Heroes and Villains. Date Time Concept Activity. Establish rules and administrative details. Build a cohesive community and safe academic environment
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- Randell French
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1 Sample Syllabus - Day version Journal: What makes a hero? Week One: Monday Day 1 Establish rules and administrative details Review and sign the Honor Code and Acceptable Computer Use Policy Build a cohesive community and safe academic environment Introduce ideas and preconceived notions about heroes and villains, discussion Determine prior knowledge Using words to verbalize concepts Icebreaker: Two Truths and a Lie Read the poem Risks. Discuss what lines are meaningful to us and share a risk that each of us is taking over the summer Create a collage using magazines centered on the word Hero with words and images; repeat the process with Villain. Discuss collages and repeated themes. Introduce, process and purpose Administer Pre-assessment Introduce Word Wall where students can post new and interesting words from readings or environment Tuesday Day 2 Found poem: response to collage of both Hero and Villain concepts using words found in magazines : Begin formation of concept of Hero s Journey Read Gilgamesh the Hero Chapters 1-4 and record thoughts about Hero s Journey in Journal: There is no one like Gilgamesh. Explain this quote in context of the reading of sections 1-4 Introduce idea of perspective and how perception changes accepted roles Introduce the epistolary novel concept, writing Read The True Story of the Three Little Pigs. Discuss perspective. What might other fairy tale characters think of this text (Little Red Riding Hood, Goldilocks, etc.)? Have students create at least 3 journal entries, letters, etc. from the perspective of other fairy tale characters in response to The True Story of the Three Little Pigs 1
2 Word Processing Go to computer lab and type out your epistolary novel pieces Read Gilgamesh the Hero; record thoughts in ; Chapters 5-8 Wednesday Day 3 Thursday Day 4 Workshop peer editing Students share epistolary novel pieces and receive feedback from peers. Homework Continue revisions of writing Finish Gilgamesh the Hero; record thoughts in ; Chapters 9-12 Group presentations Introduce the hero s journey. Think about examples in Gilgamesh. Discuss elements of Hero s Journey/Check for understanding Visual representation of hero s journey Applying the steps of the hero s journey to another narrative Visual representation of the hero s journey Journal: Was Gilgamesh truly a hero? Why or why not? What about Enkidu? Students will share their collage and found poem, explaining their conception of hero and villain Handout of Joseph Campbell s Hero s Journey steps. Emphasize that not all elements are present in all stories. Break students into groups and have them illustrate without words, letters or symbols the parts of the story that fit with each of the steps of the hero s journey. Read The Frog King handout, write in journal about how it fits the hero s journey Finish Illustrations of Hero s Journey. Place illustrations in a plotline on the wall in the classroom. Analyze as a group the hero s journey in Frog King; Break class into 3 groups and have each group argue their character s hero s journey (Princess, Frog, King) by finding 5 elements from chart Finish group illustrations. Have groups place illustrations on a plot line in the classroom and discuss why this scene depicts that stage in the journey Homework Write about impressions of the day and any insights Read Impressions of an Indian Childhood p in American Indian Stories by Zitkala-Sa from personal experience Journal: If Zitkala-Sa is going on a hero s journey, what steps did she accomplish in Impressions of an Indian Childhood Using a personal anecdote, write about a time when you went on a hero s journey. Applying structure to a Continue your personal hero s journey making sure 2
3 personal narrative to include at least 5 elements on the hero s journey list. Read The School Days of an Indian Girl p Friday Day 5 Week Two: Monday Day 6 Workshop Share/workshop your personal hero s journey in class (using workshop form) Read An Indian Teacher Among Indians p Revision Edit your personal hero s journey as needed Workshop, peer-editing Introduce concept of Antihero vs. villain Journal: Who would the villain be in Zitkala-Sa s story (from Wednesday s and Thursday s readings)? Why? Students will share their personal hero s journey and classmates will critique using workshop form Elements of a good (bad) villain. Monster vs. villain spectrum. Villain vs. anti-hero. Students will make a Venn diagram comparing/contrasting villains and anti-heroes, find examples in literature of both Read Poe, The Fall of the House of Usher, look for characteristics of villain or anti-hero Application of anti-hero characteristics Create an anti-hero. Draw a picture of them and create a biography. Write a story about an adventure undertaken by your anti-hero Finish The Fall of the House of Usher Remember to use your reading journal Finish anti-hero story Closed for July 4 holiday Tuesday Day 7 Intro to Graphic Novels Creative interpretation of Hero/villain Journal: Who was the villain in The Fall of the House of Usher Why? Is there a hero? Discuss the elements of a Graphic Novel Create your own Superhero. What would the costume look like? What would the super powers be? Would your character be a hero or an antihero? Handout Create a villain/an archrival and their costume/super 3
