What is a Hero's Journey?!

Standards

ELACC9-10RI3 - Georgia

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target

Students will learn what a Hero's Journey is, and why it is so important in the stories we read and movies we watch.

Warm-up

Vocabulary

Activator

Journal 20: When you hear or read the word, epic, what comes to mind? Why? Do you have any examples?

After journal we will watch a video that pre-views the Hero's Journey

Resources:

•    : https://www.youtube.com/watch?v=KGV1BvnyvGo

Work Session

Going over the Hero's Journey. What that looks like, consists of, and why it is important. We will go over a powerpoint of different examples to help the students understand better. We will also watch a short video that goest over the Hero's Journey if the students still have questions.

http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

After, the students will create their own Hero's Journey diagram from something they have either watched, or read about. They will also write a sentence about why it's considered an Hero's Journey.

Resources:

•    Monday, August 18th, 2014.pptx: https://www.filepicker.io/api/file/qyqrI16bRxuEQAWqqv78

•    The Hero’s Journey.docx: https://www.filepicker.io/api/file/t0e0culnRiWaBckz4uag

Closing Session

Students will share out some of their examples, they will also turn this in.
BRING TEXT BOOKS TOMORROW!!!

Assessment Strategy  

Formal: Graded Hero's Journey example
Informal: Answering questions and having student answer my questions

Differentiation

This is focused around the students interest. Students can pick what journey they want to focus on and what appeals to them.
We also look at videos the help the visual learners, pass out a worksheet that helps our tactile learners, and go over all the answers as a class.

Star Wars Hero's Journey Concluded.

Standards

RL.9-10.1 - Common Core State Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.3 - Common Core State Standards
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Activator

John Campbell’s Hero’s Journey

https://www.youtube.com/watch?v=KGV1BvnyvGo

Learning Target

Scholars will understand the parts of a hero’s journey

Work Session

Play “Star Wars A New Hope”

Closing Session

Students will pick a story or movie and pick 5 of the elements of a hero’s journey and write it on a ticket-ticket-out-the-door

Assessment

Poster – go over results.

Differentiation

Varied levels of reading difficulty, student choice, visual learning style appeal (bubble map)

Hero’s Journey Intro

Standards

RL.9-10.1 - Common Core State Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.3 - Common Core State Standards
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Activator

Hero Bubble Sheet: Go over the actions a hero carries out.

Learning Target

Scholars will understand the parts of a hero’s journey

Play “We Could be Heroes” by David Bowie

https://www.youtube.com/watch?v=Tgcc5V9Hu3g

Work Session

Go over definitions such as ordeal and talisman on the Hero’s Journey Section

https://www.youtube.com/watch?v=cGDdFuDwTZ8

Play “Hardware Wars” as a gag in order to gain student attention; use it as learning moment to review satire.

Play “Star Wars A New Hope”

https://genvideos.org/watch?v=Star_Wars_Episode_IV_1977#video=9IKkL9I4EGUFDh7sAlU3Lz6YigvBVcaTwwhUHPC-wpw

Closing Session

Go over 1 through 10 on their answer sheet

Assessment

Responses

Differentiation

Varied levels of reading difficulty, student choice, visual learning style appeal (bubble map)

SLO

SLOs Today

Grades from last week are running a bit late; they will be completely updated before the end of break.

SLO Review!!!

SLOs Practice

Standards

W.9-10.7 - Common Core State Standards

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.9 - Common Core State Standards

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activator

Video

https://www.youtube.com/watch?v=LbrjNpZYppQ

https://www.youtube.com/watch?v=sGNkuZN8GXs

https://www.youtube.com/watch?v=SKi56cPUSFk

https://www.youtube.com/watch?v=C3TZGZn5VwA

Learning Target

Students will review tone and point of view!

Work Session

Take a deep breath.

We are going to work on he SLO review. Then, one more activity for Great Ceasar.

Closing Session

Pack up review tone and point of view

Assessment

Research/speech/papers will be graded

Differentiation

Scaffolded research, student choice/interest level in different Romans.

