THE HERO’S JOURNEY

Karley Regehr, PSIII

Summary of Unit:
Grade level: 9
Number of Students: Unknown, but assumed to be approximately 20-25 students.
Topic/Unit of Study: The Hero’s Journey/What is a hero
Approximate Number of Lessons:
Brief description of Unit:
An inquiry of “The Hero’s Journey”/“What is a hero?” This unit hopes to answer this question,
and others like it (found below) through text, media, and in everyday life. Together, we will
explore what a hero might have looked like throughout history (from Ancient Greek myths, to
WW1, to today). We will also explore what a hero is through various other pieces of literature
and fiction that describes, portrays and has themes of heroism.
Core Questions:
1. What is a hero?
2. What does a hero do?
3. What does it mean to be a hero?
4. Do we need heroes?
Rationale for these questions:
One common tale through all types and genres of literature, is the tale of the hero. By exploring
various mediums (poetry, short stories, films, fictional stories, and non-fiction, ) we can begin to
articulate answers to these questions: “what is a hero?”, “do we need heroes?”, “what does a
hero do?” and “what does it mean to be a hero?” (this will help to fulfill outcomes 1.1, 2.2 and
2.3). The texts that I plan on using include several myths from Greek Mythology (Hercules and
Perseus), the epic tale of Beowulf, and films like The Princess Bride, and Mulan. These specific
genres that will be used to explore the topic of heroism. By means of group discussions,
brainstorming activities and literature circles students will be able to collaborate and share ideas
in regards to the inquiry questions, and express preference and discover the value in various
forms of literature (outcomes 1.2 and 2.2). Additionally, by exploring these critical questions,
this unit may help to foster a “heroic” classroom community. By learning and discovering the
skills and attributes of a what hero is, and potentially looks like (kind, helpful, humble, loyal,
brave, etc.), students may be able to demonstrate these qualities in their creative work (outcomes
2.4 and 4.3), and perhaps maintain them within their own lives. It is also desired that students
will have the skills necessary to identify, recognize and respect the heroes of today and in their
own lives.

Goals for the Unit:

