Tag Archive for the hero’s journey

The Hero’s Journey!


  • 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) 🙂

Formative (reading quiz, hero quest class discussion)

Process (scaffolding), Interest (hero quest movies)

Body Bio (7….)


  • 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

SLO + Make-A-Hero Workday!


  • ELAGSE9-10RL9 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: I can demonstrate my knowledge on a comprehensive exam; I can draw on source material to create my own work.

Opening Session: Relax before your test with this oddly  satisfying video:

Work Session: Welcome to Wednesday, your SLO day!!

Today you will complete the Student Learning Objective Post-Test. This test is taken on the iRespond remotes (the little clickers). It’s a 25 question multiple-choice test, in that standard “Read the passage, answer the question” format. You MAY write in the books. Write all over them, in fact – use some of those strategies we learned in class.

The test is 45 minutes long.

After the test is over, you guys get to continue working on your Make-A-Hero project. You can use the computers if you need to, or any of the resources I have available in this room, but because of testing I can’t let you go to the media center or computer lab, or even out in the hallway.

You’ll have the remainder of class to work on your make-a-hero project!

Closing Session: Book Talk – Divergent

Assessment: Projects will ultimately be graded

Differentiation: Process (students may work in partners); product (choice in format of final project).



  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)

Learning Target: I will plan my own hero’s journey story and begin writing a story by myself or with a partner, which I will revise throughout the week.

Opening Session: Captain America: The First Avenger, everyone’s favorite hero!

Work Session: Today we are going to work on making our very own heroes! Here’s the skinny:

  • You will invent your own hero
  • Your hero will go on an epic hero’s journey story
  • You may present your hero’s journey story in any of the following formats:
    • A short story (500 word minimum)
    • A comic – 8 FULL COLOR, hand-drawn panels
    • Compose an “epic” poem about your hero – 40 lines minimum and must have a rhyme scheme (ABABCDCD, AABBCCDD, etc.)
    • Record a song or rap telling your hero’s story – 2 verses and a chorus minimum (YOU MUST WRITE DOWN AND TURN IN THE LYRICS!!)
    • ??? Have your own idea? See me for approval!
  • You may work alone or with a partner of your own choosing.

I am going to give you guys a chart to fill out today to brainstorm who your hero might be.
You will also need to write a summary of how your hero goes on the hero’s journey.

Today, you must turn in the following:

  • A completed chart
  • A 1-paragraph summary of your hero’s journey
  • A Choice Ticket that says what format your final product will take.

Closing Session:  Choice ticket!

Assessment: Charts and paragraphs will be a daily grade (10 points).

Differentiation: Students have choices in their partners or to work alone, students may work in various media formats to create their final product.

True Life: Flood Stories


  • ELAGSE9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

Learning Target:  I will analyze various accounts of modern floods and use that information to create a survivor’s journal or a flood safety pamphlet.

Opening Session: A look back: Hurricane Katrina News Coverage

Work Session: Welcome to Monday, everyone!

Before we get started today, let me draw your attention to today’s bell schedule – you might notice it’s all kinds of weird. We will be doing weird bell schedules for the rest of the semester, so my recommendation to you is to bring snacks, because you’re probably not going to eat lunch at the time you’re used to.


As you might have guessed from the daily video, today we’re going to continue talking about flood stories. The difference today, though, is that we’re talking about floods that actually happened. We’re going to talk a bit more about Hurricane Katrina, as well as the Japanese tsunami of 2011, and the Indian Ocean Tsunami (the Christmas Tsunami) of 2004. All these massive floods are pretty close to current, right? So I thought these articles and pictures might hit home for you guys.






After we read the articles together as a class and have a bit of discussion about what it might have been like, I would like for you guys do to a bit of narrative writing for me in the form of a journal.

Flood Journal Assignment

  1. Choose one of the modern flood stories we talked about in class – Hurricane Katrina, the Japanese Tsunami, or the Christmas Tsunami.
  2. Pretend you’re in the middle of that flood as it’s happening.
  3. IN PEN, write three journal or diary entries from three days as you experience what it was like to live through that flood. Each entry should be about 2 paragraphs long. Don’t forget to sign your name at the end.
  4. When you’re finished, turn in your journal to me.


Flood Safety Pamphlet Assignment

  1. Pretend you’re on the city committee for public safety.
  2. Think about an “action plan” for your city if a mega flood happens
  3. Draw a brochure to be distributed to the people of your city that will give them important safety info on what to do in the event of a flood
  4. Make it creative, neat, and colorful!
  5. Turn it in when you’re done 🙂

…And that’s that! Be creative with your journal entries, guys! After I grade them, we’re going to have some fun making them into “flood” artifacts.

I’ll see y’all tomorrow!!

Closing Session: Book Talk – The Hunger Games

Assessment: Flood journal or pamphlet will be graded

Differentiation: Product (student choice); process (partners allowed).