In this lesson, students will look at several mythological patterns that have influenced the form and function of later literary works. At the end of the lesson, students can: 
- Determine and evaluate the author's intentions in specific passages.
- Determine and evaluate how mythological themes are used in later literature.
- Identify recurring themes, symbols, and patterns in literary works and connect them to your own experiences.
- Make a list of mythological patterns, symbols, and universal themes.

- In what ways does text interaction encourage thought and action?

- Allusion: An implied or indirect reference in literature to a familiar person, place, or event. 
- Author’s Purpose: The author’s intent is either to inform or teach someone about something, to entertain people, or to persuade or convince the audience to do or not do something. 
- Symbolism: A device in literature where an object represents an idea. 
- Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.

- “Jason and the Argonauts” 
- “Odysseus” by James Hunter.
- “King Arthur”
- The Tale of Peter Rabbit by Beatrix Potter 
- “King Midas” 
- “Echo and Narcissus” from Bulfinch’s Greek and Roman Mythology: The Age of Fable by Thomas Bulfinch. Dover, 2000. 
- “Daedalus and Icarus” 
- “Phaethon” from Bulfinch’s Greek and Roman Mythology: The Age of Fable by Thomas Bulfinch. Dover, 2000. 
- Ingri d’Aulaire. (1992). D’Aulaires’ Book of Greek Myths. Delacorte. 
- Maurice Sendak. (1988). Where the Wild Things Are. HarperCollins. 
- “Tony McCoy’s odyssey ends in fairy-tale fashion” by Simon Barnes.  
- Will Hobbs.(1999). The Maze. HarperCollins.

- The purpose of this lesson is to familiarize students with some of the mythological patterns, symbols, and themes that have influenced the form and function of later literary works. 
- Gathering student examples of how Greek mythology has impacted the entertainment industry will reveal who is familiar with mythology and its significance, as well as who needs more help or information. 
- Examining their notes on the story and noting which students understand that The Tale of Peter Rabbit is an odyssey will help you determine which students are struggling with the idea.
- You can both keep the groups on task and identify those who require additional reading in Greek mythology or a deeper comprehension of archetypes by observing them as they work on the stories of Midas and Narcissus. Gathering the brief written assignment before talking about Daedalus and Icarus will reveal more about each person's comprehension of the various character archetypes.
- Students' comprehension of archetypes can be determined by watching the groups as they create their quest or Odyssey plot outlines and character designs.
- Students who require additional assistance in this area will be identified in the final individual exercise.

Modeling, explicit instruction, scaffolding, and active engagement 
W: Go over a few of the most important Greek mythological stories with the class. Explain to them the idea of archetypal patterns in stories, characters, themes, and symbols, as well as how these patterns have influenced stories told later on. 
H: Assign students to collaborate in groups, share their ideas, and produce original works that base their storylines and characters on Greek mythological archetypes. 
E: As students recognize and examine other archetypes to comprehend their traits and consequences, have them examine the similarities and differences between important mythological story patterns. 
R: Give students the chance to match the ideas in their group with those of other groups and the class as a whole, as well as to compare their ideas with those of their group.
E: Ask students to compare their opinions with those of their group members and reconsider the conclusions they came to.
T: Give the class, in small groups, and on their own the chance to recognize, evaluate, and apply mythological archetypes.
O: The course extends the student's understanding and gives them the chance to examine mythological archetypes in groups or on their own.

Focus Question: What themes, symbols, and patterns from mythology have influenced the structure and purpose of writing in the past?

"A literary work's form influences the messages it conveys. It is directly relevant to the author's goal. We're going to examine a few distinct forms of influence now." Ask students to list any examples of how mythology has influenced the entertainment industry. Then invite them to express their thoughts. (Examples include names for things like the Trojan Horse virus, video/computer games, and the adaptations of classic tales like The Clash of the Titans and Troy.)

Part 1

Describe the notion of archetypes. "Greek mythology contains many story patterns and character archetypes that have been repurposed throughout history. They are also known as prototypes or archetypes, which are original models or types that serve as models for other similar things. These have been used as models for stories in the past. Naturally, the story is shaped by these story patterns. For example, when an author selects a quest pattern, that decision establishes the story's plot and its objective, which is to complete the quest, even though the quest's destination and the particular experiences encountered along the way will differ."

