Discipline: ELA

Grade Level: 7th grade-GT

Course: 7th grade language arts-GT

©Literacy Design Collaborative. September 2011

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Great Expectations: Growing into a Hero: Informational Module
What
Task?
  • Background to Share With Students
    • The Hero Journey monomyth is a literary theory based on the work of Joseph Campbell (The Hero with a Thousand Faces, 2008) and others. It is based on the idea of archetypes (Carl Jung) and, in theory, facets of the Hero Journey can be found in any quest or human growth story.

  • Task/Text
    • Teaching Task

      After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research.

      Reading Texts
      • Great Expectations by Charles Dickens, The Hero Journey: A Guide to Literature and Life by Reg Harris and Susan Thompson, various website articles.
      Extension (Optional)

      In place of an independent reading project, analyze the Hero Journey in one of the books you read this trimester.

  • Content Standards
    • Standards Source: Number: Content Standards:

      Kentucky Core Academic Standards

      RL 8.9

      Analyze how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the Bible, including how the material is rendered new.

  • Reading Standards for Informational
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 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.
      • 2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • 4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 6- Assess how point of view or purpose shapes the content and style of a text.
      • 10- Read and comprehend complex literary and informational texts independently and proficiently.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Informational
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • 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 audience.
      • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Scoring Rubric
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