Tag Archive for Hero’s journey

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.

Love at first sight

November 12, 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 consider the possibility of love at first sight by discussing with my class so that I can write about whether or not it is real.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 71-103.

Work Session
my hero’s journey map worksheet continued (choose a map, label, boxes 1-3

Santiago falls in love with Fatima from the first moment he sees her. Do you believe in love at first sight?
Article: https://www.psychologytoday.com/us/blog/meet-catch-and-keep/201801/is-love-first-sight-real

Write a paragraph explaining if you think you could ever fall in love at first sight, and why or why not?

Closing Session
Continue your reading of The Alchemist to the end of page 127.

Assessment
Formative (reading quiz, fantasy map labels)

Differentiation
scaffolding, graphic organizers

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: The Flood and the Return

August 9, 2018 / / No comments

Standards
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. Georgia
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
ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia

Objective
Students will continue reading in The Epic of Gilgamesh and examine the flood story.

Opening Session
Gilgamesh Summary Video:

Work Session
Today we’re going to continue reading in The Epic of Gilgamesh, this time reading about the flood story we’ve mentioned a couple times in class. This flood was really controversial because it so closely mirrors the story in the Bible (which we’re going to read tomorrow).

After we read the story aloud together, I want to give you guys some time to finish the bubble map and quotes activity we started yesterday. If we have enough time after everyone gets the bubble map done, we’ll do the Critical Reading questions in the text on page 32.

Closing Session
Let’s close out the day by discussing the questions and answers on page 32. I specifically want to look at question 3c: What lessons might Gilgamesh draw from the gods’ experiences? Talk with your neighbor about that, and then we’ll share together as a class.

Assessment
Formative (questions, bubble map, discussion)

Differentiation
Process (Scaffolding)

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)

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