I think the lesson plan we de-constructed was on the Madelyn Hunter model. Here's a website I found that we might just look over and get some ideas. Dianne
I will do my additions in purple again. - Danica Collaborative Lesson Plan Template
Grade Level
8th Grade English
Instructional Strategies
Questioning
Building Background Knowledge
Synthesizing
Constructing Meaning
Notemaking
Cooperative Learning
Graphic Organizers
Lesson Length
7 sessions (50 minutes)
Purpose
The purpose of this lesson is to read a myth, analyze the hero's journey pattern in Greek mythology, apply the concept of the hero's journey to a modern hero, and create a visual representation of a modern hero's journey.
Objectives
1. Identify and record traits character traits of Greek and modern heroes.
2. Analyze the key elements in the hero's journey story pattern found in Greek mythology.
3. Apply the hero's journey pattern to a modern hero. 4. Create a Photo Story product that explains a modern hero's journey.
TEKS
110.20. English Language Arts and Reading, Grade 8
(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; (D) identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); and (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. (6) Comprehension of Literary Text/Fiction (A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; (B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; (9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. §126.11. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School. 1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components; (E) use technology terminology appropriate to the task; 3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet; 4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files; (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information. (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports; (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
AASL Standards
Standard 1: Inquire, think critically, and gain knowledge 1.1 Skills 1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding. 1.2 Dispositions in Action
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats. 1.3 Responsibilities 1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly. 1.4 Self Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2 Dispositions in Action 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.4 Self-Assessment Strategies 2.4.3 Recognize new knowledge and understanding. Standard 3:Share knowledge and participate ethically and productively as members of our democratic society.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly. 3.2 Dispositions in Action 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others. 3.3 Responsibilities 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.4 Create products that apply to authentic, real-world contexts. 3.4 Self-Assessment Strategies 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. Standard 4:Pursue personal and aesthetic growth. 4.1 Skills 4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.2 Dispositions in Action 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3 Responsibilities 4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes. 4.4 Self-Assessment Strategies
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
Collaboration Assessment
The hero's journey graphic organizers are evaluated for completeness. The Photo Story product is evaluated with a rubric. http://www.mythweb.com/hercules/index.html dm
Data projector dm
Graphic Organizer of the Hero's Journey pattern dm
Interactive writing website
Collaboration
The teacher and Library MediaSpecialist (LMS) will work together to lead a whole class discussion. Both educators will collabrate to monitor and assist students during guided practice activities. Educators will demonstrate and monitor keyword Internet searching activities. Both educators will model partner work and collaboration. Both educators will assess student work both fomally and iformally.
Assessment
The hero's journey graphic organizers are evaluated for completeness. The Photo Story product is evaluated with a rubric. Informal Assessments are conducted by circulation around the room as wll as individual conferencing as needed.
Process Day 1
Motivation Students will be given one of four different pictures cards as they walk in (Harry Potter, Frodo, Luke Skywalker, and Simba). Students will be asked to form groups of 4 so that each group as all four picture cards. Students will then be given time in their groups to name the figures on the pictures cards and determine what they have in common.
Student Friendly Objectives
1. Identify common elements in the stories of 4 different heroes.
2. Develop a definition for the elements in the hero's journey.
Presentation
Educators lead a whole class discussion of the ideas generated in the student groups. Students create a working list of the common elements in the stories of the 4 different heroes in their class notebooks. Once students have determined enough elements from the hero's journey, the educators will explain that the 4 stories have similiar elements because they all follow a pattern called ther hero's journey. Educators will explain that the hero's journey is common in Greek mythology and is studied because it is the foundation of many modern stories.
The educators will then explain to students that they will work on a foldable that contains the elements of the hero's journey. They will work with a partner to take what they know from the 4 hero stories discussed and develop a definition for each element of the hero's journey. Educators will then show students how to create their foldable. Educators will then lead students through a think aloud to model how to brainstorm and develolp a definition for the first element in the hero's journey.
Student Practice Procedures
1. Fill in your foldable with the elements of the hero's journey.
2. Develop a definition for each element of the hero's journey and record on the foldable.
Guided Practice
Both educators monitor students' progress as they work on developing definitions for the hero's journey elements. Students who struggle will receive help from an educator who will ask questions that will lead students to a working definition for the element being worked on.
Closure
Ask students to share some of the definitions they developed for the different elements of the hero's journey. Let students know that in the next lesson they will be looking at one of the most famous Greek heroes and the journey he faced as a hero.
