SEMI-DETAILED LEARNING PLAN IN GREEK MYTHOLOGY

I-OBJECTIVES:

    At the end of the lesson, the students should be able to:

• Identify the gods and goddesses of Greek Mythology
• Inculcate the value of devotion and theological sensitivity
• Create a video presentation of their own production depicting the existence/intervention of the Greek gods and goddesses in modern life.

II-SUBJECT MATTER

• Topic: GREEK MYTHOLOGY
• Reference: Gantz, Timothy (1993). Early Greek Myth: A Guide to Literary and Artistic Sources. Johns Hopkins University Press. ISBN 0-8018-4410-X.
• Materials:
       Speaker
       Laptop
       Manila Paper
       Cut-outs of different objects related to various Greek gods and goddesses
       Projector
       
• Value infused: devotion, sensitivity to other religious beliefs, respect

III-PROCEDURE

   
  A. PRELIMINARIES

1. Drill
   -  The teacher will show a slideshow of pictures depicting the characters of the previous lesson (Norse       Mythology)
   -  The teacher will ask the students if they could name the person or character in the picture as the             slide show progresses.    
   -  Who is the person in the picture?
   -  What is his or her role?
2. Review
   -  The teacher will ask the students what the past lesson was all about. (Norse Mythology)
   -  The teacher will ask a few of the students to name the Nordic mythological character he or she             relates with the most and why.
3. Motivation (Video Analysis)
   - The teacher will show via the projector a short video about the gods and goddesses of Greek              Mythology
   - The teacher will then ask the students if they are familiar with any of the characters of the video and      how they are able to identify them.
   - Do you know any of the characters in the video?
   - What key factor or feature made you conclude that it was the character you know of?
   - The teacher will ask the students if they have figured out the topic that will be discussed at the              present session.

  B. PRESENTATION

1. Activity Proper
   
   - After the video presentation, the teacher will proceed to the slideshow presentation presenting the                 various gods and goddesses of Greek Mythology
   - The slideshow will also include the origins of the various gods and goddesses while the teacher asks              the students what they know (stock knowledge) about the god or goddess currently shown in              the slideshow.
   - The teacher will then post manila papers on the board on which names of the major gods and                        goddesses are pasted.
   - The students will then be tasked to paste onto the manila paper of their choice an item, or an image                given to them by the teacher which they believe to be used to identify that certain deity.
   - The class will altogether identify if the items were matched correctly with the picture of the deity or if              the picture does not match the name under which it is posted.
2. Analysis
   - Who are the Major Olympians or gods of Greek Mythology?
   - The Olympians are namely:   Zeus, Hera, Poseidon, Demeter, Athena, Apollo, Artemis, Ares, Aphrodite, Hephaestus, Hermes and either Hestia, or Dionysus.
3. Abstraction
   - Is learning about the gods of other people important?
   - How will knowing about other gods help us to become better Christians?
   - Are there any similarities between the gods of Olympus and Jesus Christ? What are those?
4. Application
   - After the discussion, the students will then group themselves into 12 and assume roles as the 12 Olympians and use anything they can find around the classroom to represent the role or task they perform in Greek mythology.

IV-EVALUATION

     In a whole sheet of paper, the students will be tasked to give at least 4 deities of both Norse and Greek Mythologies that they believe to share the same qualities, values and/or roles.    

        

V-ASSIGNMENT    

        The students are tasked to recreate the Greek Genesis Story depicting the birth of the gods and the creation of the earth and human beings and record it in video to be presented next meeting.

The 6 Fluency Theories

SOLUTION FLUENCY

This is about whole-brain thinking—creativity and problem solving applied on-demand.

Solution Fluency talks about how a person is able to solve real-time problems by clearly defining the problem, designing probable solutions, testing them and evaluating the applied solution based on its outcome.

INFORMATION FLUENCY

Information Fluency describes how one is able to extract, understand and analyze any given information regardless of format in order to gather the necessary or important facts needed to essentially process the information given and turn it into knowledge or even wisdom.

CREATIVITY FLUENCY

Creativity Fluency is the process by which artistic proficiency adds meaning through design, art, and storytelling. It is about using innovative design to add value to the function of a product though its form.

