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Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th Grade Literature
Designed by
Lisa [email protected]
Based on a template from The WebQuest Page
Flikr: litmuse
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Years after Odysseus has completed his adventures, Telemachus’s children look to you as their mentors to relate the story of their grandfather to them. Presently, you both are surrounded by the your students as well as the other children in the service of the house, all begging to be told how Odysseus was transformed into a hero! To help the children track the places in the story one of you begins drawing a map, explaining where each part of the tale takes place.
One of the Children impatiently interrupts the other mentor, who has just begin telling the story and asks, “At what MOMENT did Odysseus become a hero?”
The story teller begins to respond by saying, there was not ONE moment, there was a whole adventure ! All the children settle down and attentively listen to you describe the adventure e of Odysseus and his journey to becoming a hero.
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
At the end of your story you will have identified:
•The steps involved in the HERO’S JOURNEY•The points in the story where Odysseus completes another step in the hero’s journey •The main places where Odysseus traveled to and the people he met and how both (people and places) advanced Odysseus hero’s journey.
Your end product will be: A poster map of Odysseus’s adventures with each setting having Place title, a list of characters he met there and a number referencing the step of the Hero’s journey it relates to. (if you decide Troy is Odysseus’s first setting and the first step of his hero’s journey, the picture on the map will have a number one by it.) The steps will be identified in separate paragraphs , summarizing the step of the journey and how Odysseus completed the step.
Title
Flikr: litmuse
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Once you have completed reading Homer’s Odyssey:
•You will be paired with one classmate to complete this project.•You and your partner will need to review the two roles the project requires, decide which role you want to play and follow the steps listed underneath your role.
The Storyteller•As the storyteller you will need to know and summarize the steps of the hero’s journey.•You will need to be able to describe how Odysseus is able to complete each step within the process through his adventures.•Combine both steps into 1 paragraph PER STEP!!!!•Arrange the paragraphs in order of the steps of the Hero’s journey
The Cartographer•You will need to map out Odysseus’s journey by either drawing or finding another form of representation for each setting in the story.•Your representation and placement of each place should reflect a real map (so put the real countries and real islands in their correct places, your map should not be a flat place 1 next to place 2 which is next to place 3!!!)•Every place on your map should be titled and include a list of characters who were present at each place. Also include the number of the step in the hero’s journey which was completed at the place (this should go in parenthesis following the setting’s title).
These websites may help you tell your story and create your map:1. What is a Hero’s Journey?2. The Hero’s Journey3. People and Places of the Odyssey4. Monomyth Hero’s Journey5. Helpful Maps6. A simple Map of Odysseus’s adventure
Student Page
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Introduction
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[Teacher Page]
Group Planning ‐‐ Research Project : A Hero's JouneyTeacher Name: Lisa WinslowStudent Name: ________________________________________
CATEGORY 4 3 2 1
Ideas/Research Questions
Researchers independentlyreasonable, insightful, creative ideas/ interpretations to pursue when doing the research.
Researchers independentlyidentify reasonable ideas/ interpretations to pursue when doing the research.
Researchers identify, withsome adult help, reasonable ideas/ interpretations to pursue when doing the research.
Researchers identify, with considerable adult help, ideas/ interpretations to pursue when doing the research.
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.
Each student in the group can clearly explain what information s/he is responsible for locating.
Each student in the groupcan, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.
One or more students in the group cannot clearly explain what information they are responsible for locating.
Plan for OrganizingInformation
Students have developed a clear and creative plan for organizing the information as it is gathered and in the final research product. All students can independentlyexplain the planned organization of the research findings.
Students have developed a clear and creative plan for organizing the information in the final research product. All students can independently explain this plan.
Students have developed a clear plan for organizing the information as it is gathered, but lack creativity. All students canindependently explain most of this plan.
Students have no creative clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Date Created: May 29, 2008 05:02 pm (CDT)
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
At the end of your story, you have taken your students through the steps of the hero’s journey which Odysseus completed, by describing the steps and telling the story of The Odyssey. You have also provided the children with a visual representation of what Odysseus’s hero’s journey!!!
TAKE A BOW!!!
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Images used in this Webquest presentation were found at:FlikerUsername: litmuseLink to Picture
FlikerUsername: litmuseLink to Picture
Additional Webquest sources can be found at these links:
The WebQuest Page
The WebQuest Slideshare Group
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th Grade Literature
Designed by
Lisa [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Flikr: litmuse
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The incorporation of Homer’s The Odyssey into this lesson plan was initiated by teacher’s in Colorado’s St. Vrain School District. By using characters such as Odysseus to inform students of the steps which must be completed on the Hero’s Journey. The high school which this lesson plan was originally designs by reported great success.
In this lesson plan students will learn the steps involved in the process of the hero’s Journey, which is a common theme in literature. Students will also link the steps in the Hero’s Journey to the sequence of event which take place in the Odyssey. By creating a map which includes the people and places which Odysseus encountered in his adventure, students will also be able to identify moments and situations where Odysseus completed another Hero’s Journey step.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson plan is originally designed for 10th grade literature students because it challenges the students to analyze the text, including characters and places, as to how the effect the main character and the rising events in the story. This lesson plan has the ability to be made appropriate for both younger grades and older, through changing a few minor factors to increase or decrease the difficulty level of the assignment. The make it appropriate for grades below 10th, teachers could add more group members so that the tasks are half as hard and the students are not required to do as much. To increase the level of difficulty, teachers can ask students to work alone, which would require more research and more work. Also you can increase/decrease the amount of writing which must be done surrounding the Hero’s Journey steps, depending on their grade level.
Prior to this lesson students will have had to have read The Odyssey and be able to identify that Odysseus’s character undergoes several changes throughout the text.
Evaluation
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[Student Page]
Title
Introduction
Learners
Standards
Process
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Teacher Page
Students will learn about and demonstrate the steps of the linguistic Hero’s Journey by completing their projects, which align with the following Colorado State Reading/Writing Standards.
Reading/Writing Standards Addressed
•Students read to locate, select, and make use of relevantinformation from a variety of media, reference, and technological sources.(Standard 5).
• Students read and recognize literature as a record ofhuman experience. (Standard 6.)
.As a result of this project students will walk away with developed group
communication, team work and both students will be able to identify connections and differences between the literary tale and everyday life. A good follow up question/project my be to ask them to do the same format of this project but to apply it to their life, instead of Odysseus’s.
Evaluation
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[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
The project should be completed during class time, which allows you to measure the amount of success your students are having, the project should be completed in one week (give or take the weekend). Groups should be done in the way which will best benefit your students, every class room is different!
•Students will be paired with one classmate to complete this project.•The paired students will need to review the two roles the project requires, decide which role you want to play and follow the steps listed underneath your role.
The Storyteller•As the storyteller students will need to know and summarize the steps of the hero’s journey.•Students will need to be able to describe how Odysseus is able to complete each step within the process through his adventures.•Combine both steps into 1 paragraph PER STEP!!!!•Arrange the paragraphs in order of the steps of the Hero’s journey
The Cartographer•Students will need to map out Odysseus’s journey by either drawing or finding another form of representation for each setting in the story.•The student’s representation and placement of each place should reflect a real map (so put the real countries and real islands in their correct places, your map should not be a flat place 1 next to place 2 which is next to place 3!!!)•Every place on the map should be titled and include a list of characters who were present at each place. Also include the number of the step in the hero’s journey which was completed at the place (this should go in parenthesis following the setting’s title).
To complete this task you may request that the “storyteller” goes to the lab to write their paragraphs and the Cartographer remains in the class room working on the poster of the map. However, teamwork would be ideal for this project and therefore it is recommended you have computers available and the location the group work on the project is left to them to deiced.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Required Resources for this project:
•Each group must have a copy of the text.•Computers/ internet access•Poster bored/ butcher paper•Art supplies (glue, scissors, markers)
These basic websites may provide information surrounding the steps involved in the Hero’s journey as well as several lists and descriptions of people and places in the Odyssey:
Evaluation
Teacher Script
Conclusion
1. What is a Hero’s Journey?2. The Hero’s Journey3. People and Places of the Odyssey4. Monomyth Hero’s Journey5. Helpful Maps6. A simple Map of Odysseus’s adventure
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
At the end of this project students should feel comfortable describing the steps of a typical Hero’s journey. As a follow up you can do what was previously suggested and have them write a mini paper describing their Hero’s Journey. By doing this you would be able to identify if the lesson plan was successful.
When evaluating the student’s work and presentations their ideas and explanation should break into a deeper connection. They should use relevant textual evidence to support their ideas to show critical thinking.
Also it is important to see where students got their sources from. The text should be often referenced but encourage your students to take advantage of the websites you gave them and include that information within their presentation as well. This shows their flexibility and skills at using several sources to gain valuable information.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Step one: Have the students divided into their groups and sitting next to each other at computers. Have the students read the Title, Introduction and Task slides silently. Ask for questions.
Step 2: Read the process slide out loud to the entire class while they follow along. When reading the roles tell students they will given an opportunity to choose AFTER the entire project has been introduced.Clarify the team members WILL WORK TOGETHER, while the parts are different they will need to make sure that both parts are connected. Ask for any questions.
Step 3: When looking at the rubric, read over the highest and the lowest, it is a pretty basic rubric that doesn't need to be gone into in great detail. Ask for question.
Step 4: Ask students to write you a note saying which role each has take on and their goal to complete for the day. This should allow you to keep track of progress.
Step 5: As students work in their pairs, walk around asking them what point they are making, which step has been the easiest to identify, just hit them with questions that keep them task oriented and interested in perusing the topic. Encourage them to think critical and stretch their point with good backup coming from their research.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The Hero’s Journey is a literary technique which is relevant in many other text outside the classics like The Odyssey, and therefore students need to be taught how to identify the steps and the importance of each step. The Journey impacts not only the characters but the entire plot of the text. It also encourages the students and readers alike to make a connection between fiction and reality.
By doing the project in the format of a webquest student’s feel as if it is innovative and unique to their education. A webquest requires individual responsibility and leads to better teamwork. If the project were presented in an everyday paper format, the lesson would not impact the students skills and comprehension as well as a webquest does.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Images used in this Webquest presentation were found at:FlikerUsername: litmuseLink to Picture
FlikerUsername: litmuseLink to Picture
Additional Webquest sources can be found at these links:
The WebQuest Page
The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
