- ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
- ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Objective: Students will be able to synthesize the concept of the hero’s journey with the everyday world around them and understand how authors use the hero’s journey as a trope in world literature.
Opening Session: After Independent Reading, I would like everyone to write a short paragraph describing something that you fear. Be specific in what you’re afraid of, and explain why it scares you.
Work Session: After we consider what we’re afraid of and why, and maybe have a couple of people share their paragraphs, we’re going to talk about a concept called the Hero’s Journey. Let’s start with a video!
After our video, let’s get more specific about what the hero’s journey entails. I have a PowerPoint that’ll go over the details of the journey:
heroandquest Hero’s Journey
Closing Session: Let’s close the day by looking at some famous examples of the Hero’s Journey – how about some movies? We will make a hero’s journey chart together for the movies Finding Nemo, Moana, and The Lion King.
Assessment Strategies: Formative (paragraph checks, discussion participation)
Differentiation: Process (Scaffolding, high-interest topics, learning styles)
Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Learning Target: I can critically examine a text for details that support my analysis of the inferences I draw from the text.
Opening Session: Vocab! I gave you these words last week and asked you to gather your own definitions for them by today. Now that we’ve done that, let’s go over them together as a class and come to a consensus on their meanings. Here’s your word list:
- Author’s Purpose
Work Session: Let’s continue talking about the weasels! Get out your text and let’s catch up. I’ll read the last four paragraphs of the essay out loud, and then we will continue our guided discussion of the piece.
After our discussion, I want you to write another journal entry on this piece, where you reflect on the effects of the imagery Dillard uses at the end of the piece.
Closing Session: Think-Pair-Share: After writing your journal entry, turn to your neighbor and discuss your thoughts. After everyone has had a few minutes to discuss, I’ll call on a few pairs to share what they discussed with the class.
Assessment: Journal entries will be graded for completion.
Differentiation: Students extra time for journal entries as needed; extension activities for independent reading texts.
Homework: Read 20 minutes in your Free Choice book; look up an interesting animal on Wikipedia and learn about it (be prepared to present what you’ve learned to the class tomorrow!