1. Students will explore and analyze various mediums of text in order to identity and define
key characteristics of a hero.
2. Students will analyze texts to evaluate what a hero is and does.
3. Students will be able to evaluate the influence a hero has on society (real or fictional),
and later determine if heroes are necessary.
4. Students will be able to evaluate if they can be a hero/if they are a hero.
Resources:
1. “Greek Myths: The Adventures of Hercules” – Jim Weiss (audio)
This CD is a dramatic telling of several Greek Myths and I have chosen to focus on
Hercules. By using this medium, students will be able to explore the Inquiry question of
“What is a hero?” Hercules, often seen as a hero, will help to provide a basis for
identifying key characteristics that define a hero. One possible activity that may be done
while listen to this story is to draw or sketch ideas, thoughts, feelings gathered from the
story and how they relate to what a hero is.
2. “Ten of the Best Mythical Hero Stories” – David West (book of short stories)
This collection of short stories has a common theme – they are all “hero stories.” Found
in the University of Lethbridge Curriculum Lab, I will have access to this book to use and
instruct. Again, this will provide a mean to explore the inquiry question but this time
through text. Due to the fact that this book may not be available to the school, a possible
activity that could occur is a read aloud – whether I as the teacher read aloud to the class,
or in small groups with photocopies of a particular story.
3. He Named Me Malala – Film
Instead of using text, this medium provides a real life example of what a hero might look
like. Malala has broken boundaries to motivate and improve the lives of people around
the world. Made in 2015, Malala was still a teenager. This aspect may prove useful in
relating to students. Questions to ask while viewing this film might include: What does a
hero look like today? Are hero’s real people, or do they only appear in fiction? What does
it take to be a hero? This film is available on Netflix.
4. Various Videos/Films
I have chosen to include various videos throughout the course (Ted Talks, Crash Course,
etc.) in order to provide another medium to view and discuss text. These will be
supplementary to the unit and help to explore the central theme of what a hero is. We will
also use films like The Princess Bride, the Wizard of Oz, and Mulan to represent what the
Hero’s Journey looks like. (due to time, some films may not be shown).
 Program of Study Outcomes that can/may be fulfilled within the unit - Checklist
GLO
• 1.1 Discover and Explore:
• 1.2 Clarify and Extend
• 2.2 Respond to Texts
• 2.3 Understand Forms,
Elements and Techniques
• 2.4 Create Original Text
SLO
Express Preferences
o explain preferences for texts and genres by particular writers, artists, storytellers and filmmakers (1.1.3.a)
Combine ideas
o examine and re-examine ideas, information and experiences from different points of view to find patterns and see
relationships (1.2.2.a)
Extend understanding
o assess whether new information extends understanding by considering diverse opinions and exploring ambiguities
(1.2.3.a)
Experience Various Texts.
o experience oral, print and other media texts from a variety of cultural traditions and genres, such as essays, broadcast
advertisements, novels, poetry, documentaries, films, electronic magazines and realistic fiction (2.2.1.a)
o identify and discuss how timeless themes are developed in a variety of oral, print and other media texts (2.2.1.b)
o compare and contrast own life situation with themes of oral, print and other media texts (2.2.1.d)
o express the themes of oral, print or other media texts in different forms or genres (2.2.1.e)
Construct Meaning from the Texts.
o analyze how the choices and motives of characters portrayed in oral, print and other media texts provide insight into those
of self and others (2.2.2.a)
o identify and discuss theme and point of view in oral, print and other media texts (2.2.2.b)
o discuss and explain various interpretations of the same oral, print or other media text (2.2.2.c)
o relate the themes, emotions and experiences portrayed in oral, print and other media texts to issues of personal interest or
significance (2.2.2.d)
Appreciate the Artistry of Texts
o discuss character development in terms of consistency of behaviour and plausibility of change (2.2.3.b)
Understand techniques and elements.
o compare the development of character, plot and theme in two oral, print or other media texts (2.3.2.a)
compare a main character in one text to the main character in another text from a different era, genre or medium (2.3.2.c)
Generate ideas.
o generalize from own experience to create oral, print and other media texts on a theme (2.4.1.a)
Elaborate on the expression of ideas.
o create oral, print and other media texts on common literary themes (2.4.2.a)
• 4.1 Enhance and Improve
