Curriculum Unit
David Ostheimer
Moving From Lists to Myths and Epics
Title Author
KEY LEARNING, ENDURING UNDERSTANDING, ETC.
All writers write for a reason. Whether to entertain, persuade, or inform, they try to elicit a response from their readers.
ESSENTIAL QUESTION(S) for the UNIT
How can students take their writing from lists of items or events to a coherent story that either entertains or informs their audience.
CONCEPT A CONCEPT B CONCEPT C
Student writing can morph from lists to myths.
Writing changed from lists to myths and epics
Early writers created lists
ESSENTIAL QUESTIONS A ESSENTIAL QUESTIONS B ESSENTIAL QUESTIONS C
How can you change your writing from lists to another type?
Why did writing change to from lists to narratives? What is different about lists, myths, and epics? What is the same?
Why did early writers create lists? What information do lists convey?
VOCABULARY A VOCABULARY B VOCABULARY C
Pourqoui stories, just so stories
Myths, epics, entertain
Lists, cave painting, inform
ADDITIONAL INFORMATION/MATERIAL/TEXT/FILM/RESOURCES
Kipling, Rudyard, and Barry Moser. Just so stories. New York: Books of Wonder, 1996.
"La grotte de Lascaux." Lascaux. Accessed December 18, 2016. http://www.lascaux.culture.fr/.
Osborne, Mary Pope., and Homer. Tales from the Odyssey. New York: Disney/Hyperion, 2010.