Colonial Connecticut Myths and Legends

Myths and Legends of Colonial Connecticut:

A Unit Plan

Dori M. Thompson

EDU 553: Computers in the Classroom & Curriculum

November 28, 2005

Unit Overview:

This unit is designed to be used in conjunction with a unit on Colonial Connecticut. It provides an introduction to the genres of myth and legend, specifically as they relate to Colonial Connecticut. The following lessons are intended for grades 4-5, to be used consecutively and to fit in a one week period.

Lesson 1: What are Myths and Legends: provides an introduction to myths and legends

using whole-class discussion and journals. One 30-40 min. lesson.

Lesson 2: The Legend of the Charter Oak: introduces students to the Legend of the

Charter Oak through group work and dramatics. One 1 hour lesson.

Lesson 3: Colonial Connecticut’s Ladies of Legend: students research and explore the

legends of Midnight Mary and the Green Lady in pairs. One 45-1 hour lesson.

Lesson 4: Myths and Legends of Room ____: students create their own myth or legend

about their classroom. Three 45-1 hr. lessons.

National Council for the Social Studies Standards Addressed:

1. Culture

2. Time, Continuity & Change

3. People, Places & Environments

Connecticut State Standards Addressed:

1. Historical Thinking

2. Local History

3. Historical Themes

4. Places and Regions

Lesson 1: What Are Myths and Legends?

Goal: This lesson is designed to introduce students to a general concept of myths and legends, what they are, and how they are used.

Lesson Objectives:

As a result of this lesson, students will:

• create a list of the elements of myths and legends

• write a definition of myth

• write a definition of legend

Materials:

• pencils

• writing journals

• Why Mosquitoes Buzz in People’s Ears by Verna Aardema

• The Legend of the Poinsettia by Tomie dePaola

• clipboards

• chart paper

• various myths and legends both online and in book-form

For further information on myths and legends in general, you may wish to refer to the following websites:

http://faculty.gvsu.edu/websterm/MythFAQs.htm: provides definitions of myths and legends and the differences between the two.

http://www.planetozkids.com/oban/legends.htm: this website provides myths from several different countries and peoples, including Native Americans, Korea, and India.

http://home.freeuk.net/elloughton13/theatre.htm: this site gives definitions for myths, legends and fables, and provides examples of each.

http://www.secretary.state.nc.us/kidspg/legends.htm: this site provides some legends designed for kids from the state of North Carolina.

http://users.chariot.net.au/~kwray/: this website tells the stories of the myths and legends of many mysterious creatures such as Bigfoot and the Loch Ness Monster.

Initiation:

Tell students that today, you are going to talk about myths and legends. To introduce the topic, hold a class discussion about myths/legends. Some questions you might pose to the class are: What is a myth? What is a legend? Are they the same? If not, how are they different? Why do we use myths/legends? Where do you think they come from? Write down some of the ideas that students offer about myths and legends on large chart paper. Keep this paper to refer back to later.

Procedure:

For this part of the lesson, students will listen to an example of both a myth and a legend, then create two separate lists outlining the elements of each. They will use these lists later in the unit to create their own myth or legend.

1. Gather the students on the rug or in a circle with a clipboard, pencil and journal. Read the

myth Why Mosquitoes Buzz in People’s Ears by Verna Aardema.

2. As you read, ask students to think about how they might describe or define a myth to

someone who had never read a myth before.

3. After you finish reading the story, give students a few minutes to write down their

observations and descriptions.

4. Create a class definition listing the different elements of a myth based on students’ ideas on large chart paper. If students need help describing the myth, ask questions such as: Who are the characters? What is the setting? What time period is it? Is it true? Add any essential elements of a myth you feel should be included on the list.

5. Next, follow the same steps to introduce students to the concept of a legend.

6. Read The Legend of the Poinsettia by Tomie dePaola.

7. Again, ask students to think about and record their observations about legends.

8. On chart paper, list students’ observations and descriptions about legends.

9. Have students return to their seats. Students should copy both lists into their journals so they

can use the lists as references.

