, nose and mouth) and decorate
according to the character they chose.
Example: Arachne's mask has spider
earings on with words like "too proud,"
"haughty," "skillful weaver," etc.

d) Model a figure out of clay of one

of the heroes or gods from the
myths.
e) Create a panel mural depicting
one of the students favorite myths.

2. Essay Writing
Students can also use the myths as a
basis for writing opinion essays.
a) Should mortals be allowed on Mt.
Olympus? This notable topic was never
settled in Ancient Greece. It is up to your
students to resolve the issue by
developing persuasive argumentative
essays.
b) Why (or why not) were the Labors of
Hercules sufficient to absolve him of the
crime of killing his children? If you were
the judge, what punishment would you

c) After reading the story of King

Midas, what do you think is more
important -- wealth or wisdom?
d) "Who is your hero...and why?"
What are some of the traits that
make this person a hero to you? Are
these heroic traits parallel in some
way to the traits of the ancient
heroes you have learned about from
the Greek myths?

e) In order to help students

understand the Odyssey more fully,
after reading the epic we watch "The
Wizard of Oz". The students compose
a comparison/contrast essay.
There are many similarities between
the works: the Lotus-Eaters/the field
of poppies, Poseidon/the Wicked
Witch of the West, Athena/Glenda the
good
witch,
Odysseus's

3. Letter Writing
Listed below are a series of assignments
that give students practice in writing
application letters, order letters, request
letters and friendly letters:

a) Tell students that their favorite

mythological character has just
retired. Zeus, the father of the gods,
is now accepting applications for a
replacement. Ask your students to
write letters of application and a
brief resume or biographical sketch.

b) Students, in the role of their

favorite hero or heroine, will be
leading
an
expedition
on
a
dangerous journey (e.g., Jason
questing after the Golden Fleece,
Perseus seeking Medusa's head or
Theseus attempting to defeat the
Minotaur). Before they can go,
students must order the necessary
supplies. Letters can be addressed
to Heroic Discount Supplies, 744

c) Every aspiring hero or heroine

needs to receive the proper
instruction
and
training.
Fortunately, there are a few
openings in the most distinguished
university in ancient Greece. In
order for your students to secure a
space, they should write for an
application, a catalog and financial
aid information. Requests can be
sent to: University of the Muses,

d) As the best friend of a

mythological
character,
students
write a letter offering support,
encouragement or guidance.
Example:
Students might write to the following
characters: Orpheus after failing to
bring back Eurydice from Hades
(sympathy and advice), Polyphemus
after being tricked by Odysseus
(compassion and concern), Ariadne

4. Mythological Dictionary
Students might record words in a
notebook or compile.
Example:
Ask them what it means to have an
"Achilles heel". As they do their
research, they'll find that Achilles was
a Greek hero whose mother rubbed
him with ambrosia and put him in a
fire (or dipped him in the river Styx)
when he was a baby so his body
could not be pierced by weapons.

Since he was held by the heel

during the process, his heel was not
protected. Paris found this out and
shot Achilles in the heel with an
arrow. From this, let pupils speculate
on the meaning of the modern-day
expression and then let them check
their definition with dictionaries.

5. Role playing
This offers your students an opportunity to
interpret the Greek myths. Ask your class
to brainstorm a list of characters and their
corresponding adventures. Begin with a
dramatic incident such as Odysseus being
held captive by Polyphemus the Cyclops
and let your students build in as much
action and dialogue as they wish. Medea
reacting to being abandoned by Jason
after aiding him in his quest offers the
basis for an interesting monologue.

Your students may want to refine

their role-playing by trying many
versions, discussing them and
taping the best. They can combine
their episodes into a dramatic
collage or present one-act plays
complete with props and costumes
based on specific episodes.

6. Story writing
This is fifteen-minute activity, group
three students who collaborate on a
story. Given five minutes each,
students take turns writing. The first
student might begin, "A king once
turned his daughter into a golden
statue." Supplying details to develop
the story, the second student uses the
five minutes to write the body, and the
last person ends the story. If each
student begins a story during the first
five minutes, all three have the chance

7. Advertisements
They need to go through magazines,
phone books, etc. and pick out ads
that relate to mythology.
Example: Nike for the goddess Nike.
After they find different types of
advertisements, then they are to find
a company whose logo comes from
mythology
and
research
that

They need to find out all they can

about the company, why the company
chose their name, e.g. Apollo Heating,
or how they came to choose their logo,
e.g. Pegasus for Mobil. After they have
found many advertisements and a
company, then they do a presentation
where they share their findings as well
as their knowledge of mythology. This
also satisfies the famous question,
When will we need to use this in real
life?