4 powers/ back story Creating full characters through detail in Comic Book focus on characterization think of back story of villain and fill in detail of characters characterization Read Comic Books/Graphic Novels-note how comic books are arranged, format, tone, illustrations Wednesday Day 8 Thursday Day 9 Plot outline with structure Graphic Novel create an outline of the plot, covering at least 5 points of the hero s journey Begin reading Old Indian Legends in American Indian Stories by Zitkala-Sa p1-32 Journal: Where does Iktomi fall on the hero/villain spectrum? Why? Creating representative Graphic Novel focus on illustrations do they illustrations depict action? Does the action follow the plot? Accurate dialogue to represent action Peer editing/workshop Graphic Novel focus on dialogue majority of comic book story is through dialogue, work on realistic language Read comic books/write in response journal how your comic is similar or differs from those provided in the classroom Students will share their Graphic Novel and receive feedback from peers The Cask of Amontillado by Edgar Allan Poe Group and discussion of villain Homework Edit your Graphic Novel as needed Finish reading Old Indian Legends in American Indian Stories by Zitkala-Sa p Journal: Which was your favorite of the legends and why? Discuss oral tradition Telephone game with 5 complex sentences summarizing Iktomi legends Grouping characteristics Discuss the role of the trickster in Native American into archetypes literature and in African American literature Group reading Critical reading, Read: Hungry Spider, Rabbit Races with Turtle, and Aunt Fox and the Fried Fish Read and discuss Uncle Remus Tar baby stories, show clip of Disney s Song of the South Begin Anne Frank
5 Friday Day 10 Constructing comparison/contrast Students will write a compare and contrast essay about one legend from the Zitkala-Sa book and one of the trickster tales read in class. essay Homework Journal Journal Prompt: If someone is evil, have they always been that way? What do you think caused the change if not? Anne Frank Peer editing/workshop Students will share their compare and contrast essays and receive feedback from peers Critical Seeing the hero-villain spectrum Applying elements to creative writing Read Black Cat by Edgar Allen Poe and map out in illustrations the protagonist s descent into villainy Read Hop Frog and discuss where the main character falls in the hero-villain spectrum. Is he dynamic? What are the common elements in all of Poe s stories Anne Frank Create a story that imitates the style of Poe, using the elements discussed earlier Week Three: Monday Day 11 Tuesday Day 12 Anne Frank Finish Poe-esque story Journal: Define evil in your own words. Which character is the most evil so far? Evil vs. Villain, are they one and the same or can you have one without the other? Peer Editing Share Poe-esque story, using workshop form, have students share what worked well or could be improved in story Anne Frank :First person perspective Pretend you went into hiding. What would you write about in journals? What would you bring with you? Anne Frank Journal: Who else was a hero in this book besides Anne? Why? 5
6 Compare/contrast Zitkala-Sa to Anne Frank. Do circumstances make one character more heroic? Handout Creative poetry Create a character poem for both Zitkala-Sa and Anne Frank llustrating heroic qualities Computer Lab Anne Frank Type Poe story, character sketch poems Wednesday Day 13 Finish Anne Frank Complete quotation handout, prewriting for comparison/contrast essay of Zitkala-Sa and Anne Frank Journal: What was your favorite classroom activity this session? Why? Expository Construct a comparison/contrast essay following the hero s journey of Anne Frank and Zitkala-Sa. Showing evidence/proof Continue working on essay, discuss citing evidence by including the quotations Continue working on essay Thursday Day 14 Peer Editing Share Zitkala-Sa and Anne Frank essay. Using workshop form, have students share what worked well or could be improved in story Homework Revision Make changes to Zitkala-Sa and Anne Frank essay based upon peer feedback Journal: How has your definition of hero changed over the past 3 weeks? Your definition of villain? Computer Lab Type Zitkala-Sa and Anne Frank essay for final draft Computer Lab Vocabulary practice Assess growth Complete final edits/revisions on any unfinished projects. Create a story with as many words from the word wall as you can in 45 minutes. Use dictionary if needed. Words must be in a context to show definition was understood. Administer Post-assessment 6
7 Friday Day 15 Certificates Vocabulary Game Presentation Practice Journal: My experience at CTY this session was Award certificates to students based on unique characteristics Practice some general vocabulary from the class in a game Prepare for in-class presentations for parents in the afternoon Academic Sessions 3 and 4 12:30 pm 2:30 pm Open House Presentations and Closing Ceremony Students read a passage from their favorite piece of writing. Families attend closing ceremonies. 7
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