10. Considering what you have discussed today about myths and legends, ask students to reflect

on the following questions in their journals: What is a myth? What is a legend? How might each be used?

11. While students are writing, circulate class and assist as needed.

Assessment:

The main idea of this lesson is for students to become acquainted with myths and legends and have a concept of both by the end of the lesson. The teacher should collect the student’s journals and assess their definitions to determine the class understanding of myths and legends. Students will receive 3 points for all questions answered, 2 points for two, and 1 point if only one question is answered.

Extension:

There are many more myths and legends for students to explore. Students who finish early can spend the remaining time acquainting themselves with other myths/legends online (with the provided websites) or in the class library. If time, give students 10-15 minutes after the lesson to look over other myths and legends so that everyone has an opportunity.

Lesson 2: The Legend of the Charter Oak

Goal: The purpose of this lesson is to provide students with an opportunity to apply their knowledge about legends in general to learning about the Colonial Connecticut legend, The Legend of the Charter Oak.

Lesson Objectives:

As a result of this lesson, students will:

• read The Legend of the Charter Oak

• write a script based on the legend

• perform a play for the class

Materials:

Please refer to the Myths and Legends of Connecticut powerpoint to download and print reference information about the Charter Oak. Print several copies, as each group will need a copy to use as a reference guide.

• copies of packet of information on the Charter Oak (from powerpoint)

• various props for plays (costumes, paper, etc.)

• paper

• pencils

Initiation:

To begin the lesson, briefly discuss with students the history of Colonial Connecticut. They should know that the first European settlers in Connecticut came from England. They should also be aware that these settlers left England so that they could practice their religion freely and without punishment. Students should have gained basic knowledge of Colonial Connecticut from the Colonial Connecticut curriculum plan included on this website.

Procedure:

1. Read The Legend of the Charter Oak provided at http://www.roadescape.com/chartoak.html.

2. Without mentioning the title, ask students if they think this is a myth or a legend. Ask

students what elements in this story are characteristic of legends. They may refer to the

Elements of a Legend list in their journals.

3. Explain to students that they will be getting into groups and creating a play based on the

legend.

4. Split class into groups of 3 or 4. Give each class a packet of information on the Charter Oak,

and a copy of the rubric.

5. Go over rubric with class and answer any questions students have about what they are to do.

Each group should designate one member to be the Recorder, to make a written copy of the

script to be turned in.

6. Allow one person from each group to go up and collect props to use in their play.

7. Give groups 30-40 minutes to write and practice their play. While groups are working, monitor student progress and assist where necessary.

8. Each group will then perform their play for the class.

9. At the end of the performances, hold a discussion asking students to tell you one thing they

have learned about the Legend of the Charter Oak.

Assessment:

Students will be assessed based on the following rubric:

	3	2	1
Collaboration	Student worked well with others, sharing ideas and being respectful of others’ ideas.	Student worked with others. May have shared ideas but did not listen well to others.	Student did not work well with others; did not share ideas or was not receptive to the ideas of others.
Participation	Student had an active and equal role in the play.	Student had one or two lines in the play, but was actively involved.	Student had no spoken lines in the play, and was not actively involved.
Creativity	Student was enthusiastic and in-character: used different voices, costumes and props during play.	Student was either enthusiastic or in-character during play.	Student was not enthusiastic during play, and did use any voices, costumes or props during the play.
Script	Copy of script included list of characters and clearly followed story of Charter Oak.	Copy of script included list of characters and followed story of Charter Oak.	Copy of script did not include list of characters or storyline not clearly related to legend.

Lesson 3: Colonial Connecticut’s Ladies of Legend

Goal: Students will explore two legends concerning Colonial Connecticut women and the stories behind these legends.

Lesson Objectives:

As a result of this lesson, students will:

• use the computer to research Midnight Mary and the Green Lady

• complete a worksheet based on these two legends

• create a Venn diagram comparing the two legends

Materials:

This lesson is designed to be completed in the computer lab, so that each pair of students has access to one computer.

• Ladies of Legend worksheet

• clipboards

• pencils

• one computer per 2 students

• websites from Colonial Connecticut Myths & Legends PowerPoint (available at http://www.geocities.com/dorithompson1/dorithompson.html)

Initiation:

Hold a discussion about ghost stories with students. Ask students to tell you about any ghost stories they have heard. They do not need to tell the entire story, but they may give a summary or a brief explanation of the course of events. Inform students that today, they will be researchers. Their job is to form small committees to research the legends of two Colonial Connecticut women, Midnight Mary and the Green Lady.

Procedure:

1. Bring class to the computer lab, and have students get into pairs. One or two groups of three is o.k.

for this activity.

2. Pass out clipboards and worksheets. Go over worksheet with class. Direct students’ attentions to the final page, where they will create a Venn diagram comparing Midnight Mary and the Green Lady Cemetery.

3. Although working in pairs, each student should have his/her own worksheet to complete and turn in.

4. Give students 30-40 minutes to complete the activity.

5. As a class, compare and contrast research results.

Assessment:

Assess students based on the following rubric:

	3	2	1
Participation	Student worked well with partner, sharing responsibility for worksheet.	Student worked with partner, taking some responsibility for work.	Student did not work well with partner, did not take responsibility for completing worksheet.
Worksheet	Student completed worksheet with two or fewer spelling errors.	Student completed worksheet with three to four spelling errors.	Student did not complete worksheet, or completed with five or more spelling errors.
Venn Diagram	Student completed Venn diagram, comparing five or more elements of each legend.	Student completed diagram comparing four elements of each legend.	Student completed diagram comparing three or fewer elements of the two legends.

Lesson 4: Myths and Legends of Room _____

Goal: The goal of this lesson is for students to apply what they have learned about myths and legends to create their own myth/legend about their own classroom.

Lesson Objectives:

As a result of this lesson, students will:

• write a myth or legend, including at least four of the elements outlined in Lesson 1 of this unit.

• illustrate their myth or legend

Materials:

• pencils

• writing journals

• two or three computers/word processors

• printer

• colored pencils

• chart paper

Initiation:

As preparation for this lesson, write a myth or legend about an object or aspect of your classroom to be shared with students. To begin the lesson, gather students on the carpet. Read aloud the story you have written. As a quick review, discuss with students whether it was a myth or a legend, asking them to explain why and what elements it contains.

Procedure:

1. Explain that students will be creating their own myth or legend about the classroom, and that you would

like them to brainstorm ideas that could be used for this activity.

2. Write these ideas on the board or on large chart paper. Students may choose one of these ideas to

use for their story, or they may use another that they have thought of.

3. Review with students the components of a story, e.g. introduction, middle, conclusion, paragraphs, etc.

4. Students should first complete a draft of their story. When they are finished with their draft, they

should bring it to you to review and give the o.k. for final draft typing.

5. Next, have students type up their final copy. Students cannot begin illustrating their story until they

have typed up their finished copy.

6. When finished typing the final draft, students may print out and illustrate their myth/legend.

7. Allow time for students to share their myths and legends with the class.

***Allow ample time for students to complete their myths/legends. This process can take two to three lessons to complete.***

Assessment:

Students will be assessed based on the following rubric:

	4	3	2	1
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Illustrations	Original illustrations are detailed, attractive, creative and relate to the text on the page.	Original illustrations are somewhat detailed, attractive, and relate to the text on the page.	Original illustrations relate to the text on the page.	Illustrations are not present OR they are not original.
Creativity	The story contains many creative details and/or descriptions.	The story contains a few creative details and/or descriptions.	The story contains a few creative details and/or descriptions, but they distract from the story.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Focus on Assigned Topic	The entire story is related to the assigned topic. The reader can easily follow the plot of the story.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still follow the main plot.	Some of the story is related to the assigned topic, but plot is fairly difficult to follow.	No attempt has been made to relate the story to the assigned topic, and plot is not fluid and difficult to follow.