Welcome!
 I’m Ms. Hamfeldt (“Ham-felt”)
 This is my third year at AK, and I’ve taught pretty much
everything-English since 2008. I also…
 Am from
Went to this
this place:
school:
 Am marrying this guy
in April>>>>>>
& will become the parent of this girl >>>
 Do things
like:
Love to listen to
these guys:
ENGLISH II
Fall 2012
Ms. Hamfeldt
Ms. Pendleton (Block 2)
CATALYSTS
 Each day when you enter my class, you will begin working on your
catalyst (warm up).
 Start by copying down today’s date and objective (on the left side of
the board)
 Today you will write “8/27/12”
 And “Objective: Comprehend course goals, focus and procedures; get
to know classmates; brainstorm outline for “This I Believe” essay”
 Then, write “Catalyst” and record the # on the slide.
 Today you will write “Catalyst #1”
 Then, read the questions on the slide and respond to them in your
journal.
 When you are finished, record any new homework assignments, on the side
board, in your agenda.
CATALYST #1
8.27
 One of Steve Covey’s 7 Habits of Highly Effective People
is “Begin with the end in mind.”
 To you, what does it mean to “begin with the end in
mind”?
 Describe a time when you did begin with the end in
mind. What was the result?
OR
 Describe a time when you did NOT begin with the end
in mind. What was the result?
 Why might I be asking you this question? How does this
apply to English class, or school in general?
So, what’s this class all about?
 You will use the course syllabus and items around the room
to infer answers to a list of questions about this class.
 After you answer them on your own, you will pair up with a
classmate to compare answers.
 Then, we will have a class discussion to review the answers
and make sure that you are clear about what to expect in my
class.
WRITE THIS DOWN!
 WWW.MSHAMFELDT.CMSWIKI.
WIKISPACES.NET
You will be using my website all of the time this semester, including
to access my syllabus tonight.
Please see me after class if accessing the internet is an issue for you.
CATALYST #2
8.28
 What do you believe in? What are the rules, principles or
ideas that you live by?
 What beliefs do you have in common with your family or
friends?
 What beliefs do you NOT have in common with family or
friends?
 Have your beliefs ever helped you to be successful in a
situation? Explain.
OR
 Have your beliefs ever caused you difficulty or conflict?
Explain.
Important Info and Reminders
 The Book Fair will be taking place again this year at the Barnes
and Noble in the Arboretum; bring your yellow sheet!
 To start off the semester, you will need to purchase all of the
class materials listed in my parent letter/on my syllabus by
Thursday
 You may get a composition or spiral notebook for warmups.
 You will also need:
 English II:
 The Alchemist
 Mythology
English IV:
Beowulf (will be provided)
Sadlier Oxford Vocab Level G
 Sadlier Oxford Vocab Level E
 Summer reading assignments are due Oct. 1st.
 Assignments are posted on my website and outside my door.
“This I Believe”
 In order to get to know one another, we have to define
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ourselves.
In English class especially, it is so important that we feel able
to share and strengthen our opinions and beliefs.
We will start doing this by writing short personal narratives.
These are based off of an ongoing NPR program called “This
I Believe”
We’ll start off by listening to some examples…
Peer Interviews
 Interview your partner by asking him/her all of the questions
on the interview sheet.
 Record your partner’s answers on a separate sheet of paper.
 Choose 10-15 of the most interesting things that this person
shared with you.
 Write a brief biography for this person, based on the
information that you choose.
 Be sure to group related items together
 Use transitional words like “also, in addition, even though,
however, then, in the past/future” to make your biography flow
 Be prepared to present this to the class!
CATALYST #3
8.29
 Please have out your syllabus and pass up your parent contact
sheet and personal info sheet!
 How would you define the word culture?
 List as many different components of culture as you can.
In other words, list things that a group of people would
need to have in order to have ‘culture.’
 What things define our culture here in Charlotte, NC,
the South and/or the United States?
 How is our culture different from other cultures that you
have learned about or been exposed to in some way?
