Tag Archive for hero quest

Let’s Finish The Alchemist!

November 14, 2019 / / No comments

Standards

  • 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

Learning Target
I can complete my hero’s journey map and story summary so that I can share my ideas with my  classmates.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 127-153.

Work Session
my hero’s journey map and story worksheet continued (finish coloring map, revise summary if needed, boxes 7-8)

Present maps and summaries of stories to the class.

Closing Session
Continue your reading of The Alchemist to the end of the book!

Assessment
Formative (quiz, class discussion, maps and summaries presentations)

Differentiation
Process, scaffolding, graphic organizer, map choice, summary framework.

The Hero’s Journey!

November 7, 2019 / / No comments

Standards

  • 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

Learning Target
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.

Opening Session
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

Work Session
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.

Hero’s Journey

Let’s put a hero’s journey diagram on the board and see how some movies fit to it!

  • Shrek
  • Finding Nemo
  • Moana

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 🙂

Closing Session
Continue your reading of The Alchemist to the end of page 47 (the end of part 1) 🙂

Assessment
Formative (reading quiz, hero quest class discussion)

Differentiation
Process (scaffolding), Interest (hero quest movies)

World Lit: Introducing Gilgamesh

August 7, 2018 / / No comments

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 learn about The pic of Gilgamesh and the culture from which it came, as well as consider their own cultural perspectives and how it relates to their fears.

Opening Session: Let’s review the Hero’s Journey chart we went over yesterday. We will choose another movie together as a class (something most of us have seen!) and see how it fits on the chart!

Work Session: After we review the hero’s journey, let’s look at the first story that ever followed the monomyth trope. eah, that makes it basically the oldest story in the world. It’s called The pic of Gilgamesh, and it comes to us from Ancient Sumeria. It’s a pretty important story, and you may even have discussed it in your World History classes.

I have a another PowerPoint that talks about the story, its origins, and its importance:

gilgamesh power point

And after we go over the PowerPoint, let’s watch this video. This should give you some idea of the cultural significance of the story!

http://www.learner.org/courses/worldlit/gilgamesh/watch/

Closing Session: Now that we’ve discussed the cultural perspective of Ancient Sumeria and how the story of Gilgamesh written about overcoming the fear of death, I want you to go back to the paragraphs you wrote yesterday about what you’re afraid of. Consider your own cultural perspective – as a teenager, a student, or even an ethnic or religious background, and write me another paragraph. o you think your cultural perspective influenced what you’re afraid of? Why or why not?

Assessment Strategies: Formative (paragraph checks, discussion participation)

Differentiation: Process (Scaffolding, high-interest topics, learning styles)

World Lit:Welcome to the Hero’s Journey!

August 6, 2018 / / No comments

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)

DIY Flood Thursday

May 11, 2017 / / No comments

Standard:

§  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

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