Writing a Hero's Journey Narrative
Think about all the heroes you have encountered in fiction and real life. What type of hero appeals to you? This week our class will be writing and creating a narrative about an original hero. We will use the Hero’s Journey archetype to develop and structure your ideas. The teacher will provide students with copy of The Hero's Journey Story Plot which they can use a a reference.
Students will plan and create a draft that includes the elements of an effective narrative. They will work with a partner or in small group to revise and edit their piece of writing.
This writing assignment will be evaluated using the scoring criteria from their Springboard text, Page 59. Students may also view the rubric by accessing their Springboard E book from home.
The Graphic Novel
This week, 8th grade ELA students will take a look at a graphic novel adaptation of the A Wrinkle in Time excerpt to learn about the techniques authors to create different effects and convey a message to the reader. Graphic novels use a combination of images and words to tell real or fictional stories. As students explore the graphic novel, they should focus on the effective dialogue and the distinct features that characterize this type of storytelling.
Students will work individually or in small groups to create an illustrated effective dialogue, choosing one of various scenarios provided by the teacher. Templates will also be provided for students to develop their graphic stories. As students work in their project, the following terms can guide their discussion and writing about graphic novels with precision:
Panel—squares or rectangles that contain a single image
Gutter—space between panels
Dialogue Balloon—circular shape that contains communication between/among characters
Thought Bubbles—shape that contains a character’s thoughts shared only with the reader
Caption—box that provides background information about the scene or character
Sound Effect—visual clue about sounds in the scene
Long Shot—image that shows a character or object from the distance so you can see its entirety
Extreme Long Shot—image that shows objects or characters in very small scale, often showing a landscape or crowd of characters
Close-up—image that is shown in a large view taking up at least 80 percent of the panel
Extreme Close-up—image that is shown in very large view, often focusing on a small portion of a larger object or character
They will work in small groups to draft and illustrate the final event in a narrative.
Important Notes this week:
A Wrinkle in Time
We hope everyone had a great fall break!
This week, 8th grade students will be reading an excerpt from "A Wrinkle in Time," by Madeleine L' Engle, to analyze a narrative for archetype and narrative techniques. They will be determining the theme and central idea of the text, as well as identifying the stages of the hero's journey in the reading selection.
Later in the week, students will be reviewing the RACE strategy as they get ready to work on their embedded writing assessment, where they will develop their own narrative and apply the stages on the hero journey to the plot of their writing.
The Odyssey and the Hero's Journey
This week students will be reading an excerpt from The Odyssey. They will be analyzing the epic poem for archetype of the hero's journey, as well as using textual evidence to support their analysis of the story as they answer text dependent questions. Students will also explain the difference between character traits and characterization using examples of two characters from the story.
As we read and discuss The Odyssey, students will focus on the following vocabulary: talents, draught, whey, curdled, sacked, slew, suppliants, devoid, revere, aegis, whelps, cast lots, premonitions, ambrosia and nectar, fuddled, subtle, treachery, and fleece.
There will be a comprehension quiz on Friday that includes vocabulary, analyzing quotes from the story and using evidence from text to support answers to questions.
Fall Break: No School
Monday September 24th thru Friday September 28th
The Drummer Boy of Shiloh
This week, our class will be reading and discussing a short story, The Drummer Boy of Shiloh, by Ray Bradbury. Students will be able to determine meaning of words and phrases as they are used in the text, including figurative language used by the author to create impact in the meaning and tone of the story. Students will also practice their writing skills, using textual evidence to support their analysis of the story.
Vocabulary to focus:
The Drummer Boy of Shiloh (Part 1)
The Drummer Boy of Shiloh (Part 2)
Additionally, students will be assigned a Hero's Journey Project. In this project, students will complete an analysis of the hero journey archetype using a movie or story of their choice.
The Hero's Journey Project (100 points): Due September 17, 2018
Applying the Hero Stages to the Plot of a Story
I hope you have had a restful long weekend!
This week we are wrapping up with Big Hero Six, by analyzing the hero's journey stages in the movie.
Students will be reviewing the story presented in the movie and editing the chart they created last week, as needed. This will serve as a study guide for a comprehension test, Tuesday. The following link contains a prezi presentation that they can use to review and study for the test:
Thursday and Friday, our class will be introduced to imagery in literature. We will read the poem Ithaka
to analyze how writers use imagery to create a picture in the reader's mind. Students will be identifying examples of imagery in the poem. Then students will be creating a poem of their own, using imagery to describe the character as she is presented in the poem.
Highlights this week:
September 5th- Progress reports will be available online via StudentVue or ParentVue. ParentVue gives you access to your student;s schedule and grades. Click on the following link and follow the simple steps.
Identifying the stages of the Hero's Journey
This week, our students will be using the knowledge gained to identify the stages of the Hero's Journey in the movie Big Hero Six.
After students watch and discuss the movie in two class periods, they will complete a chart to provide examples from the movie, identifying each stage of the Hero's Journey within the movie. Students may choose to work independently, in pairs or in small groups of 4. Students who choose to work in pairs or small groups must clearly identify which parts each student completed. You must write the examples using complete sentences, correct capitalization and punctuation.
The due date for this assignment is Friday, August 31, 2018.
Wednesday August 29 is Early Release Day. Students will be dismissed as follows:
11:30 a.m. - High School
12:30 p.m. - Elementary School
1:30 p.m. - Middle School
If you have any questions, please contact your local school for more information.
The Hero's Archetype Explained
Every story is a journey. Whether set in a fantastical world or the house next door, all narratives in some way record the universal human experience of growth and transition. Archetypes are symbolic images recognized in the collective unconscious of all people. A writer’s responsibility is to help guide the audience along this path in an accessible and compelling way.
This week our class is learning about 8 different archetypes that can be identified in every story and the job or responsibilities of each one within a story. Students will be completing an outline as each archetype is explained in class.
Also, for the past couple of weeks, students have been learning and applying the vocabulary words for this unit during class warm ups. Tuesday, we will complete a study guide that will help them study for a vocabulary assessment Friday.
Warm ups are discussed in class daily and students are responsible to check for accuracy and turn them in every Friday. Students need to label and date each warm up, before they turn them in for a grade.
Unpacking Unit 1: The Challenge of Heroism
This week our students will be working with an overview of Unit 1.
Students will take a vocabulary pre-test to assess their previous knowledge of the vocabulary for this unit.
Students will be creating a poster or thinking map with the following components:
Thursday, we will visit the Learning Commons (our school library), to check books out for personal reading.
We will complete a scavenger hunt using the books they check from the library.
Welcome to your ELA blog site!
Last week we had a very exciting short week. We went over general rules and procedures as well as reviewed arrival and dismissal procedures. Students met their teachers and classmates. Thursday, students worked on a graphic organizer to plan for their first journal entry: "My First Day of School." Friday, students used their graphic organizer to write a short essay which will be turned in Monday .
This week we will be setting up our ELA class binder. This will help organize the material we will cover in class daily to make it easier for you to study and reference as we learn together. You will need the following materials to class daily:
Class Assignments this week:
This week will be reviewing some basic Language Arts functions, such as Parts of Speech and practicing Grammar skills during our Warm ups.
The Parts of Speech are: