Tuesday, August 7, 2018

The Creation Myth

The Creation Myth

Literary Analysis
Myth: a traditional story passed down through generations, that explains why the world is the way it is. In myths, events usually result from the actions of supernatural beings.

Creation (Origination) Myth: a story which explains how the universe, earth, and life began. As you read this Iroquois creation myth, note the supernatural explanations of the world’s origin.




“The World on the Turtle’s Back”
Iroquois Creation Myth

In the beginning there was no world, no land, no creatures of the kind that are around us now, and there were no men. But there was a great ocean which occupied space as far as anyone could see. Above the ocean was a great void of air. And in the air there lived the birds of the sea; in the ocean lived the fish and the creatures of the deep. Far above this unpeopled world, there was a Sky World. Here lived gods who were like people—like Iroquois.
In the Sky World there was a man who had a wife, and the wife was expecting a child. The woman became hungry for all kinds of strange delicacies, as women do when they are with child. She kept her husband busy almost to distraction finding delicious things for her to eat. In the middle of the Sky World there grew a Great Tree which was not like any of the trees that we know. It was tremendous; it had grown there forever. It had enormous roots that spread out from the floor of the Sky World. And on its branches there were many different kinds of leaves and different kinds of fruits and flowers. The tree was not supposed to be marked or mutilated by any of the beings who dwelt in the Sky World. It was a sacred tree that stood at the center of the universe.
The woman decided that she wanted some bark from one of the roots of the Great
Tree—perhaps as a food or as a medicine, we don’t know. She told her husband this. He didn’t like the idea. He knew it was wrong. But she insisted, and he gave in. So he dug a hole among the roots of this great sky tree, and he bared some of its roots. But the floor of the Sky World wasn’t very thick, and he broke a hole through it. He was terrified, for he had never expected to find empty space underneath the world.
But his wife was filled with curiosity. He wouldn’t get any of the roots for her, so she set out to do it herself. She bent over and she looked down, and she saw the ocean far below. She leaned down and stuck her head through the hole and looked all around. No one knows just what happened next. Some say she slipped. Some say that her husband, fed up with all the demands she had made on him, pushed her.
So she fell through the hole. As she fell, she frantically grabbed at its edges, but her hands slipped. However, between her fingers there clung bits of things that were growing on the floor of the Sky World and bits of the root tips of the Great Tree. And so she began to fall toward the great ocean far below.
The birds of the sea saw the woman falling, and they immediately consulted with each other as to what they could do to help her. Flying wingtip to wingtip they made a great feathery raft in the sky to support her, and thus they broke her fall. But of course it was not possible for them to carry the woman very long. Some of the other birds of the sky flew down to the surface of the ocean and called up the ocean creatures to see what they could do to help. The great sea turtle came and agreed to receive her on his back. The birds placed her gently on the shell of the turtle, and now the turtle floated about on the huge ocean with the woman safely on his back.
The beings up in the Sky World paid no attention to this. They knew what was happening, but they chose to ignore it.
When the woman recovered from her shock and terror, she looked around her.
All that she could see were the birds and the sea creatures and the sky and the ocean.
And the woman said to herself that she would die. But the creatures of the sea came to her and said that they would try to help her and asked her what they could do.
She told them that if they could find some soil, she could plant the roots stuck between her fingers, and from them plants would grow. The sea animals said perhaps there was dirt at the bottom of the ocean, but no one had ever been down there so they could not be sure.
If there was dirt at the bottom of the ocean, it was far, far, below the surface in the cold deeps. But the animals said they would try to get some. One by one the diving birds and animals tried and failed. They went to the limits of their endurance, but they could not get to the bottom of the ocean. Finally, the muskrat said he would try. He dived and disappeared. All the creatures waited, holding their breath, but he did not return. After a long time, his little body floated up to the surface of the ocean, a tiny crumb of earth clutched in his paw. He seemed to be dead. They pulled him up on the turtle’s back and they sang and prayed over him and breathed air into his mouth, and finally, he stirred. Thus it was the muskrat, the Earth-Diver, who brought from the bottom of the ocean the soil from which the earth was to grow.
The woman took the tiny clod of dirt and placed it on the middle of the great sea turtle’s back. Then the woman began to walk in a circle around it, moving in the direction that the sun goes. The earth began to grow. When the earth was big enough, she planted the roots she had clutched between her fingers when she fell from the Sky World. Thus the plants grew on the earth.
To keep the earth growing, the woman walked as the sun goes, moving in the direction that the people still move in the dance rituals. She gathered roots and plants to eat and built herself a little hut. After a while, the woman’s time came, and she was delivered of a daughter. The woman and her daughter kept walking in a circle around the earth, so that the earth and plants would continue to grow. They lived on the plants and roots they gathered. The girl grew up with her mother, cut off forever from the Sky
World above, knowing only the birds and the creatures of the sea, seeing no other beings like herself. One day, when the girl had grown to womanhood, a man appeared. No one knows for sure who this man was. He had something to do with the gods above. Perhaps he was the West Wind. As the girl looked at him, she was filled with terror, and amazement, and warmth, and she fainted dead away. As she lay on the ground, the man reached into his quiver, and he took out two arrows, one sharp and one blunt, and he laid them across the body of the girl, and quietly went away.
When the girl awoke from her faint, she and her mother continued to walk around the earth. After a while, they knew that the girl was to bear a child. They did not know it, but the girl was to bear twins.
Within the girl’s body, the twins began to argue and quarrel with one another.
There could be no peace between them. As the time approached for them to be born, the twins fought about their birth. The right-handed twin wanted to be born in the normal way, as all children are born. But the left-handed twin said no. He said he saw light in another direction, and said he would be born that way. The right-handed twin beseeched him not to, saying that he would kill their mother. But the left-handed twin was stubborn. He went in the direction where he saw light. But he could not be born through his mother’s mouth or her nose. He was born through her left armpit, and killed her. And meanwhile, the right-handed twin was born in the normal way, as all children are born.
The twins met in the world outside, and the right-handed twin accused his brother of murdering their mother. But the grandmother told them to stop their quarreling. They buried their mother. And from her grave grew the plants which the people still use.
From her head grew the corn, the beans, and the squash—“our supporters, the three sisters.” And from her heart grew the sacred tobacco, which the people still use in the ceremonies and by whose upward floating smoke they send thanks. The women call her “our mother,” and they dance and sing in the rituals so that the corn, the beans, and the squash may grow to feed the people.
But the conflict of the twins did not end at the grave of their mother. And, strangely enough, the grandmother favored the left-handed twin.
The right-handed twin was angry, and he grew more angry as he thought how his brother had killed their mother. The right-handed twin was the one who did everything just as he should. He said what he meant, and he meant what he said. He always told the truth, and he always tried to accomplish what seemed to be right and reasonable. The left-handed twin never said what he meant or meant what he said. He always lied, and he always did things backward. You could never tell what he was trying to do because he always made it look as if he were doing the opposite. He was the devious one.
These two brothers, as they grew up, represented two ways of the world which are in all people. The Indians did not call these the right and the wrong. They called them the straight mind and the crooked mind, the upright man and the devious man, the right and the left.
The twins had creative powers. They took clay and modeled it into animals, and they gave these animals life. And in this they contended with one another. The right-handed twin made the deer and the left-handed twin made the mountain lion which kills the deer. But the right-handed twin knew there would always be more deer than mountain lions. And he made another animal. He made the ground squirrel. The left-handed twin saw that the mountain lion could not get to the ground squirrel, who digs a hold, so he made the weasel. And although the weasel can go into the ground squirrel’s hole and kill him, there are lots of ground squirrels and not so many weasels. Next the right-handed twin decided he would make an animal that the weasel could not kill, so he made the porcupine. But the left-handed twin made the bear, who flips the porcupine over on his back and tears out his belly.
And the right-handed twin made berries and fruits of other kinds for his creatures to live on. The left-handed twin made briars and poison ivy, and the poisonous plants like the baneberry and the dogberry, and the suicide root with which people kill themselves when they go out of their minds. And the left-handed twin made medicines, for good and for evil, for doctoring and for witchcraft.
And finally, the right-handed twin made man. The people do not know just how much the left-handed twin had to do with making man. Man was made of clay, like pottery, and baked in the fire….
The world the twins made was a balanced and orderly world, and this was good. The plant-eating animals created by the right-handed twin would eat up all the vegetation if their number was not kept down by the meat-eating animals which the left-handed twin created. But if these carnivorous animals ate too many other animals, then they would starve, for they would run out of meat. So the right and the left-handed twins built balance into the world.
As the twins became men full grown, they still contested with one another. No one had won, and no one had lost. And they knew that the conflict was becoming sharper and sharper and one of them would have to vanquish the other.
And so they came to the duel. They started with gambling. They took a wooden bowl, and in it they put wild plum pits. One side of the pits was burned black, and by tossing the pits in the bowl, and betting on how these would fall, they gambled against one another, as the people still do in the New Year’s rites. All through the morning they gambled at this game, and all through the afternoon, and the sun went down. And when the sun went down, the game was done, and neither one had won.
So they went on to battle one another at the lacrosse game. And they contested all day, and the sun went down, and the game was done. And neither had won.
And now the battled with clubs, and they fought all day, and the sun went down, and the fight was done. But neither had won.
And they went from one duel to another to see which one would succumb. Each one knew in his deepest mind that there was something, somewhere, that would vanquish the other. But what was it? Where to find it?
Each knew somewhere in his mind what it was that was his own weak point. They talked about this as they contested in these duels, day after day, and somehow the deep mind of each entered into the other. And the deep mind of the right-handed twin lied to his brother, and the deep mind of the left-handed twin told the truth.
On the last day of the duel, as they stood, they at last knew how the right-handed twin was to kill his brother. Each selected his weapon. The left-handed twin chose a mere stick that would do him no good. But the right-handed twin picked out the deer antler, and with one touch he destroyed his brother. And the left-handed twin died, but he died and he didn’t die. The right-handed twin picked up the body and cast it off the edge of the earth. And some place below the world, the left-handed twin still lives and reigns.
When the sun rises from the east and travels in a huge arc along the sky dome, which rests like a great upside-down cup on the saucer of the earth, the people are in the daylight realm of the right-handed twin. But when the sun slips down in the west at nightfall and the dome lifts to let it escape at the western rim, the people are again in the domain of the left-handed twin—the fearful realm of night.
Having killed his brother, the right-handed twin returned home to his grandmother. And she met him in anger. She threw the food out of the cabin onto the ground, and said that he was a murderer, for he had killed his brother. He grew angry and told her she had always helped his brother, who had killed their mother. In his anger, he grabbed her by the throat and cut her head off. Her body he threw into the ocean, and her head, into the sky. There “Our Grandmother, the Moon,” still keeps watch at night over the realm of her favorite grandson.
The right-handed twin has many names. One of them is Sapling. It means smooth, young, green and fresh and innocent, straightforward, straight-growing, soft and pliable, teachable and trainable. These are the old ways of describing him. But since he has gone away, he has other names. He is called “He Holds Up the Skies,” “Master of Life,” and “Great Creator.”
The left-handed twin also has many names. One of them is Flint. He is called the devious one, the one covered with boils. Old Warty. He is stubborn. He is thought of as being dark in color.
These two being rule the world and keep an eye on the affairs of men. The right-handed twin, the Master of Life, lives in the Sky World. He is content with the world he helped to create and with his favorite creatures, the humans. The scent of sacred tobacco rising from the earth comes gloriously to his nostrils.
In the world below lives the left-handed twin. He knows the world of men, and he finds contentment in it. He hears the sounds of warfare and torture, and he finds them good.
In the daytime, the people have rituals which honor the right-handed twin. Through the daytime rituals they thank the Master of Life. In the nighttime, the people dance and sing for the left-handed twin.


Comprehension Questions
What are your thoughts about this creation myth?
How did the animals help the woman who fell from the sky?
What are the differences between the twins?
What was the outcome of the duels between the twins?
What are the most important things you learned about the values and way of life of the Iroquois from reading this myth?
Their attitude toward nature
Their view of their gods
Important foods, rituals, and games
The roles of men and women
Why do you think the Iroquois honor both the left-handed twin and the right-handed twin?
How would you relate the left-handed twin and right-handed twin with your own concept of good and evil?

It’s Your Turn
Write a creation myth, using as much imagery and imagination as possible, while paying close attention to diction. The myth must be at least one page in length. (Remember, this is a ‘made-up’ story, not real or religious, and does not reflect your true beliefs about the world’s origin.)

Saturday, July 14, 2018

Welcome to English III



Students in English III analyze American literature and its social and historical significance. Students will analyze texts through reading, writing, speaking, listening, and using media. Students will be required to produce a research paper, known as their Junior Paper.

Goals:
Application of correct grammar
Study rigorously Greek/Latin roots and vocabulary
Learn the process for writing a research paper


Unit 1: Native American and Colonial Literature
Unit 2: The Crucible
Unit 3: revolutionary Rhetoric
Unit 4: American Romanticism from Transcendence to the Dark Side
Unit 5: Slavery, The Civil War, Naturalism, Realism, and Regionalism
Unit 6: American Realism: The American Dream and Disillusionment

Research Paper

Sunday, April 8, 2018

Informational Texts: English Language Arts/Historical Exemplars


Adams, John. “Letter on Thomas Jefferson.”

Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave

Churchill, Winston. “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940.”

Petry, Ann. Harriet Tubman: Conductor on the Underground Railroad

Steinbeck, John. Travels with Charley: In Search of America

United States. Preamble and First Amendment to the United States Constitution. (1787, 1791)

Lord, Walter. A Night to Remember

Isaacson, Phillip. A Short Walk through the Pyramids and through the World of Art

Murphy, Jim. The Great Fire

Greenberg, Jan, and Sandra Jordan. Vincent Van Gogh: Portrait of an Artist.

Partridge, Elizabeth. This Land Was Made for You and Me: The Life and Songs of Woody Guthrie

Monk, Linda R. Words We Live By: Your Annotated Guide to the Constitution

Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott

Wednesday, April 4, 2018

Poetry Exemplars

Longfellow, Henry Wadsworth. “Paul Revere’s Ride.” ...........................................
Whitman, Walt. “O Captain! My Captain!” .................................................................
Carroll, Lewis. “Jabberwocky.”........................................................................................
Navajo tradition. “Twelfth Song of Thunder.” ..........................................................
Dickinson, Emily. “The Railway Train.” .........................................................................
Yeats, William Butler. “The Song of Wandering Aengus.” ...................................
Frost, Robert. “The Road Not Taken.”..........................................................................
Sandburg, Carl. “Chicago.”............................................................................................... 
Hughes, Langston. “I, Too, Sing America.”.................................................................
Neruda, Pablo. “The Book of Questions.”...................................................................
Soto, Gary. “Oranges.” .......................................................................................................
 Giovanni, Nikki. “A Poem for My Librarian, Mrs. Long.” ........................................

Monday, February 26, 2018

Dates to Remember

March 9 End of 3rd Nine Weeks
March 7-9 Nine Weeks Testing
March 12-16 Spring Break
March 30-April 2 Easter Holidays
NWEA Testing Schedule March 21 -8th Grade Reading / March 23-8th Grade Language
End of the Year State Testing Window March 9-May 11

Monday, January 15, 2018

The Diary of Anne Frank

The Diary of Anne Frank

Unit Daily Lesson Plans

Day 1 -  Computer Lab

  • As a pre-reading activity to activate their prior knowledge about Anne Frank and the Holocaust, ask students to complete the anticipation guide at the following address:  www.westga.edu/~kidreach
  • The anticipation guide includes questions (no right or wrong answers) concerning issues they will encounter in the text (see sample next page)
  • Briefly explain upcoming unit and that throughout the unit students will publish their own diary.
  • Pass out personal diary rubrics and go over requirements and expectations
  • Briefly review word processing functions (opening files, saving to a disk, formatting, font size/color/style, etc,)
  • Instruct students to begin journal entry one saving it to their disk:
    • Here’s what I know about the Holocaust…
    • Here’s what I want to know about the Holocaust…
  • If extra time, allow students to begin working on the cover of their diary

Day 2 - Classroom

  • Have students copy brief notes from overhead about the Holocaust and background on Anne Frank, explaining and discussing as you go
  • “Remembering Anne Frank” article…have students read the article and answer the reading guide questions as they read.  Finish for homework if necessary.

Day 3 - Classroom

  • Go over “Remembering Anne Frank” reading guide questions/answers. (Current Events Magazine, Issue 20, pgs. 2a-2d)
  • Put grammar sentences on overhead and have students copy, making grammatical corrections
  • Let students get with a partner to discuss sentences and decide on the proper grammar for each sentence
  • Choose students to type the corrected sentences on the computer, showing on the TV screen, via the LTV Presenter.  Edit the sentences as a class, making sure students copy down the grammatical correct sentence, discussing rationale/rules as you go.
  • Have students define words from "The Diary of Anne Frank" vocabulary list, and write a sentence with each word, finishing for homework if necessary.

Day 4 - Computer Lab

  • Journal Entry 2:  Pretend you had one hour to prepare to go into hiding.  You can NEVER return to your home.  You can not carry a suitcase; it would be obvious you were going into hiding.  It is winter, therefore VERY cold outside and there is limited food where you are going.  What items would you take with you?  How would you disguise these items and how would you carry them?
  • Review vocabulary definitions, allow students to share the sentences they wrote
  • Using crossword puzzle software already loaded on computer, or go to www.puzzlemaker.com , and instruct students to create a QUALITY crossword puzzle using at least 20 of the 25 words they previously defined.

