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| Overarching Questions Do heroes from around the world share the same universal questions? Those are: “Who am I? Where did I come from? Where will I go when I die? What is good and what is evil? What must I do about it? What will tomorrow be like? Where did yesterday go? Is there anybody else out there?” Enduring Understandings Writers from around the world and across historical time periods write about the universal theme of the hero's journey. They also use variations on a universal structure for the hero's journey. Readers and writers of literature use this knowledge to explore the various cultural and historical points of view on this universal theme. |
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| Students read multiple narrative texts from world literature to compare how the narratives define a hero and express the hero’s journey. Students compare the narrative structures and approaches to this universal theme, noticing what is common, different (left out), and/or added to this universal structure and theme. By focusing on point of view, both narrative and cultural, students develop an inquiry to identify the central ideas and the impact of culture or historical context and point of view on the choices authors make as they tell a story about the hero’s journey. At the heart of this inquiry is a single question: Do heroes from around the world share the same universal questions? Those are: “Who am I? Where did I come from? Where will I go when I die? What is good and what is evil? What must I do about it? What will tomorrow be like? Where did yesterday go? Is there anybody else out there?” |
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| MI: English Language Arts 6-12 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.9-10.2. 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; provide an objective summary of the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Assess how point of view or purpose shapes the content and style of a text. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9-10.3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.1. 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. SL.9-10.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.1a. Use parallel structure.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.2c. Spell correctly. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
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| - What themes and narrative structures are universal?
- How does point of view alter a universal theme in literature?
- How does the culture of a country impact the point of view?
- How does the universal concept of a hero change from one world culture to another?
- What cultural values or views about heroism and gender roles impact the way authors write stories expressing the hero myth?
| character development cultural point of view first-person point of view frame story hero archetypes historical context inference literary point of view literary genre and philosophy (existentialism, magical realism, surrealism) narrative structures scene thematic development third-person limited omniscient point of view third-person omniscient point of view universal themes |
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| Pre-Unit Performance Task After viewing an iconic American text (short video or short fiction) that portrays an American Hero, students write several paragraphs to define the classic American Hero and identify the universal questions explored during the hero’s journey. Students will support their definition with specific examples from the text. Universal Questions about Heroes "Who am I? Where did I come from? Where will I go when I die? What is good and what is evil? What must I do about it? What will tomorrow be like? Where did yesterday go? Is there anybody else out there?” Mid-Unit Formative Assessment Task Students complete reading log entries that prepare them for critically reading a novel or other short narrative(s) and writing a literary essay about the central idea and theme of the narrative(s). Summative Assessment Task “The Hero’s Journey is a [narrative] pattern identified by the American scholar Joseph Campbell that appears in drama, storytelling, myth, religious ritual, and psychological development. It describes the typical adventure of the archetype known as The Hero, the person who goes out and achieves great deeds on behalf of the group, tribe, or civilization.” Stories built on the model of the hero myth have an appeal that can be felt by everyone, because they spring from a universal source in the collective unconscious, and because they reflect universal concerns. They deal with the child-like but universal questions: Who am I? Where did I come from? Where will I go when I die? What is good and what is evil? What must I do about it? What will tomorrow be like? Where did yesterday go? Is there anybody else out there?” —Chris Vogler Do heroes from around the world share the same child-like but universal questions? After reading world literature, collaboratively design a graphic or digital product that compares the ways stories from different countries use the universal structure and theme of the hero myth to explore universal human concerns. Identify which universal questions the authors explore and why they might emerge in literature from a specific country and culture. | Analyzing authors' decisions of multiple texts from around the world that use a universal theme and narrative structure Analyzing point of view as it is impacted by culture and history Analyzing authors' decisions and the impact of those decisions on meaning Annotating the text Categorizing the key details after reading Connecting and synthesizing themes between texts Identifying diction: connotation Identifying figurative Language: imagery, simile, metaphor, hyperbole, onomatopoeia, alliteration, personification Identifying key lines |
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| | Print Resources Bartel, Julie and Holley, Pam. Annotated Book Lists for Every Teen Reader: The Best from the Experts at YALSA-BK. New York, New York: Neal-Schuman Publishers, Inc., 2011. Print. Daniels, Harvey, and Steineke, Nancy. Mini-Lessons for Literature Circles. Portsmouth: Heinneman. 2004. Print. Fredricksen, James, Wilhelm Jeffrey D, and Smith, Michael. So, What’s the Story?: Teaching Narrative to understand Ourselves, Others, and the World. Portsmouth: Heinemann. 2012. Print Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4—12. Portland: Stenhouse Publishers. NH 2004. Print. Wilhelm, Jeffrey D. You Gotta Be the Book: Teaching Engaged and Reflective Reading with Adolescents. New York: Teachers College, 1997. Print. Wilhelm, Jeffery, Baker, Tanya, and Hackett, Julie Dube. Strategic Reading: Getting Students to Lifelong Literacy 6-12. Portsmouth: Boynton/Cook. 2001. Print Wormeli, Rick. Summarization in any Subject: 50 Techniques to Improve Student Learning. Alexandria: Association for Supervision and Curriculum Development, 2005. Print. Zemelman, Steven, Daniels, Harvey “Smokey”, Hyde, Arthur. Best Practice, Fourth Edition: Bringing Standards to Life in America’s Classrooms. Portsmouth: Heinemann. 2012. Print. |
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