Activities
and Curriculum Links
Intermediate (9& 10) Level Activity #5
Have students read one or more versions of the Phoenix myth. These
myths may be found at the Arising Phoenix website. The element
that all of the legends have in common is the theme of life, death
and renewal. This theme appears in different forms in various
religions and cultures throughout history. Divide the class into
groups. Have each group research a religion or a culture, present
or past and discover how the above theme is presented in the mythology
of that particular group. Particular attention should be given
to ways in which the researched stories are similar to the Phoenix
myth and ways in which they differ. Each group presents its findings
to the whole group. How does the Phoenix myth connect to the issue
of conservation? How does each of the researched myths connect
to the sameissue?
Curriculum
Link
Intermediate (9 & 10) Level Activity #5
English
Gr. 9 & 10 Literature Studies and Reading
Students will:
1.
select and read texts for different purposes, with an emphasis
on recognizing the elements of literary genres and the organization
of informational materials, collecting and assessing information,
responding imaginatively, and exploring human experiences and
values;
2. locate explicit information and ideas in texts to use in developing
opinions and interpretations;
3. use specific evidence from a text to support opinions and judgments
(e.g., role-play a court trial of the antagonist in a story; formally
debate issues raised in a text; use direct quotations in an answer
to a homework question; use explicit information and implicit
ideas to answer questions about a sight short essay;
4. analyse information, ideas, and elements in texts and synthesise
and communicate their findings.
English
Gr. 9 & 10 Writing
Students will:
1.
investigate potential topics by formulating questions, identifying
information needs, and developing research plans to gather data
(e.g., generate focus questions; identify key words and electronic
search terms to narrow a topic; use graphic organisers to connect
possible topics and a variety of sources of information);
2. locate and summarise information from print and electronic
sources, including vertical files, periodicals, dictionaries,
encyclopaedias, electronic news groups, e-mail messages, and electronic
databases (e.g., record impressions of an event on audiotape,
for a story; use focus questions to narrow a search on a broad
topic; summarise research notes on index cards; record sources
of information);
3. sort and label information, ideas, and data; evaluate the accuracy,
ambiguity, relevance, and completeness of the information; and
make judgments and draw conclusions based on the research (e.g.,
verify data by using multiple sources; identify and reconcile
inconsistencies; identify significant omissions that need to be
addressed);
4. use the information and ideas generated, researched, and evaluated
to develop the content of written work.
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