Digital Unit Plan Template

Unit Title: The Hobbit – Exploring Fantasy Literature Name: Brandon Baker
Content Area: English Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):

CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)

CCSS.ELA-Literacy.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

CCSS.ELA-Literacy.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Big Ideas/Unit Goals:

Big Ideas:

 Specificity in Language: As writers and speakers, the specific words we choose can dramatically change the overall meaning of our sentences, even if the words
might be synonymous. In what way should we choose and utilize words when we write and speak?

 Archetypal Roles & The Hero’s Journey: In literature, archetypes are an integral part of character and plot development, and so understanding the ways in which
they function and are used is integral in fully understanding a text. How do archetypes play a role in the Hero’s Journey and nearly all stories?

Unit Goals / Overall Student Learning Objectives:

In this unit, students should strive to:

 Gain in depth knowledge of classic and modern fantasy literature, and the extent to which the Hero's Journey plays a prominent role in literature.

 Become fluent in the primary archetypes related to fantasy literature.

 Develop a greater understanding of words and their associated connotations, especially in relationship to characters and how they develop throughout a story.

 Create their own work of fictional literature, utilizing the same themes and tropes as found within The Hobbit.

Unit Summary:

The world of Fantasy Literature is both boundless and fantastical. But what is fantasy literature? For many of us, when we consider what this genre is, we immediately turn
to the common general tropes: swords, magic, and dragons. Though these terms don’t encompass all aspects of the fantasy genre, they are without a doubt one of the most
common aspects of it.

It’s clear that the world around us is not filled with magic and dragons, nor do we intermingle with orcs and elves. So where is it that these aspects of the fantasy genre hail
from? While ancient mythology plays a heavy part in the creation of such entities, the world of modern fantasy literature has long since evolved, and the catalyst of this was
undeniably The Hobbit.

With this unit, we will be exploring the many ways in which J.R.R. Tolkien reinvented the fantasy genre, creating an immersive in depth world and breathing life into many of
the creatures and beasts we now find commonplace in today’s works. Through this, we will uncover the ways in which Tolkien uses language and word choice to bring his
world to life, and we will unearth the various archetypal roles of traditional characters following the path of the Hero’s Journey. Finally, you will have the chance to take this
gathered information and apply it to other stories of your choosing, as well as having the opportunity to craft a story in which you utilize these archetypal roles to make your
own Hero’s Journey.
Assessment Plan:
Entry-Level:
Quickwrite – What is Fantasy?
 Students freely write their thoughts on what
they believe makes something a part of the
fantasy genre.
Lesson 1 (Teacher Lecture)
Student Learning Objective:
Students should become
familiar with the major parts
of the Hero’s Journey,
especially in The Hobbit, as
well as the archetypal roles
that characters play in the
story.
Lesson 2 (Webercise/ iPad Lesson)
Formative: Summative:
Postcard – An Unexpected Party Group Presentation
 Students create postcards from the point of  In groups, students present an analysis of the
view of Bilbo Baggins, trying to simulate the Hero’s Journey as applied to another chosen
same qualities that Tolkien gave to him. story (any genre or medium).
QuizStar – Archetypes of the Journey Creative Work – Forging the Hero’s Journey
 Students take a short online quiz regarding  Students create their own fictional work of
the Hero’s Journey and the Archetypal Roles. writing that uses the main ideas of the unit:
Think-Pair-Share The Hero’s Journey, Archetypal Roles, and
 Students individually develop their thoughts Descriptive Language.
on a given question and then share both in
small groups and larger class discussion. Used
multiple times throughout the unit to
facilitate critical thinking and questioning of
the text.
Group Conferencing
 As students begin work on their group
presentation, conferences are done to give
feedback and guidance and to assess the
current level of understanding.
Acceptable Evidence Lesson Activities:
(Assessments):
The teacher lecture covers the basics of the Hero’s Journey, including graphic organizers and breakdowns of each
Completion of Guided Notes major point. We also begin to look at the major Archetypal Roles that characters assume both inside and outside
including correct association of The Hobbit. The lecture includes an analysis of an important song from the book (with visuals from the movie)
of roles with characters from as well as a video clip that emphasizes the Hero’s Journey for Bilbo.
another story.
Students stop to discuss at both of these points and begin to unpack how Tolkien is using the Hero’s Journey and
Archetypal Roles. Likewise, students follow along with the lecture via guided notes that include matrixes for the
QuizStar – Archetypes of the
Archetypal Roles of characters in The Hobbit and a visual representation of the Hero’s Journey to use with
Journey another movie or book.
Student Learning Objective: Acceptable Evidence: Lesson Activities:

Students should begin to
recognize and utilize the
ways in which descriptive
language is used within the
story to create rich
environments and characters.
Completion of guided
questions for The Tolkien
Professor and group
Inklewriter descriptive
options.
Students begin by visually exploring the world of Tolkien’s Middle Earth via a Google Earth recreation, and follow
along with each part of Bilbo’s journey, briefly marking down which part of the Hero’s Journey each one might
relate to.
After this, students listen to a podcast by The Tolkien Professor and answer questions related to the topics and
points that Professor Olsen makes, as well as providing their own insights and thoughts regarding the work,
especially in regards to descriptive language.

Lesson 3 (Graphic Organizer)
Student Learning Objective:
Lastly, students group up and use a website called Inklewriter to begin looking at the ways in which descriptive
language can be used to change and alter a story, character, or environment. With each member contributing, the
beginning of a story and character are created via a “choose your own adventure” type options.
Acceptable Evidence: Lesson Activities:

Students should be able to
show in-depth knowledge
and understanding of the
Hero’s Journey, Archetypal
Roles, and the extent to which
language plays into the
creation of both of these
aspects.
Completion of the Double-
Entry Journal, including a
complete comparison of both
The Hobbit and a chosen
work.
Students begin to analyze and apply the Hero’s Journey to The Hobbit in a more intricate manner. Utilizing a
Double-Entry Journal, students choose 5 points of the journey and pull quotes from the book that correlate to
these moments, describing and analyzing the ways in which it serves as this portion of the circle.
Then, students choose another book, movie, show, etc., and describe the part of the story in which each of these
five points of the journey happens, drawing parallels between the two.

Unit Resources:

Misty Mountains (Cold) Full Song And Scene With Lyrics [HD/HQ]
Battling the Trolls (Scene) | The Hobbit: An Unexpected Journey (2012) Movie Clip HD
A Journey Through Middle Earth
The Tolkien Professor
Inklewriter
What makes a hero? – Mathew Winkler

Useful Websites:

LOTR Project – An interactive map of Middle Earth

LotR Wiki – A wiki page with large quantaties of detailed information and references for The Hobbit
The Tolkien Archives – An archive of articles on all things Tolkien and his works
ARDA – An encyclopedia of articles covering a wide variety of topics regarding Tolkien’s works
Tolkien Society – A site dedicated to information on Tolkien himself
Ted Nasmith – Illustrated artwork of numerous characters from The Hobbit and Lord of the Rings