8. Commercials
Divide the class into groups of 4-6 and
each group draws the name of a god
or goddess out of a box. The group is
then responsible for making a video
commercial for that god/goddess.
Examples include Athena's Smart Pills,
Demeter Cereal, Aphrodite Make-up.
All students participate in the
commercial by making a storyboard,
making props and acting.

9. Bingo
Our bingo cards have names and
areas of power mixed around. The
clues have names, areas of power,
actions, symbols, etc. Students then
cover up their cards with pieces of
paper when the clues are given.
Students
enjoy
learning
the
information, and it is a requested
activity long after the study of
Greek mythology is over.

10. Biopoem
Format: 1) Greek Name. 2) Four Traits of
Character. 3) Relative of ____ (1-3 people). 4)
Lover of _____ (1-3 things or people). 5) Who
feels _____ (1-3 things). 6) Who needs ____
(1-3 things). 7) Who fears ____ (1-3 things).
8) Who gives _____ (1-3 things). 9) Who
would like to see ____ (1-3 things). 10)
Resident of ______.11) Roman Name.
Example: Aphrodite, Goddess of Love!
Beauty and Fertility. A daughter of Zeus and
Dione; wife of Hephaestus. Lover of sons
Aeneas and Cupid and brother Ares. Who
protects sailors. Who needs a chariot. Who

11. Board Games

They work together and plan, then
make their own mythology board
game, complete with educational
purpose, directions for playing, and a
demonstration of knowledge about
myths, etc. There have been some
very sophisticated board games
invented by students. Enough time is
allowed
after
the
games
are
completed to have student groups
trade games and play another

12. Commercials
The group is then responsible for
making a video commercial for that
god/goddess.
Examples include Athena's Smart Pills,
Demeter Cereal, Aphrodite Make-up. All
students participate in the commercial
by making a storyboard, making props
and
acting.

13. Creation Myth

Compare characters of the love
myths to other literary characters.
Example: the myth of Pyramus and
Thisbe is closely related in theme to
Romeo and Juliet.

14. First Person

Retell a myth in first person point of
view, assuming the identity of a
hero like Prometheus or Theseus.

15. Talk Show Kit

Students
seem
to
know
and
appreciate the entertainment value
of daytime talk and court shows on
television. By using that format,
students can put on a skit about
some of the minor adventures which
take place in Greek myth.

Example:
After reading the story of Daedalus,
students can use their imaginations as
to
which
characters
should
be
interviewed on the talk show and which
controversies should be addressed.
Perhaps Daedalus would be confronted
by his son Icarus because Hades
enabled him to visit his father on the
show. Or there is a confrontation
between Daedalus and Minos. Or
Daedalus meets the "wax" salesman and
accuses him of causing his son's death.

THANK YOU!

I. OBJECTIVES:
At the end of the lesson, the students shall have:
a. interpreted the symbols of flowers that tell something in
relationship;
b. explained the lines from Kahlil Gibran in connection to the
theme of the myth;
c. discovered the origin of Lindex and Oak Trees through
comprehension of the story;
d) arrived at the meanings of words through contextual clues;
and
e) expressed values related to the main theme.

II. SUBJECT MATTER:

A story (myth), Baucis and Philemon

by Ovid
References:
colonialela.weebly.com/.../gr7_ca3_unit_4_t
ext_structure_genre.docx; and
http://www.talesbeyondbelief.com/mythstories/baucis-and-philemon.htm

III. PROCEDURE:
A. Motivation/Opening
1) UNFREEZING ACTIVITY (3 minutes)
The students will choose one from the
different colors of a rose presented to them
(red, pink, yellow, white, orange and
purple). Then, the teacher will give the
interpretation of each color. The colors of
the flower mean something in relationship.

2) IMAGE FORMATION (3 minutes)

In small groups, the students will
form 6 photos and arrange their
proper order. (photos of a couple from
childhood till they die)
3) TEXT INTERPRETATION (4
minutes) The students will explain
the lines from Kahlil Gibran.

and think not you can direct the course of love,

For love, if it finds you worthy, directs your
course
You were born together, and together you
Shall be forevermore
You shall be together when the white
Wings of death scatter your days.
Ay, you shall be together even in the
Silent memory of God

B. Statement of the Lesson

We will read a myth today and see
how the story describes a love that is
true.
Motive Question:
As you read the story, discover how
the Lindex and Oak Trees grew.

C. First Reading (Baucis and Philemon)

Long ago in a land called Phrygia, a
pious old couple lived in a tiny cottage
among gently rolling hills. Baucis and
Philemon lived a cheerful and content life
despite their poverty. Their marriage was
sound, and their love for each other
remained as strong as it had been on their
wedding day.

