CEP Lesson Plan Form

Teacher: Smith and Lewis Date: 11/15/2017

School: Centennial High School Grade Level: 10-12 Content Area: Humanities

Title: The Heros Journey and Archetypes: An Introduction Lesson #:_1_ of _1_

Lesson Idea/Topic and
Rational/Relevance:
What are you going to
teach and why is this
lesson of importance to
your students? How is it
relevant to students of
this age and background?
I am going to introduce Joseph Campbells monomyth, the heros journey. I
am also introducing Carl Jungs theory of archetypes. These two ideas go
hand in hand because the heros journey is based on the theory of
archetypes.
This is important for two main reasons. Firstly, it enhances students social
literacy. Both aspects of this lesson are frequently referenced. Secondly, an
understanding of the heroes journey is a good way to build access points for
other myths we will be discussing this semester. We are using this to create
access points for students, and to scaffold their understanding of common
themes that present themselves in world mythology.

Student Profile: Write a I will be teaching this lesson to a diverse set of students in an integrated
narrative about your classroom. The majority of students are highly motivated, and exited to learn
learners. What are their about world mythology.
special needs?
Exceptionalities?
Giftedness? Alternative
ways of learning?
Maturity? Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

CDE 11th Grade English Standard 2.2.a.iii: Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and develop over the course of the text. (CCSS:
RI.11-12.3)

CDE 11th Grade English Standard 4.3.a: Analyze the purpose, question at issue, information, points of
view, implications and consequences, inferences, assumptions, and concepts inherent in thinking

Understandings: (Big Ideas)

Students will understand Campbells theory of the heros journey.

Students will have a brief understanding of Jungs theory of archetypes, and how they influenced
Campbells theory of the heroes journey.

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Inquiry Questions:

How has the heros journey appeared in my own life?

Do archetypes have value?

Evidence Outcomes:)

I can: describe a well-known story though the eyes of the heros journey.

This means: I will chart a story of my choosing through using the archetypes presented in the heros
journey.

List of Assessments:

Both assessments are formative assessments. I will collect the students heros journey handout. I will
also collect the notes from the video.

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity. Think of
the purpose as the mini-rationale for what you
are trying to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and
what materials will you need?
Anticipatory Set
The hook to grab students attention. These
are actions and statements by the teacher to
relate the experiences of the students to the
objectives of the lesson, To put students into a
receptive frame of mind.
To focus student attention on the
lesson.
To create an organizing framework for
the ideas, principles, or information
that is to follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
*see Lesson Idea/ Topic and Rationale/Relevance for full description.
This lesson is set to take place over the course of an hour class period.
Materials:
See the attached documents for materials to be printed and hounded out.
Yung video (first five minutes only): https://www.youtube.com/watch?v=wywUQc-
4Opk&t=301s
Heros journey TEDEd: https://ed.ted.com/lessons/what-makes-a-hero-matthew-
winkler
The Heros Journey text
Writers Notebook Prompt: Answer one, or both, of the following prompts.
1. Write about a time when you, someone you know, or someone you read about in the
news acted like a hero. What challenges were faced? How did the hero overcome
them? Did you feel as though the hero changed as a product of their virtuous actions?
Why or why not?
2. Are their ideas, notions, or symbols that are inherent within humanity? In other
words, can two cultures who have remained separate their entire existence come up
with similar notions about humanity? Can you think of any ideas/examples that prove
or disprove those statement? What might account for such examples?
The strategy I intend to use is: Writers Notebook Prompt
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Why are you using it at this point in your I am using this strategy here because: research suggests that daily wiring exercises work to
lesson? improve ones writing abilities.

Teacher Actions Student Actions

Procedures 10 Minutes: 10 minutes:
(Include a play-by-play account of what Introduce writing prompt, clarify any Write prompt, and share aloud.
students and teacher will do from the minute misconceptions, and facilitate student
they arrive to the minute they leave your participation in the class discussion on the
classroom. Indicate the length of each segment prompt
of the lesson. List actual minutes.)
Indicate whether each is: 15/20 Minutes: 15/20 Minutes:
-teacher input/actions, student actions Display first five minutes of video about Watch video, take notes, and
-modeling Yungs theory of archetypes: think-pair-share.
-questioning strategies https://www.youtube.com/watch?
-guided/unguided: v=wywUQc-4Opk&t=301s
-whole-class practice Go over notes and discuss questions
-group practice Explain connection between Jungs
-individual practice archetypes and Campbells heros journey.
-check for understanding
5 minutes (could skip based on time): 5 minutes:
-other
Show video on heros journey: Watch video on heros journey.
https://ed.ted.com/lessons/what-makes-a-
hero-matthew-winkler

10 Minutes: 10 Minutes:
Read aloud with students the first page Read aloud the first page and a
and a half of the heros journey hand-out. half of heros journey hand-out.

20 Minutes:
30 Minutes:
Assist student with the heros journey
handout. This handout is to be handed in Students finish reading, fill out
at the end of class. hand out, and discuss closure

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CEP Lesson Plan Form

10 Minutes: activity.
Lead closure activity. See closure activity
below

How do you intend to engage your students in

thinking during the PROCEDURE? The strategies I intend to use are guided note taking, think-pair-share, and partner work.

Why are you using it at this point in your I am using these strategies here because they give students a safe and structured place to
lesson? gather thoughts, while still encouraging thinking critically in an open setting.

Closure
Those actions or statements by a teacher that The students will do a whip-around. They will be asked to share one fact from their notes with
are designed to bring a lesson presentation to the class,
an appropriate conclusion. Used to help
students bring things together in their own
minds, to make sense out of what has just been
taught. Any Questions? No. OK, lets move on
is not closure. Closure is used:
To cue students to the fact that they
have arrived at an important point in
the lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is whip-around.

Why are you using it at this point in your I am using this strategy here because it gives students a chance to validate their work through
lesson? sharing. It also allows others to hear anothers perspective, hopefully opening further access
points to the information.

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CEP Lesson Plan Form
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the needs
of your students on IEPS or 504. Consider
your student profile narrative at the
beginning. What do your students need to
be engaged and successful?
To modify: If the activity is too advanced for a
child, how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?
Assessment Reflection: (data
analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Colorado State University College of Health and Human Sciences
I am using technology, think-pair-share, and guided note taking as methods of differentiation. I
also proposed two questions, varying in difficulty, for the writers notebook prompt.
The short clips work well for those who are more visual learners. The structured notes help
students to focus on the key components of the videos. And, the think-pair-share exercise
gives students a private and comfortable space to work out their thoughts before sharing.
To modify this lesson, I will be walking around and speaking with those students who need
further clarification about Jung and Campbells theories.
To extend this lesson, I will be asking students to think deeply about Jungs theory. I will ask
them questions concerning the ontology of archetypes, how they might compare to Platos
theory of forms, and implications or potential problems with the idea of the collective
consciousness.
I will know if students have met the learning targets through collecting and analyzing their
note sheets, and the heros journey handouts. I am looking to see that students understood
the information presented in the Jung video. I am also looking to see if students were able to
apply their knowledge of the heros journey to a text, movie, or story of their own choosing.
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