Process Day 2
Motivation: The librarian will project a short video showing the elements of a hero's journey: http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey
Today you will be introduced to the hero's journey of a Greek mythological figure, Hercules, as we read an online account of his hero's journey. As we explore the myth, you will complete the hero's journey graphic organizer to organize your ideas. Student Friendly Objectives:
1. Conduct simple Internet searches Use the Internet source to read the myth
2. Complete the hero's journey graphic organizer 3. Synthesize information and organize ideas Presentation: The classroom teacher will review information from the previous lesson and check for understanding. The librarian will briefly discuss various formats for reading information and tell students that many stories found in books are also available on the Internet but they should check online sources for accuracy. She will tell students they will have the opportunity to explore several websites by conducting a simple search for their subject, and then introduce the website they will be using for their assignment today. http://www.mythweb.com/hercules/index.html#indexShe will call students’ attention to the outline on the homepage. She will remind students of ethical use of the Internet as she guides them in locating the online resource they will need to complete the objectives. The classroom teacher will help monitor and assist as needed.
Student Practice Procedures: 1. Review the graphic organizer Work independently to conduct a search for their subject (Hercules; twelve labors, hero's journey etc.)
2. Locate website to be used for the lesson 3. Explore the website looking at the English version, Latin version, and Index 4. Complete the graphic organizer Guided Practice: Both instructors monitor students’ use of the Internet resources as they conduct simple searches using given search terms. Both instructors will stimulate students to come up with original search terms. The librarian will guide the students to the given website http://www.mythweb.com/hercules/index.html#indexStudents will read along as the teacher and librarian take turns reading the 12 labors of Hercules. Both instructors will assist students as needed to complete their own mythological hero graphic organizer. Closure: Students will finish or complete as much of their graphic organizer as possible. The librarian will review key technology ideas (i.e. searching, print vs. online resources, comparing websites, etc.) The teacher will review key points from the myth and preview the next lesson in which they will consider modern day heroes and brainstorm with a partner ideas for hero’s journeys for those heroes.
Process Day 3
Motivation
Today we have a virtual “guest” instructor who will join us in this series of lessons on the hero’s journey. He will explain the four steps in the hero’s journey that you learned in lesson one and relate them to popular movie characters most of you will be familiar with. Please welcome our guest instructor. The librarian will project the short Hero’s Journey video http://voicethread.com/share/110423/.
Student Friendly Objectives:
1. Identify a modern-day hero
Research their hero on the Internet.
2. Develop ideas for the four stages of the hero’s journey as they relate to their modern-day hero
3. Synthesize information and organize their ideas.
4. Self-assess through peer collaboration
Presentation
Following the video, the librarian and teacher will demonstrate the process for their partner work by discussing a modern-day hero, what his journey might look like, and completing selected information on a projected graphic organizer. The librarian will review searching strategies and ethical use of the Internet. The teacher will re-enforce learning by emphasizing the four stages of the journey. Both instructors will answer questions.
Student Practice Procedures:
Students will work with a partner to identify a modern day hero for their project
Partners will research their hero on the Internet using search strategies from previous lesson
Students will develop ideas for the four stages of their hero’s journey and record the information in their graphic organizer
Partners will work with another partner group to self-assess their work.
Guided Practice
The teacher and librarian will guide monitor discussions and help students identify a modern-day hero as needed. Both instructors will monitor Internet research and partner work offering assistance as needed. Both instructors will guide peer self-assessment collaboration and conduct conferences as needed.
Closure: Students will complete their collaborative work and focus their attention on the instructors. Instructors will identify groups that may need further help with completing the assignment and schedule tutoring sessions as needed. The teacher will review the objectives and preview the next part of the project
Process Day 4
Motivation
Show students various examples of Photo Story products. Discuss the elements that separate the poor products from the exceptional ones. Explain to students that they will be using the Photo Story software to create a Photo Story of their modern hero and his/her journey. The top three Photo Story products from each class will be played on different weeks during the televised morning annoucements.
Student Friendly Objectives
1. Create a PhotoStory product that shows the journey your hero would take in the modern world.
2. Monitor progress while working on the Photo Story product.
Presentation
Educators model how to open the Photo Story software and how to use the various features. Students will follow along with the educators as they model how to add music or pictures on Photo Story. Educators will review the rubric and emphasize the elements of the hero's journey that need to be present in the completed Photo Story. They will also remind students that their modern heros are responsible for overcoming tasks that seem impossible in the modern world, just as the tasks completed by Hercules seemed impossible in ancient Greece.
