Ways we want to be more like Stanley:

Transcription

1 Version 1 Is Stanley Yelnats a Hero? Heroic actions taken by Stanley: Heroic characteristics Stanley has: Ways we want to be more like Stanley:

2 Version 2 Is Kissin' Kate Barlow a Hero? Heroic actions taken by Kissin' Kate: Heroic characteristics and attitudes Kissin' Kate has: Reasons why Kissin' Kate might not be considered a hero:

3 Version 3 The Heroic Journey of Stanley and Kissin' Kate Heroic ways Stanley reacts to his trials and tests: Heroic ways Kissin' Kate reacts to trials and tests: Important things that Louis Sachar wants his readers to learn from Stanley and Kate:

4 Holes and Hero s Journey Final Projects Which one will you choose? Creative: Write your own version of the Hero's Journey. Your story should have a welldeveloped hero who passes through at least three of same stages that we have discussed over the course of our study of Holes. Bring me an outline or rough draft so that we can be sure you are on track. Then you will refine and revise your story. When you have finished your story, please label the stages you have used with sticky notes identifying them. For example, if your story has a "call to adventure," you will put a sticky note with the words "call to adventure" on your paper at that point in your story. Practical: The Hero's Journey is an archetype that helps people understand the process of growing up. If you choose this practical task, you will use publication software to write and illustrate your own Growing up Guide for Young Teens based on what we have learned about the Hero's Journey. Your guide will focus on five parts of the Hero's Journey: the Call to Adventure; the character of the Guide; the Trials; the Heart of Darkness; and the Return Home. Your finished project needs a cover, a page for each part, at least three real world examples for each part, and advice about what can be learned or what to do in each part. Analytical: Many movies have been based on The Hero's Journey. One such movie is Apollo 13. If you choose this task, you need to watch the movie and take notes on the stages of the journey that Jim Lovell (the hero) goes through. Complete a Venn Diagram that compares the journey of Stanley Yelnats and Jim Lovell. After your Venn Diagram is completed, bring it to me so that we can discuss it. Afterwards, you will write an essay about the similarities and differences between Stanley and Jim and their experiences.

5 Rubric Applying the Hero's Journey Projects Criteria Development of Ideas Technical Quality Excellent Well Done Keep Working The project shows an understanding of the hero's journey based on the word done in class. The project reveals application, explanation or analysis of several stages of the hero's journey based mostly on the work done in class. The project shows an insightful and unique understanding of several stages of the hero's journey. The project reveals a selfdirected application, explanation or analysis of several stages of the hero's journey. The writing has an engaging opening, a logical structure, smooth transitions and a conclusion that ties up any loose ends. The author uses a variety of words and sentences structures to give the writing personality. The author follows the conventions of standard written English almost without error. The presentation of the piece adds to its impact. The piece has a beginning, middle and end. The writing has a logical structure. The reader never feels lost. The author experiments with some new words and different sentence structures. Errors in conventions distract the reader. The presentation of the piece fits its purpose. The project shows a misunderstanding or lack of understanding about the hero's journey. The project does not fulfill the criteria of the chosen task. The piece lacks a beginning and/or end. Sometimes the piece is confusing, it gets off track. The author uses basic words and repetitive sentence structures. Errors in conventions make it difficult for the reader to understand the piece. The presentation of the piece gets in the way.

6 Holes: A Hero's Journey By Cheryl Becker Dobbertin Introduction This month-long unit is designed to enable sixth- or seventh-graders to experience Louis Sachar's Holes through the lens of the archetype of the hero's journey. Students participate in variety of differentiated activities in order to understand several simplified stages of the hero's journey, analyze Stanley Yelnats as a hero on that journey, and apply the metaphor of hero's journey to their own lives. It's easy to enjoy Holes for its own sake, but young teens will greatly benefit from this unit built on a conceptual foundation. Young teens are not only on the cusp of their own personal hero's journeys, but they are also taking their first steps into a more analytical approach to literature. The archetype of the hero's journey is one that they will surely meet again in literature and movies. Teacher Reflection on Designing the Unit When I first began researching and thinking about this unit, I realized how prevalent the hero's journey archetype is in the movies that our young teens are growing up with; consider The Lion King, Shrek, and Toy Story. Walt Disney and his modern counterparts, it seems, fully understand the stages of the hero's journey. Using movie clips is a great way to show students the different stages of the hero's journey and build background knowledge, which in turn, builds comprehension. In this unit students have many opportunities to work collaboratively as members of a literary community. A portion of many class sessions is devoted to students' sharing their personal reactions and connections to the novel. Like Stanley, middle grades students are contemplating their own personal power. Sharing their ideas and receiving validation from peers for those ideas helps young students gain confidence. English/Language Arts Standards Addressed This unit enables students to meet the following standards developed by the National Council of Teachers of English: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of

