Exploring the Hero's Journey in Literature
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Exploring the Hero's Journey in Literature

Grade 9English6 days
In this project, 9th-grade students explore the concept of the Hero's Journey through the analysis of novels such as "Speak," "Curious Incident with the Dog in the Night-Time," "I Am Malala," and "All Quiet on the Western Front." Students examine how protagonists demonstrate resilience and courage, and how narrative techniques, settings, and cultural contexts influence their journeys. The project includes creating visual maps, character diaries, and engaging in debates, supported by standards like CCSS.ELA-LITERACY.RL.9-10.1 and CCSS.ELA-LITERACY.RL.9-10.2. Students reflect on their evolving understanding of heroism, deepened by an inquiry into thematic and contextual influences across diverse narratives.
Hero's JourneyResilienceNarrative TechniquesCultural ContextsProtagonistsLiterary Analysis9th Grade English
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do protagonists in the Hero's Journey, as depicted in novels like Speak, Curious Incident with the Dog in the Nighttime, I am Malala, and All Quiet on the Western Front, demonstrate resilience and courage, and how do narrative techniques, settings, and cultural contexts shape their journeys?

Essential Questions

Supporting questions that break down major concepts.
  • What is the Hero's Journey and how is it represented in the various novels like Speak, Curious Incident with the Dog in the Nighttime, I am Malala, and All Quiet on the Western Front?
  • In what ways do the protagonists in these novels demonstrate resilience and courage in the face of challenges?
  • How do different authors use narrative techniques to convey the themes of heroism and self-discovery?
  • What role does the setting play in shaping the journeys of the characters in these novels?
  • How do cultural, social, and historical contexts influence the characters' journeys in each novel?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand and articulate the concept of the Hero's Journey and its application to various novels.
  • Analyze the narrative techniques used by authors to depict resilience and courage in fiction.
  • Evaluate the impact of cultural, social, and historical contexts on the characters' journeys.
  • Compare and contrast the protagonists' journeys and their strategies for overcoming challenges.
  • Develop critical thinking and analytical writing skills through essays and discussions related to the theme of heroism in literature.

Common Core Standards

CCSS.ELA-LITERACY.RL.9-10.1
Primary
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This standard supports the project's goal to analyze narrative techniques and themes in literature by requiring students to use evidence from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Primary
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.Reason: Essential for analyzing themes of resilience and courage, as well as the Hero's Journey in novels.
CCSS.ELA-LITERACY.W.9-10.1
Secondary
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: This aligns with the goal to develop analytical writing skills related to the theme of heroism in literature.
CCSS.ELA-LITERACY.SL.9-10.1
Supporting
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.Reason: Critical for developing discussion skills and sharing insights on the characters' journeys and themes of heroism.

Entry Events

Events that will be used to introduce the project to students

Community Hero Search

Students are tasked to identify community figures who embody the hero’s journey, prompting real-world connections and engaging storytelling around everyday heroes.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Hero's Journey Map

Students create a visual map of the Hero's Journey stages using a chosen novel from the study. This activity helps students understand the progression and elements of the Hero's Journey template.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one novel (e.g., Speak, Curious Incident, I am Malala, All Quiet on the Western Front) to focus on.
2. Review the stages of the Hero's Journey: Ordinary World, Call to Adventure, Refusal of the Call, Meeting with the Mentor, etc.
3. Identify and mark these stages within the narrative of your chosen novel.
4. Create a visual representation (poster, digital presentation, etc.) highlighting these stages as they appear in the novel.

Final Product

What students will submit as the final product of the activityA detailed visual map that illustrates the Hero's Journey stages within the novel.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.9-10.2 by determining a theme or central idea of a text and analyzing its development.
Activity 2

Resilience and Courage Character Diary

Students compose a diary from the perspective of the protagonist, focusing on moments of resilience and courage.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose key moments in the novel where the protagonist displays resilience and courage.
2. Draft diary entries that capture the protagonist’s thoughts and feelings during these moments.
3. Incorporate textual evidence to support the diary entries and provide insight into the character's journey.
4. Revise and refine the diary entries for clarity and depth.

Final Product

What students will submit as the final product of the activityA character diary with multiple entries featuring analysis and perspective on key events.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.RL.9-10.1 through citing strong and thorough textual evidence.
Activity 3

Narrative Technique Illustrator

Students analyze how authors use narrative techniques to convey themes and character development, illustrated through a creative project.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select specific narrative techniques used in the novel (e.g., point of view, tone, symbolism).
2. Analyze how these techniques help convey themes of heroism and self-discovery.
3. Create an illustrated guide (artwork, infographic, or presentation) showcasing how these techniques are implemented in the novel.

Final Product

What students will submit as the final product of the activityAn illustrated guide explaining the role of narrative techniques in the novel.

Alignment

How this activity aligns with the learning objectives & standardsFulfills CCSS.ELA-LITERACY.RL.9-10.1 by supporting analysis using textual evidence and RL.9-10.2 by analyzing theme development.
Activity 4

Archetypes & Journey Plot Explorer

Students delve into the archetypal roles and plot structures within their selected novel, examining how these elements exemplify the common experiences shared by heroes across different narratives.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify and research common archetypes present in the chosen novel (e.g., hero, mentor, shadow).
2. Analyze the plot structure of the novel to identify pivotal moments that align with the Hero's Journey stages.
3. Discuss how these archetypes and plot points depict universal experiences and themes shared by heroes.
4. Prepare a presentation or write a paper analyzing the novel's use of archetypes and plot structure to illustrate common heroic experiences.