Finish Test and Death of Julius Caesar

Thursday Death of Julius Caesar

Standards

RL.9-10.4 - Common Core State Standards

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).

RL.9-10.5 - Common Core State Standards

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6 - Common Core State Standards

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.

Activator

https://www.youtube.com/watch?v=1u7Hu6G83nE

Learning Target

Scholars will demonstrate their knowledge on a comprehensive unit test.

Work Session

Finish testing.

Julius Caesar Poster

Closing Session

Take some time to decompress after your test!

Work on poster.

Assessment

Tests will be graded

Differentiation

Media center assignment is scaffolded, test can be differentiated for various levels of readiness.

Julius Caesar Test

Standards

RI.9-10.1 - Common Core State Standards

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

RL.9-10.9 - Common Core State Standards

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).

Activator

Go over test.  

Learning Target

Scholars will review for their Julius Caesar Unit Test

Work Session

Test

Closing Session

Assessment

Test

Differentiation

Student choice.

Work on project.

Read to of questions. Copy of play. Copy of characters.

Terrific Tuesday

Standards

RL.9-10.1 - Common Core State Standards

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

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail 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.

Activator

http://study.com/academy/lesson/what-is-symbolism-in-literature-definition-types-examples.html
Go over characters in Julius Caesar

Learning Target

Test Preview

Go over characters

Scholars will take notes for their final project.

Work Session

Okay. Hello, Fellow scholars! It’s time to watch Julius Caesar with Charlton Heston. While we watch the video, let’s take notes for our project. We will watch first half. Then,

Closing Session

How is your project coming along?

Assessment

Notes will be graded.

The Final Act

Standards

RL.9-10.1 - Common Core State Standards

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

RL.9-10.2 - Common Core State Standards

Determine a theme or central idea of a text and analyze in detail 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.

Activator

http://study.com/academy/lesson/what-is-symbolism-in-literature-definition-types-examples.html

Learning Target

Scholars will take notes for their final project.

Work Session

Okay. Hello, Fellow scholars! It’s time to watch Julius Caesar with Charlton Heston. While we watch the video, let’s take notes for our project. We will watch first half. Then,

Closing Session

How is your project coming along?

Assessment

Notes will be graded.

Differentiation

Varied levels of reading difficulty, student choice, visual learning style appeal (bubble map) Choice of assignment.

Vocabulary

Friday, November  6

Translation and Vocabulary

Standards

RL.9-10.4 - Common Core State Standards

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).

Activator

https://www.youtube.com/watch?v=J7qYAcZzK18

Learning Target

Scholars will translate Mark Antony’s speech and vocabulary.

Work Session

Survey

Symbol and Julius Caesar Character
Finish Translation

Vocabulary

Closing Session

Would anyone like to share their translated speech?

Assessment

Final student translation

Differentiation

Varied levels of reading difficulty, student choice, flexible grouping and oral/visual.

5.) WA chunking, copy of notes, highlighter, graphic organizer, Check Understanding VG.) chunking, copy of notes, highlighte, graphic organizer  JC.) chunking, copy of notes, graphic organizer chunking, copy of notes, highlighter, graphic organizer NH.) chunking, copy of notes, highlighter, graphic organizer EH.) scaffolding, chunking, copy of notes, highlighter, graphic organizer CH.) chunking, copy of notes, , graphic organizer IP.) chunking, copy of notes, highlighter, graphic organizer JR.) chunking, copy of notes, highlighter, graphic organizer   JSG.) chunking, copy of notes, highlighter, graphic   organizer

6.) MA.) chunking, copy of notes, highlighter, graphic organizer CA.) chunking, copy of notes, highlighter, graphic organizer MG.) chunking, copy of notes, highlighter, graphic organizer RG.) chunking, copy of notes, highlighter, graphic organizer EL) chunking, copy of notes, highlighter, graphic organizer DL.) chunking, copy of notes, highlighter, graphic organizer, Reading Assistance DK.) chunking, copy of notes, highlighter, graphic  organizer,

