Tag Archive for ted talk

World Lit:Welcome to the Hero’s Journey!

Standards:

  • 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!

https://www.ted.com/talks/matthew_winkler_what_makes_a_hero

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)

Act V…the big finale!

Standard:

  • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will finish reading Julius Caesar by reading Act V together.

Activator: 

 

Today we’re finishing up reading Julius Caesar by reading Act V! Yay! After this we’ve read the entire play! Which, personally, I think is pretty cool :)

Closing Session:

When we finish reading the play and it’s all said and done, I want you guys to write a little paragraph for me:

Do you think Brutus killed Caesar for selfish reasons (like he wanted power or didn’t like Caesar) or for altruistic reasons (he did it for the good of Rome)?

Differentiation:

Different length reading parts based on readiness and interest.

Assessment:

Closing paragraph will be graded.

What is the Hero’s Journey?

Standards

ELACC9-10RI3 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.

Learning Target

Students will learn what a Hero’s Journey is, and why it is so important in the stories we read and movies we watch.

Warm-up

Turn in late argumentative papers.

Activator

Journal 3: When you hear or read the word, epic, what comes to mind? Why? Do you have any examples?

After journal we will watch a video that pre-views the Hero’s Journey

Work Session

Going over the Hero’s Journey. What that looks like, consists of, and why it is important. We will go over a powerpoint of different examples to help the students understand better. We will also watch a short video that goest over the Hero’s Journey if the students still have questions.

http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

After, the students will create their own Hero’s Journey diagram from something they have either watched, or read about. They will also write a sentence about why it’s considered an Hero’s Journey.

Closing Session

Students will share out some of their examples, they will also turn this in.

Assessment Strategy

Formal: Graded Hero’s Journey example
Informal: Answering questions and having student answer my questions

Differentiation

This is focused around the students interest. Students can pick what journey they want to focus on and what appeals to them.
We also look at videos the help the visual learners, pass out a worksheet that helps our tactile learners, and go over all the answers as a class.