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1、The Heroic Journey and WhirligigUnit Plan for 9th Grade EnglishMark J. WelchInstructional Methods I: EnglishTED 5390-32 Dr. Denise FlemingAugust 4, 2003Table of ContentsRationale: Text Selections2Rationale: Assumptions3Rationale: Adaptations3Rationale: Standards (9th/10th Grade)4LESSON PLAN5Assessme
2、nt of the Unit Plan15Day 2 Handout17Day 4 Handout18Day 5 Handout20Day 7 Handout22Additional Materials23“The Mother Writes to the Murderer: A Letter”26Rationale: Text SelectionsNovel selection: I chose Paul Fleischmans Whirligig, a short “young adult” novel, as the first novel of the freshman year. T
3、he novel fits the “Heroic Journey” theme quite well, but introduces some “twists” that may challenge and ultimately deepen students understanding of the “heroic journey” template. If students select the most obvious journey (“to build the whirligigs”) then the novel contains no explicit “return”; ho
4、wever, there is a very clear “return” scene in the final chapter which should help validate an “alternative journey” that fits the template more closely. The “sharing of the gift” step is reflected in a series of four flash-forward vignettes (in the even-numbered chapters), so that students encounte
5、r the first “shared gift” before most other steps.The language and vocabulary should not be challenging for most 9th graders. However, the novels use of flashbacks and “flash-forwards” may confuse some students. Whirligig includes many complex and difficult sub-themes: moving; “fitting in”; lying; t
6、een drinking; rejection; despair; suicide; death and the “afterlife”; remorse; restitution; permissive/protective parents; valuing a life; community; race, ethnicity, gender; and more. These themes present a series of opportunities for student discussion and writing. Because of the novels short leng
7、th (133 pages) and simple language, it can be covered fairly quickly (I would anticipate about 12-14 days, not counting the Heroic Journey introduction). Depending on the reading abilities and motivation of the students, it is conceivable that the entire book could be read in-class, but I have assum
8、ed that most students can and will complete most reading outside class.Movie Selection: I chose the “The Sandlot” because it provides an engaging and compact “heros journey” (with all 10 steps in about 20 minutes), including an “alternative” heros journey to identify & discuss! (The main drawback is
9、 that this excerpt depicts only male characters.)Short Story Selection: I chose the short story “The Mysterious Bird and the Land of the Death” by Jaime de Angulo, because it is well suited for in-class oral reading and fits well to the “heroic journey” template.Companion Poem: Because some (many) s
10、tudents may feel that the book does not fairly convey the pain felt by the victims family, and that Brents sentence (probation) was inappropriate, I chose to introduce a poem, “The Mother Writes to the Murderer: A Letter” by Naomi Shihab Nye, after that section of the book was read (on Day Eight). I
11、 would carefully assess the class on that day before choosing to use this poem, due to its strong emotional content.Rationale: Assumptions(1) The students have previously read the short story “The Most Dangerous Game” (current quarter) and studied “plot” and “character.”(2) Most students are “at or
12、near” grade level (ninth grade), and are able to read 15 pages per night and complete the writing assignments as homework.(3) Classroom has enough copies of the novel “Whirligig” for students to each take a copy home for reading, plus extra copies for use in class by students who forget their copies
13、 at home.Rationale: Adaptations- For GATE/Advanced Students: 1. Advanced students will also read the novel Izzy Willy Nilly as a companion, tracing Izzys “heroic journey.” They would also an essay comparing the overlapping themes of “fitting in” and “community” in the two books.- For ELD: One or mor
14、e of the following:1. Allow students to read along with the unabridged Audio CD.2. Provide students with a complete vocabulary list with definitions.3. Provide an illustrated diagram depicting the “heroic journey” cycle.- For Sp.Ed./IEP: One or more of the following:1. Allow students to read along w
15、ith the unabridged Audio CD.2. Provide students with a complete vocabulary list with definitions.3. Appropriate adjustments to homework and book project.4. Provide an illustrated diagram depicting the “heroic journey” cycle:Rationale: Standards (9th/10th Grade)This unit plan reflects lessons and activities designed to address the followingEnglish-Language Arts Content Standards for California Public SchoolsReading 1.1 Identify and use the literal and figurative meanings of words and understand word derivations.Reading 3.1 Articulate the relationship between the expressed purp