As the students read "Odysseus" and "Jason and the Argonauts," divide them into groups of three to four. Ask students to make a list of the two's differences and similarities. After giving them a quarter to a half hour for this, have one group discuss the differences and similarities between the stories of Odysseus and Jason. (Similarities include the fact that both travel great distances at great risk and successfully navigate their way through obstacles; they are also leaders and warriors who venture to uncharted territory; they receive assistance from a goddess; they are rulers and brave men. Differences: Jason is eager to set out on his journey, but Odysseus is reluctant; Jason's wife betrays him, but Odysseus' wife is devoted; Odysseus is known for his cunning and deft problem-solving techniques; Jason is displaced by the murder of his father and must complete his quest to reclaim his throne, but Odysseus faces no such challenge; Jason's goal is to retrieve an object, the Golden Fleece, to reclaim his throne, whereas Odysseus's goal is simply to return home; and finally, while Jason achieves his goal, his story ends in misery and death.)

There are variations in the patterns, even though they are both stories of heroes' journeys. Jason's quest has two goals: finding the Golden Fleece to help him reclaim the throne that was once his father's. Odysseus follows a slightly different pattern, and he has given the archetype his own name. An odyssey is a protracted voyage that starts and finishes at the same location. To keep his word, Odysseus must depart from Ithaca and embark on the Trojan War. He finally succeeds in returning to Ithaca with his wife and son after ten years at war and ten years of battling the barriers preventing him from going home.

In the end, the basic structure of an Odyssey and a traditional quest have different goals.

Part 2

Have students read "King Arthur." Instruct them to seek similarities with the narratives of Odysseus and Jason. Have them point out any similarities. (Arthur, like Jason, has an ambiguous family history and needs to fulfill a mission to ascend to the throne. Similar to his Knights of the Round Table, his mission is to locate the Holy Grail. He, too, needs to locate a certain item. Arthur is not the one to claim the Grail, despite its discovery. Jason is aided by his crew, while Arthur is aided by his knights. Arthur's wife betrays him, just like Jason did. While Arthur is hurt in combat, Jason passes away from an accident-related wound.)

Jason and Arthur's stories are quests. Even now, the quest's pattern is still a well-liked storyline. Ask the class if they can think of any contemporary applications for the quest or odyssey archetype. (The pattern is carried out by films and books such as Raiders of the Lost Ark, The Da Vinci Code, Star Wars, and The Lord of the Rings. Both Back to the Future and The Wizard of Oz are prime examples of the Odyssey (journey and return) pattern. Regardless of the author's intention to depict how the hero succeeds or fails in completing his quest or making it home, the fundamental structure of the story is established by the archetypal pattern in each instance.)

Inform students that archetypes are used in more than just adult fiction. Those are abundant in children's stories. Get your students to read The Tale of Peter Rabbit by Beatrix Potter. See if they can draw any similarities between it and the tales of Odysseus and Jason. Once they have determined the story's pattern by writing down one word—quest or odyssey—have them hold up the slips so you can see them. Find out if they see any similarities between the tales of Jason and Odysseus. Peter's father was also killed by an enemy, just like Jason's father. Peter leaves his house and ventures into the enemy's hostile territory. Similar to Odysseus and Jason, he goes through many near-death experiences. Peter longs to return home safely, just like Odysseus did, and finds his family waiting for him. Peter's tale is a mini-odyssey; unlike Jason, he has no goal for his quest other than to follow Mr. MacGregor's threat and return home (like Odysseus). Gather the written notes that students have made about Peter Rabbit so you can identify the students who are struggling.

Part 3

"We have examined the quest and the odyssey as our two patterns so far. We'll now examine a few character archetypes. You should read the tales of Narcissus and Midas in groups. Next, I would like your group to write a sentence or two explaining the character archetype for each of them, along with any apparent drawbacks that come with being of that type."

Make sure the groups are working on the assignment by walking around and observing them. Next, have two distinct groups present and solicit input, questions, and additions from the others. (Midas is a conceited and blind character. Everything he cherishes, even his child, is destroyed by his greed. Because he is entirely self-absorbed, or narcissistic, so in our language, Narcissus can appreciate no one but himself. He makes people around him and himself unhappy.)

Also, discuss the term "allusion" with the students, reminding them that expressions like "the Midas touch" or "the golden touch," which are frequently used today to characterize people who succeed financially in all they do, are allusions, allusions to myths that are commonly understood by all.

Draw attention to the similarities between Midas and Narcissus in terms of literary themes (the destructive power of narcissism, the danger of making hasty decisions, and the destructive power of greed).

Then assign each student to read a copy of Daedalus and Icarus. Ask students to write a sentence that summarizes each character and explains how the actions of the character are influenced by the archetypal aspects of the character. Before the discussion, go around the classroom and watch the students as they write. Then gather responses. (Possible answers: Daedalus is an example of a creative genius; he is resourceful and creative. Icarus is a youthful, reckless, and fearless archetype. A genius is not immune to the anguish of bereavement. Young people's recklessness and audacity can lead to disaster. It makes more sense to take a moderate approach rather than a drastic one.)

Ask the students if there are any additional meanings associated with any of the story's objects. For example, the labyrinth symbolizes uncertainty, entrapment, difficulty, and puzzle; the wax wings represent the risk of flying "too near the sun" or being overly bold and reckless with safety.

"Take notes as usual while reading the story of Phaethon: one sentence describing the character, one describing how the character's archetypal traits affect the story's actions. Additionally, consider this story as well as the others you have read, and jot down any changes you see, whether they be physical or not." (Phaethon is attempting to define who he is. He is an example of a typical young person—brash, arrogant, and too self-assured. These characteristics ultimately cause him to fail. When it comes to transformations, Narcissus turns into the flower that bears his name, Echo stops being a nymph and becomes just an echo, and Phaethon's sisters are transformed into poplars that are forever in mourning. Another change that Midas experiences is relinquishing his golden touch to return to being an ordinary mortal.)

Part 4

"Using the mythological archetypes that we have been studying, you will be collaborating with your groups. Initially, I will assign each of you two tasks: one will create a plot outline for a quest story, and the other will create an odyssey outline. You will be given roughly fifteen minutes to develop a character and their circumstances.

Selecting the quest's objective is necessary if you have one. (To take his throne, Jason needs to locate the Golden Fleece.)

You need to figure out what will force the characters in your Odyssey to leave their home. (Odysseus is compelled to sail to Troy with the other Greeks and engage in combat to recover the stolen Helen.) 

Summarize the opening circumstances of your character in one sentence. Write a sentence summarizing the story's resolution after listing five or six challenges or adventures that your character will face. After returning with the Fleece to reclaim his throne, Jason meets his demise in an accident after his wife betrays him. After overcoming his suitors and returning home, Odysseus is joyfully reunited with his wife and son."

Observe students at work as you go about it, offering assistance where needed. To ensure that they read every outline, have them swap reading assignments with other groups. If at all feasible, conduct a brief round-robin reading session.

Ask each student to develop a character, circumstance, or plot outline based on one of the lesson's archetypes. Additionally, a sentence or two describing the employed archetype should be included in the assignment. Inform the students that this task will be evaluated as part of their portfolio.

Extension:
Refer to the Related Resources for more details on Greek mythology and its influence.

For students who require more practice, the following exercises could be beneficial:

Seek out resources such as MythWeb.com or Ingri d'Aulaire's children's book, D'Aulaires' Book of Greek Myths, if your students have no prior knowledge of Greek mythology.

Give Maurice Sendak's Where the Wild Things Are to your students to read and discuss if they need more practice differentiating between an odyssey and a quest.

The following activities are available to students who are prepared to go above and beyond the standard:

Give the students two archetypal characters to work with; these could be a narcissistic character and a circumstance that brings the character or those close to them sorrow or destruction. To present this to the group for discussion, condense it into two or three sentences. This exercise reinforces the notion that these archetypes play a role in shaping a narrative.

Assign students to read Simon Barnes' "Tony McCoy's Odyssey Ends in Fairy-Tale Fashion." This is the tale of a Grand National-winning jockey. The author makes use of archaic legends and fundamental patterns. In addition, he makes references to fabulous and fabulists, directing the reader to readings for the following lesson.

Will Hobbs' The Maze is a great read for anyone who wants to see Greek mythology heroes in action.