7 purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Unit Concepts and Generalizations Archetype, Hero, Culture Archetypes are patterns of stories that cross cultural and generational boundaries. A hero is one who displays admirable qualities while on a journey that results in the betterment of society. Unit Objectives As a result of this unit students will know: The definition of the literary term "hero." The definition of the literary term "archetype." Some of the stages of the archetype of their hero's journey. How the major plot events in Holes fit the archetype of the hero's journey. How Stanley Yelnats and Kate Barlow display the qualities of a hero. Students will understand that: Archetypes are patterns of stories that cross cultural and generational boundaries. A hero is one who displays admirable qualities while on a journey that results in the betterment of society.

8 Students will be able to: Identify the stages of the archetype of the hero's journey in Holes and in contemporary movies. Connect the stages of the hero's journey to their lives. Share their personal connections and reactions to Holes. Analyze characters in Holes for heroic qualities. Analyze the lesson learned by characters in Holes. Write effectively about personal connections to the hero's journey. Apply what they have learned in an original hero's journey story, a practical guide to the hero's journey, or a comparative essay. Instructional Strategies Used: Double-entry journals Flexible groups Frayer Model Concept Definition activity Tiered Setting Activity RAFTs Tiered Writing Prompts Cubing Creative, Analytical, and Practical Project Choices Unit Overview Lesson Whole-Class Components Differentiated Components What's a Hero? 1 double-blocked class period Brainstorming Heroic Words, Actions and Feelings Chart Frayer Model Concept Definition graphic organizer Different supplemental reading assignments Double-Entry Journals The Archetype of the Hero's Journey 1 double-blocked class period Stories within Stories 1 double-blocked class Analysis of an Archetype Analysis of video clips for stages of the hero's journey Groups share reading responses Identification of the literacy Different supplemental reading assignments Double-Entry Journals Double-Entry Journals

9 period A Dangerous Place 1 double-blocked class period Tests, Trials and Sacrifices 3 double-blocked class periods Heroes in Holes 1 double-blocked class period Zero and Stanley in the Heart of Darkness 3 double-blocked class periods The Hero Triumphs 1 double-blocked class period Understanding the Hero's Journey 1 double-blocked class period Applying the Hero's Journey 2 double-blocked class periods technique of flashbacks. Groups share reading responses Groups share reading responses Groups share reading responses Sharing of reading responses Sharing reading responses Sharing personal triumphs Students use cubes as prompts Double-Entry Journals Tiered setting activities Double-Entry Journals Reading buddies RAFT Double-Entry Journals Tiered characterization activity Double-Entry Journals Personal decision tiered writing prompts Student responses will vary Students choose projects based on Sternberg's Intelligences

10 Helping All Students Read Challenging Text Lesson Sequence and Description Start class by asking students to Think- Pair-Share about the meaning of the literary team "theme." Ask for their responses and record them on the board or chart paper. Add your own if necessary. Tell students that Shakespeare explored the following themes in many of his plays, including Romeo & Juliet : The true nature of love. The power of both love and hate. The amount of control people have over their own lives. Relationships between parents and children. The effects of disordered and chaotic societies on their citizens. Ask students to brainstorm and talk with other students about each of the themes. After about five minutes of talking, give them the Theme Thoughts handout (see page ) and review the directions. Students should complete this handout and turn it in. Anyone who finishes ahead of the class should review any background material located in the preface of their copy of Romeo & Juliet or work on the Word Plays. Tell students that you are very interested in their personal reactions to the play and will be using a flexible response strategy during the reading. Tell them that the stickies will help them "hold on" to the thoughts that go through their minds when reading. Some readers like to record on the stickies while they are reading, others need to read and then go back and record. Teacher Commentary This first activity will lay the groundwork for students' choosing a theme to examine in depth along with others who are interested in the same ideas. Students will have opportunities to think about several themes, but the work they will do in heterogeneous "Theme Teams" will show them how an author reveals a theme over the course of a literary work. The purpose of the Theme Thoughts activity is to preassess the background knowledge and potential for personal connections your students are bringing to the play. If you have students who struggle with writing, ask them to talk with you about what they know about the themes. Use their work to group students into Theme Teams, heterogeneous groups that will focus on a specific theme while reading the play together. When forming the groups, consider their first choices, but also ensure that there are members of the team with solid background knowledge. You should also make sure there are several strong readers in each group. If your students are used to responding to their reading by answering teacher-generated questions, this sticky note strategy will be a challenge for both them and you! It will be essential that you model for them the kind of thinking that gets captured on the stickies. Ask students to put two stickies of each color on their desk and label them. Blue -- things characters do Pink -- things characters say

