Tag Archive for the hero’s journey

Noah’s Thursday

Standard:

  • 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.

bi·as

/ˈbīəs/

Noun:
Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Verb:
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)

The Epic of Wednesday

Standard:

  • 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.)

Learning Target: I will analyze the imagery in Gilgamesh and its impact on the tone of the story.

Opening Session: A good Gilgamesh summary video! This will catch you up from yesterday and preview today’s reading as well:

Work Session: So, today we’re starting off with a quick review of the Hero’s Journey archetype that we’ve been talking about, which is always fun :) After our daily video, though, we’re diving right into Gilgamesh again! Today we’re reading about the flood, which is a story with a lot of historical significance. Tomorrow we’ll read some nonfiction about the way this story affected the world when it was first discovered.

…After we finish reading, I want you guys to look at the concept of imagery. Imagery, as you probably recall from 9th lit, is when you have very descriptive words in the story you’re reading. Words that paint a picture in your head, or call to mind the five senses. Words that really make you feel like you’re there. Today we’re going to do a brief imagery project.

  1. Find an example of imagery in The Epic of Gilgamesh.
  2. Write the quote from the book with an MLA citation (We will go over this).
  3. Which of the five senses does this quote evoke? (Sight, hearing, taste, smell, touch)?
  4. Draw an illustration of this piece of imagery.

Closing session: When you’re finished, we’ll leave them on our desks and have a brief gallery walk. Awesome standouts will be displayed on the classroom wall 🙂 We will also do a book talk today to introduce you to another hero’s journey story you might like to read.

Assessment: Imagery illustrations will be assessed.

Differentiation: Learning style (visual, kinesthetic); product (drawings).

 

Gilgatuesday!

Standard:

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I will read and understand the first half of The Epic of Gilgamesh selection from our text, and make a bubble map to cite evidence explaining who the main character is..

Activator: Star Trek: The Next Generation – Jean Luc Picard discusses Gilgamesh.

 

Work Session: So, after watching our snazzy video today, we’re going to dive into reading Gilgamesh! Are you excited? YOU SHOULD BE!

Just in case any of you guys are reading from home or ISS or something, here is a link to the full text of Gilgamesh. We’re reading excerpts from this text in our book – you want to search in the PDF for The Battle with Humbaba, The Death of Enkidu, The Story of the Flood, and The Return.

Epic of Gilgamesh, Translated by N.K. Sandars

And today we’re going to read the first two of those sections, plus the prologue. Afterward, we’re going to talk about the things that make Gilgamesh into an archetypal hero. What’s that? Archetype?

ar·che·type/ˈärk(i)ˌtīp/

Noun:
  1. A very typical example of a certain person or thing.
  2. An original that has been imitated.

Anyway, to discuss who and what Gilgamesh is, let’s make…dundunDUN!!! A BUBBLE MAP!!!!

I would like each of you to make a bubble map to explain who Gilgamesh is. That means you put Gilgamesh’s name in the center of the bubble map and write adjectives in the bubbles around it. All these adjectives should describe Gilgamesh. I want you to have at least five. For those of you that are new to this whole thinking map thing, here’s what a bubble map looks like:


Who doesn’t love ice cream?

Now, here’s the catch. For each of your adjectives, I want you to prove to me how you know this. And you’ll do so with evidence in the form of quotes from the story. That means you have to look in the book and find five quotes that tell you who Gilgamesh is as a character. You’ll have the rest of class to work on this, and then at the very end we’ll partner up and share 🙂

Closing Session: Ticket out the door: Think-pair-share your bubble map with a partner and then with the class.

Assessment: Bubble maps can be formatively checked for understanding.

Differentiation: Process (printed maps provided)

Ancient Flood Friday

Standards

L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Activator

Braindump: Where is Noah’s Ark today?

Learning Target

Scholars will take their vocabulary quiz, then watch a video (two if we have time) over Noah’s Ark and how and where the flood might have occurred, observing for critical details from the flood story.

Work Session

We’re going to watch a video on ancient evidence of a flood. Could it really have happened, and is it possible that archaeologists have found where the ancient flood took place?

Closing Session

Ticket Out The Door: 3 things you learned, 2 questions you still have, 1 thing you want to share with a friend.

Assessment

Ticket out the door, class discussion (informal observation).

Differentiation

Learning styles, student choice on TOTD

Art and Vocab Friday!

Standard: SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: Students will take a vocab quiz, finish their body biographies, and complete a gallery walk.

Activator: Hero’s Journey in Puppets

It’s FRIDAY!! Isn’t everyone excited? I know I am 😀

Today we’re finishing up our body biographies that we’ve been working on for the past two days. Your goal today is to finish making your beautiful body biography, buuuut…. FIRST, we have a VOCAB QUIZ!!! Whoooohooo!

After we finish our vocab quiz, we’re going to have some time to work on our body biographies. I hope you guys are finishing up the final touches on your body bio, because about fifteen minutes before class is over we’re going to have a gallery walk. When you finish your Gilgamesh, you’re going to hang him in the hallway, and then when we do our gallery walk we can vote on which Gilgamesh we like the best. The group with the winning poster will get 5 points of extra credit on their test!!

So make those Gilgameshes (Gilgameshi?) look awesome!