• 4.2 Attend to Conventions
• 4.3 Present and Share
• 5.2 Work within a Group
Appraise own and other’s work.
o work collaboratively to make appropriate revisions based on feedback provided by peers (4.1.1.b)
Revise and edit.
o revise to ensure effective introductions, consistent points of view, effective transitions between ideas and appropriate
conclusions (4.1.2.a)
o revise to enhance effective transitions between ideas and maintain a consistent organizational pattern (4.1.2.b)
o revise to combine narration, description and exposition effectively (4.1.2.c)
Expand knowledge of language.
o distinguish between the denotative and connotative meaning of words, and discuss effectiveness for achieving purpose
and affecting audience (4.1.4.a)
Attend to Spelling
o demonstrate the deliberate, conscientious and independent application of a variety of editing and proofreading strategies to
confirm spellings in own writing (4.2.2.a)
o identify situations in which careful attention to correct spelling is especially important (4.2.2.b)
o identify and use variant spellings for particular effects, depending on audience, purpose, content and context (4.2.2.c)
Attend to capitalization and punctuation
o use quotation marks to distinguish words being discussed in own writing (4.2.3.a)
o use dashes to show sentence breaks or interrupted speech, where appropriate in own writing (4.2.3.b)
o know that rules for punctuation can vary, and adjust punctuation use for effect in own writing (4.2.3.c)
Present information
o select, organize and present information to appeal to the interests and background knowledge of various readers or
audiences (4.3.1.a)
Enhance Presentation
o choose appropriate types of evidence and strategies to clarify ideas and information, and to convince various readers and
audiences (4.3.2.a)
Cooperate with others
o contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand the ideas and
viewpoints of others (5.2.1.a)
o discuss and choose ways to coordinate the abilities and interests of individual group members to achieve group goals
(5.2.1.b)
Work in groups
o generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or
investigations (5.2.2.a)
o share responsibility for the completion of team projects by establishing clear purpose and procedures for solving
problems, monitoring progress and making modifications to meet stated objectives (5.2.2.b)
Evaluate group process
o establish and use criteria to evaluate group process and personal contributions; set goals and make plans for
improvement (5.2.2.c)
 Desired Results
Established Goals – GLO(s): These are the goals outlined within the Program of Study that will be
fulfilled within the entirety of the unit.
Program of Study Outcomes that can be fulfilled within the unit:
See outcomes attached above.
Understandings:
Students will understand that…
Students will understand basic grammatical and
spelling mechanics.
Students will understand basic literary devices
and concepts such as theme, tone, symbolism,
irony, and character development.
Prior understandings…
Students will have at minimum an introductory
understanding of writing and writing
conventions.
Students will already have an understanding of
and will have completed learning outcomes in
preceding grades.
Where does this lead?
Students will have an understanding of the
dynamics of The Hero’s Journey, and various
archetypes.
Students will have an understanding of what a
hero is in terms of societal and personal
definitions.
It is a hope that students will apply heroic
tendencies in their own lives.
Essential Questions:
1. What is a hero?
2. What does a hero do?
3. What does it mean to be a hero?
4. Do we need heroes?
a. Can I be a hero?
i. How do I be a hero?
Students will be able to…
Students will make personal and real-world connections
to text and the ideas of others.
Students will be able to effectively communicate and
collaborate with others and in a variety of ways (written
responses, discussions, etc.).
Students will be able to reason through controversial
subjects and topics.
Students will acknowledge that multiple perspectives
exist and have the potential to be valid.
Among these things, this unit will help ensure the proper
scaffolding needed to fulfill the various learning
outcomes in subsequent grades
Analyze the techniques and conventions of drama
Recognize literary features including character, plot
development, theme, and setting.
Question characters’ motivations and make inferences
about characters.
Validate understanding through textual references
supporting multiple interpretations.
Apply strategies for determining meaning of vocabulary
in context.
 Assessments
Hero’s
Princess Hero’s
Think/Pair/S Brainstorm & Journal & Journey Short Story
Title Jig Saw
hare Discussions Activities Chart Myths
Bride Quizzes Journey
(final)
SLOS Assignment Research
(x3?)
Type F F F Formative Summative Summative Summative Summative Summative
(Formative/Summative)