11 Yellow -- symbols or other literary elements Model the use of the stickies by reading the Prologue aloud and sharing your reactions, connections and questions as they come up. Write those on the appropriately colored stickies and place them in your text at the points that they occurred. Ask students to read the prologue, record their thoughts, and apply their stickies appropriately. Then ask for a few volunteers to read the beginning of Act I with you. Ask the students who are listening to record their reactions, comments and questions on the stickies while they are listening. Read for 2-3 minutes, then stop. Provide a little time for sticky note writing and placement, then ask students to share their stickies with a neighbor. Perhaps a couple of volunteers will share with the class. Ask students to finish Act I, scene i. independently. Verbalizing the reactions, connections and questions that go through your mind while you're reading is an effective literacy development strategy called a Think- Aloud. You may have realized that many students who appear to read well appear not to comprehend sophisticated text. By showing them that good readers are thinkers, you help them understand the comprehension process. At this point, don't worry too much if students copy almost exactly what you did. You are teaching them a new process. If you have enough books for each student to have their own, they can just store their stickies in the book. This is ideal since they will be easily able to find the part of the text they are reacting to. Put if it's not possible, students can write the line number on the bottom of the sticky and store them on a piece of notebook paper. Have them make a packet of papers each labeled with the Act and scene (one for Act I, scene i., one for Act I, scene ii., etc.) You may have students in your classroom who literally cannot read Romeo & Juliet. These students should be supplied with an audiotape or CD of the play. While listening, they should record their reactions, etc. and store them in a journal as described above. If necessary, modify the sticky note strategy for your struggling learners. Preselect places where you want students to focus on and write the act, scene, and line on a predetermined number of each color stickies. You might start with just a few and gradually increase the number. After they have become more proficient at capturing their ideas, you could begin to supply them with a few stickies each time labeled "your choice." Keep in mind the goal of gradually increasing struggling students' independence.

12 Writing an Enduring Story Tiered Responses to Romeo & Juliet Directions for your struggling authors: The purpose of this final project is for you to show your understanding of why and how certain stories are told over and over again, even in other languages and cultures. Your task is to imagine that you are an author preparing to write a story focused on the same theme that you studied with your Theme Team. You want your readers to learn a lesson based on that same theme. First, complete a series of five diary entries, notes you make to yourself in order to get ready to write the story: o The first entry should explain what you want your readers to learn. What will be the point of your story? Why will it an important story for people to read? o The second entry will be about the plot of your story. What will happen in the beginning, middle and end of your story that will help your readers understand the lesson you are trying to teach them? o The third entry will describe your main character. What qualities and characteristics will the character have? How will the reader feel about that character? o The fourth entry will describe your setting. Where will your story take place? Your diary entry should reveal why you selected this setting. o The fifth entry will describe your feelings and hopes about the story. After you have completed your diary entries, plan a conference with me. We will discuss next steps from there.

13 Directions for your on-target authors: The purpose of this final project is for you to show your understanding of why and how certain stories are told over and over again, even in other languages and cultures. Your task is to imagine that you are an author preparing to write a story focused either on the theme that you studied with your Theme Team or another theme from another team. First you will complete a series of five diary entries, notes you make to yourself in order to get ready to write the story: o The first entry should explain what you want your readers to learn. What will be the point of your story? Why will it an important story for people to read? o The second entry will be about the plot of your story. What will happen? How will those events shape your readers thinking? o The third entry will describe your main character and one or two other characters. What qualities and characteristics will your characters have? o The fourth entry will describe your setting. Where will your story take place? How do you think that will impact your readers? o The fifth entry will describe your feeling and hopes for the story. Will it live forever? Why? After you have completed your diary entries, write your story. After you have written your first draft, plan a conference with me. We will discuss next steps from there.

14 Directions for your advanced authors: The purpose of this final project is for you to show your understanding of why and how certain stories are told over and over again, even in other languages and cultures. Select a theme that you think is universal it may or may not have been part of our study of Romeo& Juliet. Prior to writing your story, you will complete a series of five diary entries, notes you make to yourself as preparation: o The first entry should explain the theme you will explore and what you want your readers to learn from reading your story. Why will your story be an important story for people to read? o The second entry will be about the plot of your story. What will happen? How will those events shape your readers thinking? o The third entry will describe your main character and other characters. What qualities and characteristics will your characters have? o The fourth entry will describe your setting. Where will your story take place? How do you think that will impact your readers? o The fifth entry will describe your feeling and hopes for the story. Will it live forever? Why? After you have completed your diary entries, write your story. After you have written your first draft, plan a conference with me. We will discuss next steps from there.