MEDIA FLUENCY

There are two components of Media Fluency.  Firstly, the ability to look analytically at any communication to interpret the real message, and evaluate the efficacy of the chosen medium. Secondly, to create original communications by aligning the message and audience though the most appropriate and effective medium.

COLLABORATION FLUENCY

Collaboration Fluency is team working proficiency that has reached the unconscious ability to work cooperatively with virtual and real partners in an online environment to solve problems and create original products.

DIGITAL ETHICS

All the 21st Century Fluencies are learned within the context of the Global Digital Citizen, using the guiding principles of leadership, ethics, altruistic service, environmental stewardship, global citizenship, digital citizenship, and personal responsibility.

(concepts and ideas were generally gathered from http://globaldigitalcitizen.org/21st-century-fluencies/)

Perception on Old and New Generations

Nothing stays permanent. This is what I immediately thought of when I studied the various generations. What may have been ethical or customary during the time of the Veterans may no longer be deemed necessary or preferable at the time of the Generation X.

For example, Veterans generally have a more strict inclination towards discipline in raising their children or even in their disposition in life. Most of the Generation X however, lean towards a more informal temperament.

In my own point of view, such differences in values, attitudes and philosophical stands do not necessarily demand a hierarchical comparison because the variations in each generation's personalities and ethical stands could have been a result of years of coping with the times these people were exposed to and are currently under. I even consider it 'evolution'. Judging by how such 'views' change as the generations progress---from disciplined to informal, from spendthrifts to conservatives (regarding money matters) from desiring to be educated to using education as a means to achieving success.

In this light, I find it only natural that we refrain from condemning people of different generations because they do not do things the way we believe things ought to be done (this thought can be exemplified by how we are always scolded by our parents and rewarding us with the 'back in our day' speech). Rather, take into consideration the situations and scenarios they were brought up in and respect their perspective.

(concepts and ideas are based on the graph from http://mccrindle.com.au/resources/Generations-Defined-Sociologically.pdf)

DIFFERENTIATING THE NEW DIGITAL GENERATION AND THE PAST 30 YEAR-OLD GENERATION

Beyond the obvious discrepancy in age, the past 30-year old generations namely the Veterans, Baby Boomers and Generation X also have a variety of differences with the younger, more digital generation (Generation Y onwards). To elaborate this point, here is a chart that illustrates such differences:

(cited from http://mccrindle.com.au/resources/Generations-Defined-Sociologically.pdf)

Bridging the Y-Z Generation Gap

We are born at different times. 

But it does not hinder the reality that in our own ways, we must strive to make the most of our lives and achieve our highest aspirations. Sure, there have been more than a handful of innovations in technology, culture and even in our way of life, but a truth remains universal regardless of the time or the age of the person---we are born. We are born not as an update or an upgraded version of the past, but as the innovative result of the past's ingenuity.

The two generations are not to be compared in a manner like we would compare the Pentium 1 and Windows XP operating systems. Rather, we ought to be complementing each other, filling in the gaps where the generation Z fall short, and letting them add to what people from our generation lack.

Modern technology should not be the wedge that divides these two generations apart where one faction is mocked for their lack of proficiency therein and the other is ridiculed for their over-dependence. On the contrary, the existence of this modern marvel must be turned into the bridge that connects one generation to the next. Not just from Y to Z, but all the way perhaps to the Generation X.

In a more tangible scenario, a member of the generation Y such as myself, need not be contented with our current level of expertise regarding the use of power point presentations and our mastery of Super Mario. We must also take the time to study or enhance our abilities to handle newer technologies and improved softwares such as prezi and Watch Dogs. In like manner, those of the generation Z could also invest their time on the marvels of the Y generation (perhaps engage themselves into the realm of Pac-Man and Michael Jackson). The latter may not be as hard a task since videos and even softwares of such are readily available in the internet. A few videos would raise the young ones' awareness about the past generations positive (and negative) contributions to the modern world.

Bridging the gap between the generations does not immediately translate into a homogeneous mix of interests, rather, a cohesive concoction of likenesses and differences that could lead to another handful of innovations and even more marvelous achievements to be reveled in by the next generations.