Weighting 0% 0% 0% 0% Minor Minor Minor Major Major

Within Unit

1.1.3.a ü ü ü ü ü ü
1.2.2.a ü ü ü ü ü ü ü
1.2.3.a ü ü ü ü ü
2.2.1.a ü ü ü ü ü ü ü
2.2.1.b ü ü ü ü ü ü ü ü
2.2.1.d ü ü ü ü ü ü
2.2.1.e ü ü ü ü ü ü ü
2.2.2.a ü ü ü ü ü ü ü ü ü
2.2.2.b ü ü ü ü ü ü ü ü
2.2.2.c ü ü ü ü ü ü ü ü
2.2.2.d ü ü ü ü ü ü ü ü
2.2.3.b ü ü ü ü ü ü ü ü ü
2.3.2.a ü ü ü ü ü ü ü
2.3.2.c ü ü ü ü ü ü
2.4.1.a ü ü ü ü ü
2.4.2.a ü ü ü ü ü ü
4.1.1.b ü ü ü ü ü ü
 4.1.2.a ü ü ü ü ü ü ü
4.1.2.b ü ü ü ü ü ü ü
4.1.2.c ü ü ü ü ü ü
4.1.4.a ü ü ü ü ü ü
4.2.2.a ü ü ü ü ü ü ü
4.2.2.b ü ü ü ü ü ü ü ü
4.2.2.c ü ü ü ü ü
4.2.3.a ü ü ü ü ü
4.2.3.b ü ü ü ü ü
4.2.3.c ü ü ü ü ü
4.3.1.a ü ü ü ü ü ü ü
4.3.2.a ü ü ü ü ü
5.2.1.a ü ü ü ü ü
5.2.1.b ü ü ü ü ü
5.2.2.a ü ü ü ü ü
5.2.2.b ü ü ü ü ü
5.2.3.c ü ü ü ü ü
Listening ü ü ü ü ü ü ü ü
Speaking ü ü ü ü ü
Reading ü ü ü ü ü ü ü ü ü
Writing ü ü ü ü ü ü ü ü ü
Viewing ü ü ü ü ü ü ü ü ü
Representing ü ü ü ü ü ü ü ü ü
 Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
By keeping a unit portfolio with items like
KWL charts, journal entries, exit slips, and
other activities, I as the teacher will be able
Journals/Activities to track student understanding throughout ü ü
the unit to ensure proper scaffolding and
success. Students may also use this as a way
to track and monitor their own learning.
An activity like a Jig Saw will be used in
class to help students know and understand
the text that we are currently reading. This
activity serves as assessment for learning as
it will help me evaluate how much of the
Jigsaw text students are taking in and ü
understanding. It also serves as assessment
as learning, as students will be accountable
for their learning and it will help students
teach their peers about what they have
learned about the text.
Think/Pair/Share activities will enable
student to gather and express their thoughts
and ideas in a low-stakes environment and
then share them with the group. This allows
Think/Pair/Share ü
me to hear collected and organize thoughts
of the students so I can properly scaffold
further information or fill in gaps of
knowledge.
Again, these activities will enable student to
gather and express their thoughts and ideas
in a low-stakes environment and then share
Brainstorm &
them with the group. This allows me to hear ü ü
Discussions
collected and organize thoughts of the
students so I can properly scaffold further
information or fill in gaps of knowledge.
Student will be able to complete a graphic
organizer for various texts that we
Hero’s Journey
read/view/respond to. This will help ü ü ü
Chart
students plot out and understand the Hero’s
Journey Archetype.
 This assignment will be used to ensure that
students understand and can identify various
Princess Bride
archetypes, and the stages of the hero’s ü ü
Assignment
journey. It is one step in giving extra
practice in learning these archetypes.
In groups, students will research and present
on a contemporary hero. This allows
students to discover and explore how the
Contemporary Hero
Hero’s Journey archetype can be applied to ü ü
Research Project
regular life and in the world around us. It
helps to direct students to define what/who
a hero is and answer the essential questions.
These short quizzes will check for
understanding, and allow me, the teacher,
the gauge where my students are in their
learning. Do I need to repeat information?
Quizzes ü
How are my student comprehending and
absorbing the information? Quizzes are
great bench mark to see where the students
are at.
This assignment allows students to write
their own Hero’s Journey Story. This may
take place as a narrative or memoir. It must
Short Story ü
outline/feature the various stages of the
Hero’s Journey, while being careful of
grammar, punctuations, etc.
 September 3-7: Week 1
Monday Tuesday Wednesday Thursday Friday
(1 hour) (1 hour) (45 minutes) (1 hour) (45 mins)
Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:
Get to Know You What are What are Archetypes What is a hero.
archetypes.
SLOs Addressed: SLOs Addressed: SLOs Addressed:
N/A SLOs Addressed: 2.2 Experience 2.2 Experience
2.2 Experience Various Texts Various Texts
Text: Various Texts 2.3 Understand 2.3 Understand
→ Course Outline 2.3 Understand techniques and techniques and
→ Questionnaire techniques and elements elements
NO SCHOOL 2.4 Create Original 2.4 Create Original
elements
Text Text
Activities: 2.4 Create Original
4.3 Present 4.3 Present
1) Attendance & Text Information Information
seating plan 4.3 Present 5.2 Work in Groups 5.2 Work in Groups
→ one fun fact about Information
you 5.2 Work in Groups Text: Text:
→ write one page → PPT → TedED “What
about your summer Text: makes a hero?”
→ PPT Activities:
2) Course Outline 1) Finish learning Activities:
and class Activities: about archetypes. 1) Archetype Quiz
expectations 1) What are Mother Figure, 2) Quick write
activity:
3) Questionnaire archetypes? Temptress,
What/who is a
4) Various Get to 2) Hero, Mentor/God- Damsel, The hero? OR In
Know You Teacher, Underdog. what ways have
Trickster/Fool, 2) Jig Saw Activity: In you been a hero?
Villain, groups, summarize an 3) In pairs share
archetype and find what you wrote.
Assessment: - can you think of In groups share
Formative: other examples? examples within
what you wrote,
→ 1 page written - Quick write – write literature, film, etc. as a class share
→ Observation a list, tell me what and present to the what you wrote.
→ Conversation makes these examples class. 4) What made these
things/ people
3) There will be a quiz
Summative: part of that specific hero’s? An
on archetypes
→ N/A archetype? tomorrow at the event? A lesson?
3) Quiz on Friday beginning of class, so
A characteristic?
As a group
be sure to pay write/draw on
Assessment: attention. your poster
Formative: 4) Review of paper.
→ Observation Archetypes.
à Jig Saw Assessment:
à Questions Assessment: Formative:
Summative: → Observation → Observation
→ N/A à Jig Saw à Questions
à Questions Summative:
Summative: →Quiz
→ N/A
 September 10-14: Week 2
Monday Tuesday Wednesday Thursday Friday
(1 hour) (1 hour) (45 minutes) (1 hour) (45 mins)
Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:
Short Story/poem to The Hero’s Journey The Hero’s Journey Greek Myths Greek Myths
Identify Archetypes