MMA.) chunking, copy of notes_, highlighter, graphic organizer, recite directions back MMO.) chunking, copy of notes, highlighter, graphic organizer AP.) chunking, copy of notes, highlighter, graphic organizer MRJ.) chunking, copy of notes, highlighter, graphic organizer KR.) chunking, copy of notes, highlighter, graphic organizer, extra time JS.) scaffolding, chunking, copy of notes, highlighter, graphic organizer AW.) chunking, copy of notes, highlighter, graphic organizer ST.)chunking, copy of notes, highlighter, graphic organizer

7.)  YB.) chunking, copy of notes, highlighter, graphic organizer JD.)  chunking, copy of notes, highlighter, grade EG.)  chunking, copy of notes, highlighter, graphic organizer HM.) chunking, copy of notes, highlighter, graphic organizer RP.) scaffolding, chunking, copy of notes, highlighter, graphic organizer ES.) chunking, copy of notes, highlighter, graphic organizer BSS.) chunking, copy of notes, scaffolding, highlighter, graphic organizer JS.) chunking, copy of notes, highlighter, graphic organizer WL.) chunking, copy of notes, , graphic organizer

Friends, Romans, Countrymen and Vocabulary

Standards

RL.9-10.4 - Common Core State Standards

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).

Activator

http://www.youtube.com/watch?v=7X9C55TkUP8

Learning Target

Scholars will translate Mark Antony’s speech and vocabulary.

Work Session

We are going to finish up our speech and then we will add five words to our vocabulary. Do your best and follow the template! Do all parts

Closing Session

Would anyone like to share their translated speech?

Assessment

Final student translation

Differentiation

Varied levels of reading difficulty, student choice, flexible grouping and oral/visual. 

Friends, Romans and Countrymen

Funeral Oration

Activator

http://www.youtube.com/watch?v=7X9C55TkUP8

Learning Target

Scholars will translate Mark Antony’s speech.

Work Session

So, you might recall we read act III on Monday, and now I have an activity for you: translate Marc Antony’s famous “Friends, Romans, countrymen, lend me your ears” speech from Caesar’s funeral. This translation can be to modern, academic English (“Friends and fellow Romans, please listen to what I have to say”) or it can be to a modern English like you would speak (“Hey y’all, listen up!”). Either way, you need to line by line translate the speech to a modern version. We will take about twenty minutes or so to finish that today.

Afterwards, we’re going to continue reading act IV. At this point in the play, the action will shift from Caesar’s death and the conspiracy to kill him onto the civil war that started after he died. Act IV and V go really quickly, and with luck we will have both acts finished within a couple days :) After that, the play is done and we can get started on our big writing assignment! YAY!

Closing Session

Would anyone like to share their translated speech?

Assessment

Final student translation

Differentiation

Varied levels of reading difficulty, student choice, flexible grouping and oral/visual. 

November 5 Quotes

Then Fall, Tuesday!

Standards

W.9-10.8 - Common Core State Standards

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9 - Common Core State Standards

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activator

http://www.osborne10thlit.com/videos/drama/Mark%20Antony39s%20Speech.wmv

Learning Target

Scholars will  understand the dramatic element of unity of time, place and action, and how this element adds to Shakespeare’s Julius Caesar.

Work Session

So, to completely understand our big ol’ concept for the day, we need to look what what the Classical Unities are. Thus far, our play has taken place on February 15th (At the feast of Lupercal) in Rome, on March 15th (The Ides of March) in Rome, and now as we move into act 4, we move to a different place and a different time!

Why do you think Shakespeare chose to violate these classical unities in his play? What does it change about the play?

Remember the requirements for your bubble map - you must find five adjectives that describe your chosen character and a QUOTE for each one that proves it. Cite your quotes properly! After you finish your rough draft of your bubble map, I will break out the wallpaper books and you can turn it into a cool poster!

https://www.youtube.com/watch?v=TYEvyCqo8jU

Closing Session

Clean up and put everything away!

Assessment

Bubble Map with Quotes