- ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
- ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
- ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
I can examine the hero’s journey by considering examples from movies or books I’ve read so that I can apply the hero’s journey to The Alchemist.
READING QUIZ!!! We will open each day of this reading with a short, 5 question quiz. Do these on your own paper and HANG ON TO THEM, because you will turn them all in
together when we finish reading!
reading quiz to pg21
Today we’re talking about a concept called The Hero’s Journey. This idea is that all stories follow the same framework, whether or not the authors intend to. We’re going to
start by watching a video that explains this pretty thoroughly:
The book we’re reading, The Alchemist, is a hero’s journey for the main character, Santiago.
Let’s put a hero’s journey diagram on the board and see how some movies fit to it!
Grab a sheet of paper (or you can use the back of today’s reading quiz) and draw the diagram. Choose a movie, book, or series you’ve seen/read and write down how it fits onto the hero’s journey diagram! Hang on to these in your notebook/journal because we will reference them throughout the unit 🙂
Continue your reading of The Alchemist to the end of page 47 (the end of part 1) 🙂
Formative (reading quiz, hero quest class discussion)
Process (scaffolding), Interest (hero quest movies)
- ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Target: I will collaborate with my peers to make a body biography of Gilgamesh.
Activator: The Hero’s Journey
Work Session: Today we’re going to start out the day by arranging the desks into groups of four. Everyone should be working in a group of four! With your group, we’re going to start a project called the body biography. The body biography is a giant visual representation of everyone’s favorite hero archetype, Gilgamesh! I’m going to give everyone a brainstorming/drafting sheet with an outline of a body on it, but here’s the skinny:
Body Biography Brainstorming
Today we will start by making your rough draft for the body biography that your group is making. You are making a body biography for Gilgamesh. Remember to include the following elements:
- Heart: What does Gilgamesh want most? What is his heart’s desire? Find a quote from the story to prove it!
- Backbone: What drives the character? What is his main motivation? Find a quote from the story to prove it!
- Hands: What does Gilgamesh hold in his hands? What physical or metaphorical possessions does he have? Find a quote from the story to prove it!
- Feet: What does Gilgamesh stand for? What are his most fundamental beliefs? Find a quote from the story to prove it!
- Head: What does Gilgamesh say? What does he see? What does he think? Write direct quotations in or around the head that represent these things. Find a quote from the story to prove it!
Next, decorate your Gilgamesh to make him look how you think he looks. Use the descriptions from the story – remember things like feathers, how big Gilgamesh is, how beautiful he is, and the sorts of things he wears.
After you finish your draft, you will work with your group to make a BIG version of this poster. Don’t worry about getting everything perfect on the draft – the final poster is what I’m grading.
Today, your group should turn in a body biography brainstorming sheet with all your quotes and MLA citations written on it. We will continue to work on the art project side of things tomorrow, so if you would like to use your own art materials, bring them from home tomorrow for use in class.
Closing Session: Book talk – Little Brother
Assessment: Body bio will be graded
Differentiation: Process (flexible grouping); learning style