Tag Archive for flood story

World Lit: The Flood of Noah and the Flood of Utnapishtim

ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them. Georgia ELA
ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA

Students will read Noah’s flood story from Genesis and then anylyze two articles that draw different conclusions from comparisons of the same texts.

Noah’s Ark Disney Storybook Video:

Work Session
Today we’re going to be reading another flood story, much like the one we read yesterday, but this one might be a little more familiar to you. The story is from Genesis, chapters 6-9, and is the story of Noah’s Ark.

We’re going to read the story aloud together, and then do a quick discussion just to make sure everyone knows what’s going on. Afterwards, I want us to consider how the two flood stories we’ve read over the past couple days are similar or different. We can make a venn diagram, or we can just talk about it 🙂

I have two articles for you guys to read. The first is entitled “The Flood of Noah and the Flood of Gilgamesh” and comes to us from the Institute for Creation Research (http://www.icr.org/article/noah-flood-gilgamesh/). The second is called “Before Noah: Flood Myths Are Older Than the Bible” and is from Time Magazine (http://time.com/44631/noah-christians-flood-aronofsky/). These articles both compare the two versions of the flood story and draw two different conclusions.

Why do you think these articles read the same stories and interpreted them in vastly different ways? What was each article’s intended audience? Do you think anyone reading either article changed their minds about which story came first?

Closing Session
To close out today, I want everyone to grab a sheet of paper (a half sheet is fine) and write a short paragraph on these two articles. Analyze the author’s motives and purpose in writing these two articles, consider if either author is biased, and theorize why they come to two exact opposite conclusions.

Formative (paragraphs, class discussions)

Process (scaffolding, learning styles)

True Life: Flood Stories


  • ELAGSE9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

Learning Target:  I will analyze various accounts of modern floods and use that information to create a survivor’s journal or a flood safety pamphlet.

Opening Session: A look back: Hurricane Katrina News Coverage

Work Session: Welcome to Monday, everyone!

Before we get started today, let me draw your attention to today’s bell schedule – you might notice it’s all kinds of weird. We will be doing weird bell schedules for the rest of the semester, so my recommendation to you is to bring snacks, because you’re probably not going to eat lunch at the time you’re used to.


As you might have guessed from the daily video, today we’re going to continue talking about flood stories. The difference today, though, is that we’re talking about floods that actually happened. We’re going to talk a bit more about Hurricane Katrina, as well as the Japanese tsunami of 2011, and the Indian Ocean Tsunami (the Christmas Tsunami) of 2004. All these massive floods are pretty close to current, right? So I thought these articles and pictures might hit home for you guys.






After we read the articles together as a class and have a bit of discussion about what it might have been like, I would like for you guys do to a bit of narrative writing for me in the form of a journal.

Flood Journal Assignment

  1. Choose one of the modern flood stories we talked about in class – Hurricane Katrina, the Japanese Tsunami, or the Christmas Tsunami.
  2. Pretend you’re in the middle of that flood as it’s happening.
  3. IN PEN, write three journal or diary entries from three days as you experience what it was like to live through that flood. Each entry should be about 2 paragraphs long. Don’t forget to sign your name at the end.
  4. When you’re finished, turn in your journal to me.


Flood Safety Pamphlet Assignment

  1. Pretend you’re on the city committee for public safety.
  2. Think about an “action plan” for your city if a mega flood happens
  3. Draw a brochure to be distributed to the people of your city that will give them important safety info on what to do in the event of a flood
  4. Make it creative, neat, and colorful!
  5. Turn it in when you’re done 🙂

…And that’s that! Be creative with your journal entries, guys! After I grade them, we’re going to have some fun making them into “flood” artifacts.

I’ll see y’all tomorrow!!

Closing Session: Book Talk – The Hunger Games

Assessment: Flood journal or pamphlet will be graded

Differentiation: Product (student choice); process (partners allowed).

Write-Your-Own Flood Friday


  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write a narrative to develop an imagined event, creating my own flood myth for the modern era.

Opening Session: Ancient Chinese Great Flood Myth

Work Session: Welcome back! Today we are going to start off with a 20-30 minute jaunt into the computer lab to do our next formative assessment. Remember, go to http://www.socrative.com and then click “Student Login.” Put in the room name BRISTOWLIT and then your name, and make sure you do LastName, FirstName. Then take the quiz!

After that, we’re going to return to the classroom and everyone is going to draw a flood myth from a hat. Wait, what? Yep! You heard that right! So not only are there flood stories from Christianity/Judaism/Islam and from Gilgamesh and from ancient China, there are actually flood stories from almost every culture in the whole world! And today you’re going to get a chance to read one and then write your own!