Student Practice Procedures
1. Review your brainstorming notes from the previous day.
2. Open the Photo Story software and begin creating an individual Photo Story for your chosen modern hero.
3. Monitor work progress and save information as needed.
4. Save all work in preparation for the next day.
Guided Practice
The librarian and teacher monitor students' progress using the Photo Story software. They support students as needed with technical issues such as remembering how to record a narrative, add pictures, or add music to the product. Closure
Students fill out an exit slip that details the progress made on their product in the class session. Students then explain what they need to accomplish the next day in order to complete their Photo Story in the allotted time.
Process Days 5-7
Students will continue working on the Photo Story product that represents the journey of the modern hero of their choosing. The librairan and educator will continue to monitor student progress and help as needed. Students will assess their progress at the end of each class and determine a plan for the next day's work.
On Day 7, students who volunteer will present their Photo Story product to the class.
Reflection
Further Collaboration
The LMS and teacher will utilize the library computer lab to guide students to use an interactive website to create and publish their own Hero's Journey. http://www.readwritethink.org/files/resources/interactives/herosjourney/ . Both educators will model the steps of the writing process by using think alouds and writing their own hero's journey. Both educators will support students by informal monitoring and individual conferencing.
Extension
Students will read their published Hero's Journey to the class. Once all stories have been presented, they can be bound as the "8th Grade Heros." Each student will receive a copy of the final product.
http://www.ed.sc.edu/caw/toolboxlesson.html
ELA TEKSI
I will do my additions in purple again. - Danica
Collaborative Lesson Plan Template
Building Background Knowledge
Synthesizing
Constructing Meaning
Notemaking
Cooperative Learning
Graphic Organizers
2. Analyze the key elements in the hero's journey story pattern found in Greek mythology.
3. Apply the hero's journey pattern to a modern hero.
4. Create a Photo Story product that explains a modern hero's journey.
(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
(B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings;
(D) identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
(6) Comprehension of Literary Text/Fiction
(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved;
(B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict;
(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.
§126.11. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School.
1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components; (E) use technology terminology appropriate to the task;
3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;
4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
(A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;
(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information.
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
1.1 Skills
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2 Dispositions in Action
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.3 Responsibilities
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.4 Self-Assessment Strategies
2.4.3 Recognize new knowledge and understanding.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.4 Create products that apply to authentic, real-world contexts.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
Standard 4: Pursue personal and aesthetic growth.
4.1 Skills
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.2 Dispositions in Action
4.2.1 Display curiosity by pursuing interests through multiple resources.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
4.4 Self-Assessment Strategies
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
Website:
http://www.mythweb.com/hercules/index.html
Online resources:
http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey
http://voicethread.com/share/110423/
http://www.readwritethink.org/files/resources/interactives/herosjourney/
Collaboration Assessment
The hero's journey graphic organizers are evaluated for completeness.
The Photo Story product is evaluated with a rubric.
http://www.mythweb.com/hercules/index.html dm
Data projector dm
Graphic Organizer of the Hero's Journey pattern dm
Interactive writing website
Students will be given one of four different pictures cards as they walk in (Harry Potter, Frodo, Luke Skywalker, and Simba). Students will be asked to form groups of 4 so that each group as all four picture cards. Students will then be given time in their groups to name the figures on the pictures cards and determine what they have in common.
Student Friendly Objectives
1. Identify common elements in the stories of 4 different heroes.
2. Develop a definition for the elements in the hero's journey.
Presentation
Educators lead a whole class discussion of the ideas generated in the student groups. Students create a working list of the common elements in the stories of the 4 different heroes in their class notebooks. Once students have determined enough elements from the hero's journey, the educators will explain that the 4 stories have similiar elements because they all follow a pattern called ther hero's journey. Educators will explain that the hero's journey is common in Greek mythology and is studied because it is the foundation of many modern stories.
The educators will then explain to students that they will work on a foldable that contains the elements of the hero's journey. They will work with a partner to take what they know from the 4 hero stories discussed and develop a definition for each element of the hero's journey. Educators will then show students how to create their foldable. Educators will then lead students through a think aloud to model how to brainstorm and develolp a definition for the first element in the hero's journey.
Student Practice Procedures
1. Fill in your foldable with the elements of the hero's journey.
2. Develop a definition for each element of the hero's journey and record on the foldable.
Guided Practice
Both educators monitor students' progress as they work on developing definitions for the hero's journey elements. Students who struggle will receive help from an educator who will ask questions that will lead students to a working definition for the element being worked on.
Closure
Ask students to share some of the definitions they developed for the different elements of the hero's journey. Let students know that in the next lesson they will be looking at one of the most famous Greek heroes and the journey he faced as a hero.
The librarian will project a short video showing the elements of a hero's journey: http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey
Today you will be introduced to the hero's journey of a Greek mythological figure, Hercules, as we read an online account of his hero's journey. As we explore the myth, you will complete the hero's journey graphic organizer to organize your ideas.
