Hero's Journey Narrative Unit
Hero’s Journey Narrative Unit
English 1-2 Curriculum Guide
Version 1.0: September 2009
Table of Contents: Hero’s Journey Narrative Unit
Activity
Page #
Introduction to Unit
3
Unit Template with Learning Plan
4
Student Progress Monitoring
7
Academic Vocabulary
9
Pre-assessment
10
Reflection on Pre-Assessment
12
Quickwrites
14
Rites of Passage/Transitional Moments
16
Defining a Hero
18
Hero’s Journey through Film
19
Literature Circles (or Jig Saw) with Short Stories
28
Elements of an Effective Narrative
31
Additional Text Options
32
Introduction to Personal Narrative through “Mapping”
33
Culminating Assessment: Writing a Hero’s Journey Narrative
34
Scoring Guide for Narrative
37
Differentiation
40
Resources
41
Introduction
This …show more content…
Establish a situation, point of view, conflict, setting.
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
33
Culminating Assessment: Writing an Analytical Essay
9.13. Include sensory details and concrete language to develop plot and character.
9.13. Use dialogue, interior monologue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions.
9.13. Establish a situation, point of view, conflict, setting.
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
34
Student Progress Monitoring: Narrative Unit
Student 9.13. Include sensory details and concrete language to develop plot and character.
9.13. Use dialogue, interior monologue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions.
9.13. Establish a situation, point of view, conflict, and setting.
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
Demonstrates and applies knowledge of the elements of the Hero’s …show more content…
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
The narrative has a clear theme or a controlling idea that runs throughout the piece as it thoughtfully analyzes and reflects on the significance of the event described.
While the piece may have a controlling idea, it may not be clear. There is an attempt to analyze and reflect on the importance of the event described.
At this point, there is not a recognizable theme or controlling idea in the narrative. The writer has not yet analyzed the significance of the event. In-class Quickwrites
Note: This lesson shares a variety of Quickwrite prompts to have students complete, and can be used throughout the time that you are working on the text(s) of choice. The purpose of the QW prompts are to cover and discuss each of the elements of the Hero’s Journey. Students will have a chance to do some writing about their own lives, based on prompts from the Hero’s Journey cycle, which will further their thinking about their own personal narrative.
Materials Needed:
Student Journals
Approximate Time:
Varies; will be used throughout unit
English 1-2 Curriculum Guide
Version 1.0: September 2009
Table of Contents: Hero’s Journey Narrative Unit
Activity
Page #
Introduction to Unit
3
Unit Template with Learning Plan
4
Student Progress Monitoring
7
Academic Vocabulary
9
Pre-assessment
10
Reflection on Pre-Assessment
12
Quickwrites
14
Rites of Passage/Transitional Moments
16
Defining a Hero
18
Hero’s Journey through Film
19
Literature Circles (or Jig Saw) with Short Stories
28
Elements of an Effective Narrative
31
Additional Text Options
32
Introduction to Personal Narrative through “Mapping”
33
Culminating Assessment: Writing a Hero’s Journey Narrative
34
Scoring Guide for Narrative
37
Differentiation
40
Resources
41
Introduction
This …show more content…
Establish a situation, point of view, conflict, setting.
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
33
Culminating Assessment: Writing an Analytical Essay
9.13. Include sensory details and concrete language to develop plot and character.
9.13. Use dialogue, interior monologue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions.
9.13. Establish a situation, point of view, conflict, setting.
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
34
Student Progress Monitoring: Narrative Unit
Student 9.13. Include sensory details and concrete language to develop plot and character.
9.13. Use dialogue, interior monologue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions.
9.13. Establish a situation, point of view, conflict, and setting.
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
Demonstrates and applies knowledge of the elements of the Hero’s …show more content…
9.13. Establish a controlling idea that takes a thoughtful, backward examination and analyzes a condition or situation of significance.
The narrative has a clear theme or a controlling idea that runs throughout the piece as it thoughtfully analyzes and reflects on the significance of the event described.
While the piece may have a controlling idea, it may not be clear. There is an attempt to analyze and reflect on the importance of the event described.
At this point, there is not a recognizable theme or controlling idea in the narrative. The writer has not yet analyzed the significance of the event. In-class Quickwrites
Note: This lesson shares a variety of Quickwrite prompts to have students complete, and can be used throughout the time that you are working on the text(s) of choice. The purpose of the QW prompts are to cover and discuss each of the elements of the Hero’s Journey. Students will have a chance to do some writing about their own lives, based on prompts from the Hero’s Journey cycle, which will further their thinking about their own personal narrative.
Materials Needed:
Student Journals
Approximate Time:
Varies; will be used throughout unit