Final Product

What students will submit as the final product of the activityA comprehensive analysis that explores the archetypes and plot structure within the novel focusing on common hero experiences.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.RL.9-10.2 by analyzing themes and archetypes, as well as plot structure.
Activity 5

Protagonist Debate

Students participate in a debate defending or challenging the protagonist’s decisions as indicative of heroism.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare arguments either defending or critiquing the protagonist’s actions and decisions.
2. Use textual evidence to support arguments during the debate.
3. Engage with opposing viewpoints in the debate setting.

Final Product

What students will submit as the final product of the activityA structured debate presenting varied perspectives on the protagonist's heroism.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.9-10.1 by initiating and participating effectively in collaborative discussions and CCSS.ELA-LITERACY.W.9-10.1 by writing arguments based on text analysis.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Hero's Journey Literary Analysis Rubric

Category 1

Understanding of Hero's Journey

Evaluates students' grasp of the Hero's Journey concept and its application to their chosen novel.
Criterion 1

Identification of Hero's Journey Stages

Assesses the accurate identification and understanding of the stages of the Hero's Journey within the text.

Exemplary
4 Points

Identifies all stages of the Hero’s Journey accurately and provides insightful examples from the text.

Proficient
3 Points

Correctly identifies most stages of the Hero’s Journey with appropriate examples from the text.

Developing
2 Points

Identifies some stages of the Hero’s Journey but examples are incomplete or lack clarity.

Beginning
1 Points

Struggles to identify stages of the Hero’s Journey with minimal examples.

Criterion 2

Application of Textual Evidence

Evaluates the use of evidence in demonstrating the Hero's Journey stages and themes.

Exemplary
4 Points

Provides substantial and relevant textual evidence to support each identified stage and theme.

Proficient
3 Points

Provides appropriate textual evidence to support most identified stages and themes.

Developing
2 Points

Includes limited textual evidence, some of which may not fully support stages or themes.

Beginning
1 Points

Minimal textual evidence is provided, with little connection to identified stages or themes.

Category 2

Critical Analysis and Reflection

Assesses students' ability to critically evaluate and reflect on the themes of heroism, resilience, and courage in their chosen novel.
Criterion 1

Depth of Analysis

Measures the student's depth of understanding and insight into themes such as resilience and courage in the novel.

Exemplary
4 Points

Demonstrates exceptional insight and understanding of themes, with nuanced analysis supported by evidence.

Proficient
3 Points

Shows a clear and thorough understanding of key themes, with supported analysis.

Developing
2 Points

Presents a basic understanding of themes with some analysis; may lack depth or support.

Beginning
1 Points

Limited analysis and understanding of themes, with minimal evidence of reflection.

Criterion 2

Reflective Insight

Assesses how well the student reflects on personal understanding and learning process in relation to character experiences and themes.

Exemplary
4 Points

Provides profound personal reflection and insightful connections to character experiences and thematic implications.

Proficient
3 Points

Offers meaningful reflection and clear connections to character experiences and themes.

Developing
2 Points

Includes some reflective thought regarding character experiences and themes; limited in depth or clarity.

Beginning
1 Points

Minimal reflection on character experiences or theme connections; lacks clarity.

Category 3

Creative Expression and Presentation

Evaluates the quality and creativity of students' visual, written, and oral presentations related to portfolio activities.
Criterion 1

Creative Representation

Assesses the creativity and clarity of visual representations and projects reflecting the Hero's Journey and narrative analysis.

Exemplary
4 Points

Produces highly creative and exceptionally clear visual representations that illustrate deep understanding.

Proficient
3 Points

Produces creative and clear visual representations that effectively communicate concepts.

Developing
2 Points

Creates visual representations that show emerging creativity; clarity may vary.

Beginning
1 Points

Produces basic visual representations with limited creativity or unclear concepts.

Criterion 2

Oral and Written Presentation

Evaluates clarity, engagement, and the coherence of oral and written presentations in class activities such as the debate and essays.

Exemplary
4 Points

Cohesively presents ideas with exceptional clarity and engagement both orally and written.

Proficient
3 Points

Communicates ideas clearly and engagingly in oral and written formats.

Developing
2 Points

Presents ideas with basic clarity; may lack consistent engagement or coherence.

Beginning
1 Points

Struggles to present ideas clearly or engagingly; presentations lack coherence.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of the Hero’s Journey has evolved through the study of novels like Speak, Curious Incident with the Dog in the Nighttime, I am Malala, and All Quiet on the Western Front.

Text
Required
Question 2

On a scale from 1 to 5, how confident do you feel in analyzing narrative techniques and themes in literature after completing this unit?

Scale
Required
Question 3

Which novel (Speak, Curious Incident with the Dog in the Night Time, I am Malala, or All Quiet on the Western Front) most resonated with you in terms of the protagonist’s journey?

Multiple choice
Required
Options
Speak
Curious Incident with the Dog in the Night Time
I am Malala
All Quiet on the Western Front
Question 4

How have the cultural, social, and historical contexts of the novels you studied influenced your perspective on the characters’ journeys?

Text
Required
Question 5

Reflect on the skills and knowledge you have gained in this unit. How will you apply them to future readings and analyses in literature?

Text
Required