Day 5 - Classroom

  • Journal entry 3:  A diary is…  How do you feel about diaries/journals?
  • Take up crossword puzzles.  Copy all puzzles that are accurate and educational for later distribution.
  • Virtual tour of Auschwitz concentration camp at http://remember.org/educate/index.html
  • Pass out spreadsheet assignment handout and discuss expectations (may allow students to work with a partner or individually)
  • Have students start on spreadsheet assignment (see sample chart)

Day 6 - Computer Lab

  •  Journal entry 4: After seeing pictures of concentration camps and learning a little about the Holocaust and Anne Frank, I feel…
  • Finish spreadsheet assignment
  •  Read Act I, Scenes 1-2, finish for homework if necessary

Day 7 – Classroom

  • Read Act I, Scenes 1-2, discussing as you go````
  • Journal entry 5 (to be word processed at a later time):
    1. If you had to live in hiding and could not make a sound from 9am-6pm everyday, except Sunday, and had no electronic toys to entertain yourself, what would you do?  Make up a daily schedule for one of your days, by listing an activity for every hour from 9-6
    2. Anne’s father tells her to remember, “There are no walls, there are no bolts, no locks that anyone can put on your mind.”  Respond to this quote…Do you agree?  Disagree?
  • Pass out variety of vocabulary puzzles, making sure each student gets a different puzzle than the one they created.  Finish for homework if necessary

Day 8 – Classroom

  • Read Act I, Scene 3 orally, discussing as you read.
  • Journal entry 6 (to be word processed at a later time): 
    1. Compare and contrast the character of Anne and Peter.
    2. Write a name poem for one of the characters in hiding.
  • Play vocabulary review game (Test Day 10).

Day 9 – Classroom

  • Quiz on Act I, Scenes 1-3 and background information (notes)
  • Read Act I, Scene 4
  • Journal entry 7 (to be word processed at a later time): In Scene 4 Anne describes the first thing each of the people in the secret annex would like to do after getting out of the hidden quarters.  If you were free after many months of hiding, what would be the first thing you would like to do?  WHY?
  • Vocabulary review handout, (see text page 493) for homework…vocabulary test tomorrow!!!

Day 10 – Classroom

  • Vocabulary Test
  • Read Act I, Scene 5 orally, discussing as you read
  • Journal entry 8 (to be word processed at a later time):  Prepare a holiday gift list for your family as Anne did.  Include only items that cost no money.  Write an explanation of why each gift is just right for the person receiving it.

Day 11 – Classroom

  • Put grammar sentences 1-10 on the overhead and have students copy, making grammatical corrections
  • Let students confer with a partner and decide on the correct grammar for each sentence
  • Choose students to type corrected sentences on the computer, showing on the TV screen, via the LTV presenter.  Edit as a class, discussing as you go, making sure students are copying the corrected sentences
  • Read Act 2, Scene 1, may finish for homework

Day 12 – Classroom

  • Discuss Act 2, Scene 1
  • Read Scenes 2-5, discussing as you go
  • Journal entry 9 (to be word processed at a later time): 
    1. What feelings did you experience at the end of the play?
    2. Anne’s diary was published in more than 50 countries.  The play, based on her diary, won a Pulitzer Prize and was made into a movie.  Why do you think Anne’s diary and her story have attracted so much attention?
    3. At the end of the play Mr. Frank says Anne was happy at the concentration camp.  Why does he think this?
    4. The last quote that Mr. Frank reads from the diary is, “In spite of everything, I still believe that people are really good at heart.”  What does this tell us about Anne’s character?  What do you think about this quote?

Day 13 – Computer Lab

  • Have students go to the Online Holocaust Magazine http://idt.net/~kimel19/main.html#poetry
  • Instruct them to browse the site and that they must have a copy of a Holocaust poem and a reflection to it as entry 10 in their personal diary
  • Allow time to word processes entries done in classroom and work on cover, etc. for their personal diaries

Day 14 – Computer Lab

  • Final journal entry 11:  What I learned from The Diary of Anne Frank
  • Finish word processing journal entries
  • Edit, print and complete personal diaries

Day 15 – Classroom

  • Have students turn in journals
  • Oral discussion about the process of journalizing, writing in diaries, reflecting, etc.  Ask them what the effect of doing the entries on the computer had on this process
  • Alternative Activities:
    1. Watch Remembering Anne Frank video
    2. Unit test
    3. Watch Survivors of the Holocaust video
credit www.projects.ncsu.edu