One day Jupiter, king of the gods,

traveled to Earth to test the
Phrygians. Disguised as mortals, he
and Mercury, the messenger god,
walked from one home to the next
asking for shelter.

At each home, the Phrygians

heartlessly turned the gods away.
Finally, the gods came to the cottage of
Baucis and Philemon, where the couple
welcomed the strangers warmly. After
arranging a place for their guests to rest,
the couple prepared a meal. Baucis and
Philemon brought out their finest dishes
and carefully set the table, paying
attention to even the most minute
details. As the meal began, Philemon
poured the wine.

To his surprise, he saw that the

bottle refilled itself. Frightened, he
and Baucis apologized for being poor
hosts, but Jupiter stopped them. "We
caused the wine to be replenished,"
he said, "for we are gods. We came
to Phrygia to test the kindness of its
citizens. You and Baucis alone have
passed. The rest will be punished as
they deserve."

Baucis and Philemon followed the gods

up a nearby hill. Upon reaching the top,
they were shocked to see that a lake
stood where their neighbors' houses had
been. The couple wept, but when they
looked closer, they saw that their own
cottage had been transformed into a
temple with a roof of glimmering gold.
"Worthy couple," said Jupiter, "we thank
you for your generosity. Name what it is
you desire and it shall be yours."

The couple spoke privately for a

moment and then declared their
united wish with finality. Philemon
said, "We wish to be guardians of
this temple and to serve you for the
rest of our days. Also, we wish
never to be separated, even in
death."

In the years that followed, Baucis and

Philemon cared for the temple and served
the gods faithfully. One day, Baucis
noticed leaves sprouting from Philemon's
hair. Philemon turned to Baucis and saw
her wrinkled skin turning to bark. Realizing
that their end was drawing near, they bid
each other farewell. At that moment,
Philemon was transformed into a sturdy
oak and Baucis turned into a graceful
linden.

The couple's wish was fulfilled, for

the two trees grew from a single
trunk. For centuries, people have
marveled at the intertwined trees, a
symbol of the devoted couple that
passed the test of the gods.

D. Word Search
Give the meaning of each phrase or word as used in context.
1) Long ago in a land called Phrygia, a pious old couple lived in
a tiny cottage among gently rolling hills.
a) active
c) typical
b) elegant
d) honorable
2) "We caused the wine to be replenished," he said, "for we are
gods...
a) exhaust
c) filled up
b) empty
d) restore

3) The couple spoke privately for a

moment and then declared their united
wish with finality.
a) force
c) concern
b) emphasis
d) completeness
4) One day, Baucis noticed
sprouting from Philemon's hair.
a) dying
c) growing
b) shrinking
d) starting

leaves

5. At that moment, Philemon was transformed

into a sturdy oak and Baucis turned into a
graceful linden.
a) tree with heart-shaped leaves
b) tree with oval-shaped leaves
c) tree with triangular leaves
d) tree with spear-shaped leaves

F. Discussion

Comprehension Check:
1. The last paragraph reveals which part of the myth?
a) moral of the story
b) a creation in nature
c) certain flaws of a god
d) consequences of bad behavior

2. The bottle refilling itself shows

_______.
a) a gods mistake
b) the gods supernatural powers
c) explain a mystery in the universe
d) describe the lesson learned

3. The creation of the lake and temple

best _______.
a) shows the consequences of good/bad
behavior
b) explains a mystery of the universe
c) reveals Phrygians power
d) shows Mercurys anger

4. The myth is told in chronological order so that

it can _______.
a) persuade the reader to be generous
b) explain how all lakes were formed
c) describe the characters fully
d) retell a story clearly

5. When Jupiter told the couple they passed the test of the
gods he was referring to their _______.
a) sound marriage
b) sorrow on the hill
c) kindness to the strangers
d) patience during the transformation

Processing Questions:
1. What makes the couple contented in life despite of poverty?
2. What may be the reasons why people did not welcome the
strangers?
3. Will you do the same? Why? Why not?
4. Did the couple hesitate to accept the strangers in their
house?
5. How did they feel when they discovered that the strangers
are gods?

6. What is the only wish of the couple?

7. Will you ask the same?
8. Will you consider first how your wife/husband treats you?
9. Were the couple afraid of death?
10. What symbolizes their kindness and true love for each
other?

F. Valuing
What kept the couple together till the end?

IV. ASSIGNMENT
Create your own myth story with your preferred topic.

Prepared by:
FLORENS C. GENOVES