SLOs Addressed:
SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:
1.1 Discover and 1.1 Discover and 1.1 Discover and 1.1 Discover and 1.1 Discover and
Explore Explore Explore Explore Explore
1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas
2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts
2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas

Text: Text: Text: Text: Text:

→ Not my Best Side → PPT & Piper → PPT & Piper → Hercules → Jim Wiess Greek
Pixar Short Film Pixar Short Film Myths
Activities:
Activities:
1) Students will view
a painting for 2 Activities: Activities: 1)What is Activities:
minutes. We will 1) Review of mythology? How 1) Finish Reading
then have a 1) Sand piper Beginning stages of might this fit with Hercules.
discussion about 2) Begin Monomyth The Hero’s Journey 2) Find your own
what archetypes Archetype of 2) PPT & Piper as we know it? Greek myth and
they see. Monomyth. Short Film 2) Greek Mythology show how it fits the
Archetypes are
3) What is an 3) Finish Video (overview) Hero’s Journey
everywhere.
archetype. Monomyth Crash course video 3) Due at end of
2) Students will read
4) First few stages What is a Monday
“Not My Best
Side” silently on of Monomyth myth/mythology
their own Assessment: 3) Read one
3) Read “Not My interpretation of
Assessment: Formative: Hercules.
Assessment:
Best Side” Formative: → → Observation Formative:
together as a class. → Observation à Jig Saw → Observation
4) Discuss the
à Jig Saw à Questions
Assessment: à Jig Saw
archetypes.
à Questions Formative: à Questions
5) Were they what → → Observation
you expected? Summative: Summative:
→N/A à Jig Saw Summative:
How were they → N/A
à Questions
different? → Hero’s Journey
Summative:
6) If time Begin Chart
Monomyth. → N/A

Assessment:
Formative:
→ Discussion
-- > Observation
à Questions
Summative:
→N/A
 September 17-21: Week 3
Monday Tuesday Wednesday Thursday Friday
(1 hour) (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

Hercules Princess Bride Princess Bride Princess Bride What Makes a
SLOs Addressed: Hero?
1.1 Discover and SLOs Addressed: SLOs Addressed: SLOs Addressed:
Explore 1.1 Discover and 1.1 Discover and 1.1 Discover and SLOs Addressed:
1.2 Combine Ideas Explore Explore Explore 1.1 Discover and
2.2 Respond to Texts 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas Explore
2.4 Generate Ideas 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts 1.2 Combine Ideas
2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas 2.2 Respond to Texts
Text: 2.4 Generate Ideas
→ Hercules Text: Text: Text:
→ The Princess → The Princess → The Princess Text:
Activities: Bride Bride Bride → He Named me
1) Find your own Malala
myth/legend and
plot out the Hero’s Activities: Activities: Activities: Activities:
Journey on the 1) Princess Bride 1) Princess Bride 1) Work Period 1) In continuing the
chart. Archetypes and Archetypes and conversations of
2) Discussion: What Hero’s Journey Hero’s Journey “what is a hero?”
made Hercules a Chart Chart Assessment: We will watch He
hero? Formative: Named me Malala,
→ Discussion to see what a
Assessment: -- > Observation contemporary hero
Assessment: Formative: Assessment: à Questions is.
Formative: → n/a Formative: Summative: 2) He Named me
→ Discussion Summative: → n/a → Princess Bride Malala Viewing
-- > Observation → Princess Bride Summative: Archetypes and Guide
à Questions Archetypes and → Princess Bride Hero’s Journey
Summative: Hero’s Journey Archetypes and Chart
→ Chart Hero’s Journey Assessment:
Chart Formative:
→ Viewing Guide
à Observation
Discussion
Summative:
→N/A
 September 24-28: Week 4
Monday Tuesday Wednesday Thursday Friday
(1 hour) (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:

2.2 Experience 2.2 Experience 2.2 Experience 2.2 Experience
Various Texts Various Texts Various Texts Various Texts
2.3 Understand 2.3 Understand 2.3 Understand 2.3 Understand NO SCHOOL
techniques and techniques and techniques and techniques and
elements elements elements elements
2.4 Create Original 2.4 Create Original 2.4 Create Original 2.4 Create Original
Text Text Text Text
4.3 Present 4.3 Present 4.3 Present 4.3 Present
Information Information Information Information
5.2 Work in Groups 5.2 Work in Groups 5.2 Work in Groups 5.2 Work in Groups

Text: Text: Text: Text:

→ He Named me → N/A → N/A → N/A
Malala
Activities: Activities: Activities:
1) Contemporary 1) Contemporary 1) Present
Activities: Hero Project Hero Project
1) Finish watching 2) Present
He Named me Assessment:
Malala Assessment: Formative:
2) In pairs/groups Formative: Assessment: → Observation
research a modern → Observation Formative: Summative:
day hero. What Summative: → Observation → Contemporary
makes them a hero? → Contemporary Summative: Hero Project
What is their Hero Project → Contemporary
“hero’s Journey? Hero Project
3) Research and
Present

Assessment:
Formative:
→ Discussion
-- > Observation
à Questions
Summative:
→N/A
 October 1-5: Week 5
Monday Tuesday Wednesday Thursday Friday
(1 hour) (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:
2.2 Experience 1.1 Discover and 1.1 Discover and 1.1 Discover and 1.1 Discover and
Various Texts Explore Explore Explore Explore
2.3 Understand 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas
techniques and 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts
elements 2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas
2.4 Create Original
Text Text: Text: Text: Text:
4.3 Present N/A N/A N/A N/A
Information
5.2 Work in Groups Activities: Activities: Activities: Activities:
1) Short Story 1) Short Story 1) Short Story 1) Short Story
Text:
N/A Assessment: Assessment: Assessment: Assessment:
Formative: Formative: Formative: Formative:
Activities: → Discussion → Discussion → Discussion → Discussion
1) Present -- > Observation -- > Observation -- > Observation -- > Observation
Contemporary à Questions à Questions à Questions à Questions
hero project Summative: Summative: Summative: Summative:
2) Short Story → Short Story → Short Story → Short Story → Short Story
Assessment:
Formative:
→ Discussion
-- > Observation
à Questions
Summative:
→Contemporary
Hero Project
 October 9-12: Week 6
Monday Tuesday Wednesday Thursday Friday
(1 hour) (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:
1.1 Discover and 1.1 Discover and 1.1 Discover and 1.1 Discover and 1.1 Discover and
Explore Explore Explore Explore Explore
1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas 1.2 Combine Ideas
2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts 2.2 Respond to Texts
2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas 2.4 Generate Ideas

Text: Text: Text: Text: Text:

N/A N/A N/A N/A N/A

Activities: Activities: Activities: Activities: Activities:

1) Short Story 1) Short Story 1) Short Story 1) Short Story 1) Short Story

Assessment: Assessment: Assessment: Assessment: Assessment:

Formative: Formative: Formative: Formative: Formative:
→ Discussion → Discussion → Discussion → Discussion → Discussion
-- > Observation -- > Observation -- > Observation -- > Observation -- > Observation
à Questions à Questions à Questions à Questions à Questions
Summative: Summative: Summative: Summative: Summative:
→ Short Story → Short Story → Short Story → Short Story → Short Story

* This amount of work time is a rough estimate as to what will be needed to complete their
short story. If less time is required, various filler activities will be used.