Student Friendly Objectives:
1. Conduct simple Internet searches Use the Internet source to read the myth
2. Complete the hero's journey graphic organizer
3. Synthesize information and organize ideas
Presentation:
The classroom teacher will review information from the previous lesson and check for understanding. The librarian will briefly discuss various formats for reading information and tell students that many stories found in books are also available on the Internet but they should check online sources for accuracy. She will tell students they will have the opportunity to explore several websites by conducting a simple search for their subject, and then introduce the website they will be using for their assignment today. http://www.mythweb.com/hercules/index.html#index She will call students’ attention to the outline on the homepage. She will remind students of ethical use of the Internet as she guides them in locating the online resource they will need to complete the objectives. The classroom teacher will help monitor and assist as needed.
Student Practice Procedures:
1. Review the graphic organizer Work independently to conduct a search for their subject (Hercules; twelve labors, hero's journey etc.)
2. Locate website to be used for the lesson
3. Explore the website looking at the English version, Latin version, and Index
4. Complete the graphic organizer
Guided Practice:
Both instructors monitor students’ use of the Internet resources as they conduct simple searches using given search terms. Both instructors will stimulate students to come up with original search terms. The librarian will guide the students to the given website http://www.mythweb.com/hercules/index.html#index Students will read along as the teacher and librarian take turns reading the 12 labors of Hercules. Both instructors will assist students as needed to complete their own mythological hero graphic organizer.
Closure:
Students will finish or complete as much of their graphic organizer as possible. The librarian will review key technology ideas (i.e. searching, print vs. online resources, comparing websites, etc.) The teacher will review key points from the myth and preview the next lesson in which they will consider modern day heroes and brainstorm with a partner ideas for hero’s journeys for those heroes.
Motivation
Today we have a virtual “guest” instructor who will join us in this series of lessons on the hero’s journey. He will explain the four steps in the hero’s journey that you learned in lesson one and relate them to popular movie characters most of you will be familiar with. Please welcome our guest instructor. The librarian will project the short Hero’s Journey video http://voicethread.com/share/110423/.
Student Friendly Objectives:
1. Identify a modern-day hero
Research their hero on the Internet.
2. Develop ideas for the four stages of the hero’s journey as they relate to their modern-day hero
3. Synthesize information and organize their ideas.
4. Self-assess through peer collaboration
Presentation
Following the video, the librarian and teacher will demonstrate the process for their partner work by discussing a modern-day hero, what his journey might look like, and completing selected information on a projected graphic organizer. The librarian will review searching strategies and ethical use of the Internet. The teacher will re-enforce learning by emphasizing the four stages of the journey. Both instructors will answer questions.
Student Practice Procedures:
Guided Practice
The teacher and librarian will guide monitor discussions and help students identify a modern-day hero as needed. Both instructors will monitor Internet research and partner work offering assistance as needed. Both instructors will guide peer self-assessment collaboration and conduct conferences as needed.
Closure:
Students will complete their collaborative work and focus their attention on the instructors. Instructors will identify groups that may need further help with completing the assignment and schedule tutoring sessions as needed. The teacher will review the objectives and preview the next part of the project
Show students various examples of Photo Story products. Discuss the elements that separate the poor products from the exceptional ones. Explain to students that they will be using the Photo Story software to create a Photo Story of their modern hero and his/her journey. The top three Photo Story products from each class will be played on different weeks during the televised morning annoucements.
Student Friendly Objectives
1. Create a PhotoStory product that shows the journey your hero would take in the modern world.
2. Monitor progress while working on the Photo Story product.
Presentation
Educators model how to open the Photo Story software and how to use the various features. Students will follow along with the educators as they model how to add music or pictures on Photo Story. Educators will review the rubric and emphasize the elements of the hero's journey that need to be present in the completed Photo Story. They will also remind students that their modern heros are responsible for overcoming tasks that seem impossible in the modern world, just as the tasks completed by Hercules seemed impossible in ancient Greece.
Student Practice Procedures
1. Review your brainstorming notes from the previous day.
2. Open the Photo Story software and begin creating an individual Photo Story for your chosen modern hero.
3. Monitor work progress and save information as needed.
4. Save all work in preparation for the next day.
Guided Practice
The librarian and teacher monitor students' progress using the Photo Story software. They support students as needed with technical issues such as remembering how to record a narrative, add pictures, or add music to the product.
Closure
Students fill out an exit slip that details the progress made on their product in the class session. Students then explain what they need to accomplish the next day in order to complete their Photo Story in the allotted time.
On Day 7, students who volunteer will present their Photo Story product to the class.