As you write your own flood story, please keep the following requirements in mind:

  • Your story must have a flood that destroys everything
  • Your flood must have at least one survivor who has to rebuild the world
  • You need to include the reason the gods decided to destroy the world with a flood
  • You need to include one “inspiration” detail from the flood story you drew out of my hat (ie the survivors in the story you chose took refuge in a tree; the survivors in the story you write do the same thing).
  • You should include a color illustration
  • Be neat and creative, because we will hang these up in the hallway!!!

You will have the remainder of class to work on your own flood story. Put a lot of effort into this one!

Closing Session: Book talk – It’s Kind of a Funny Story by Ned Vizzini.

Assessment: Flood myths will be graded

Differentiation: Process (partner option), product (visuals or comic versions permitted as needed).

Noah’s Thursday


  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I can evaluate an argument in a text, assessing the writing for bias, based on an article comparing the Genesis flood story (Noah’s Ark) to that in The Epic of Gilgamesh.

Opening Session: Noah’s Ark

Work Session: Welcome to a shiny new month, everyone! Today we’re going to be continuing with our discussion of Gilgamesh, and reading a lil bit of nonfiction about it I found this article online that compares the flood we read about in Gilgamesh to the flood that’s written in the book of Genesis in the Bible…but….

..before we get into that, let’s actually do some comparison in our own minds, shall we? I know a lot of you guys are familiar with Noah’s story from the Bible, but just in case we need a refresher, I will read the story aloud to y’all while you follow along in the textbook (it starts on page 44). Now, with that read, let’s talk about comparing the two!

There is a lot of controversy over which story came first – Gilgamesh or Genesis – and this article talks a little about why it’s so important to so many people. However, one thing we need to consider when we read articles – especially ones from the internet – is something called bias.



Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Show prejudice for or against (someone or something) unfairly: “the tests were biased against women”; “a biased view of the world”.
Synonyms: noun. prejudice – inclination – partiality – tendencyverb. influence – prejudice

Interesting concept, right? If an author is prejudiced, or biased, towards one side or another, sometimes that belief comes across in their writing. It’s important for us, as scholars, to realize when an author is biased. Just because an author is biased does not mean they’re wrong – so don’t think I’m saying that – but it does mean that they’re unwilling to consider another point of view, or at least that they’re not considering another point of view in this particular piece.

Do you think an author can really make a good argument if they refuse to consider any other points of view? Do you think the author of this article is willing to look at the other side of things?

We’ll talk about what this means today while we read the article together and answer some questions 🙂

Closing Session: Book talk – The Fault in Our Stars by John Green

Assessment: Article questions may be graded.

Differentiation: Process (annotated text provided as needed)

Write Your Own Monday!

Standard: W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: Students will examine cause and effect in their flood myths and then create their own flood myth.

Activator: Noah Trailer

Welcome to Friday, everyone! Did anyone see that Noah movie last year? Was it any good?


Anyway, today we’re going to do some readings of some myths. I’m going to give each of you a different story (if you’re following along at home or from ISS, you can use any story from this website), but they all have the same major plot point – there’s a big flood that kills (almost) everyone. However, even though these stories have the same main event, they have different causes that get them to that event, and different effects that occur as a result. To illustrate how the different causes and effects lead to or come from the same event, we’re all going to make a multi-flow map. Here’s your template:


Write down at least three causes of the flood in your story, and at least three effects from that flood. I’ll do an example on the board using the Noah’s Ark story we read yesterday in the textbook.

After you finish that, I want you to find one partner who shares at least one cause or one effect with you. For example, one of my causes is “People were not worshipping God” and one of my effects is “one family repopulated the world.” I need to go find a partner that has “People were not worshipping God” OR a partner that has “One family repopulated the world.”

Once you have your partner, I would like for you to work together to write a flood myth of your own creation. Here are your requirements!

  • Your myth must be at least 2 paragraphs long
  • You should set your myth in an ancient culture – Sumeria, Babylon, Ancient Egypt, Ancient Africa, Mali, the Aztec Empire, the Incan Empire, the Mayan Empire, a Pueblo town, a Navajo village, etc.
  • You should work with your partner to come up with at least 3 causes for your flood and at least 3 effects of your flood.
  • Be creative!!

I’ll give you a sheet to write your final copy of your myth on, with room for an illustration 🙂 You will have the rest of class to work on this, so make it good!