Let’s generate a list about culture…
 Language
 Food
 Music
 Sports
 Entertainment
 Clothes
 Customs/traditions
 Religion/beliefs
 Holidays
 Family
 Laws. government
Education/ value of education
Race/enthnic backgrounds
Economy/money
Technology
Culture Partner-work
 Now that we have looked at the iceberg of culture, we are
going to think a bit more deeply about what culture consists
of.
 You and a partner will receive one item from under the
iceberg to define and provide examples of as they pertain to
our culture here in the United States.
 On the back of the notecard that you are provided, you will
write your definition and examples, to create our classroom
culture iceberg.
 We will add to this throughout the semester as we study
more cultures’ works and learn about their ways and
customs.
Catalyst #4
8.30
 We will be setting our class goals for the semester today.
 1- What do you want to improve upon this semester in terms
of your reading and writing?
 2- What score will you strive for on tests and quizzes?
 3- What good habits do you want to continue or form this
semester?
 4- What would be 3 good class goals for us this semester ( a
goal canNOT be “to pass”)
7 Effective Habits
 What does Steve Covey mean by the statement made for
your habit.
 With your group, write a 3-sentence summary of what you
read about the habit that you are assigned.
 Designate a reader, a writer and a speaker within your group.
 The reader should read the statement from Covey to the group
and help the group to discuss.
 The writer should record what is decided as the summary.
 The speaker will present to the class.
 Blk 4. Be proactive: be positive and try not to negative; don’t
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worry about what you cannot change
Begin with the end in mind: plan ahead and make a personal
mission that will lead you to happiness
Put first things first: Managing time; value what you do and be
motivated in what you choose to do; create priorities
Think win-win: balance so that everyone wins; don’t focus on
competition; use integrity and consider others; plenty for
everyone is available
Synergize: Working in groups is better than individually; we
discover more together and have more energy together
Seek first to understand: listen before you provide your own
insight; make sure you listen in order to move toward a solution
Sharpen the saw: renew yourself physically, mentally, emotionally,
and spiritually
 BLK 2. Be proactive: Don’t blame others or circumstances,
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always focus on their circle of influence—what influences their
actions
Put First things First: Organize and manage your priorities; not
doing everything is okay
Think Win-Win:You want to win and someone else wins too;
need integrity, maturity and abundance of talent
Seek first to understand, then to be understood: let the other
person talk and listen to them first; this will let you get your point
across in a better way
Synergize: Can’t make progress by yourself, interacting allows you
to gain insight and to grow b/c of differences
Sharpen the Saw: Take care of yourself, live a balanced life;
physical, spiritual, emotional, mental renewal
Begin with the end in mind: know where to start, coming up with
Class Goals
 How will we incorporate these habits into our semester?
 Let’s generate several class goals that will guide us for the
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semester.
1- What average will we aim for on tests/quizzes?
2- What will this average mean compared to other classes?
3-What habits will we focus on for first quarter?
4- How will we strive to become better readers and writers
through all of this?
Are our goals SMART? Are they specific, measure, attainable,
relevant and time-oriented?
Nacirema
 Ethno- race or cultural group
 Ethnographer- write about races and cultural groups
 Ethnocentric- focused or centered on one culture
 Cultural norm- standard for behavior within a culture
 Ritual-repeated practice, usually with significance
Peer Presentation Bingo
 As each person presents, write down the most interesting
thing about this person (hint: this will be what I ask about the
person who is being presented)
 After we finish presentations, we will play bingo, and the
winner will get one of the supplies needed for this class
(journal, highlighter, or post-its) for free!
3-2-1 Exit Ticket
 On the note card that you were handed, write:
 3 things that you’ve learned about English class this semester
 2 things that you learned about one of your classmates
 1 question that you still have about English this year
 Printed syllabus and returned parent contact sheet are both
due tomorrow!
 Be sure to have all of your books and materials by Thursday!
 Make sure that you get a Personal Info Sheet and complete it
by Wed. Aug 29th
CATALYST #5
8.31
 Pass up your drafts of your TIB essays.
 Remember that today I will also be collecting your journals after the warm-up
for a grade. All catalysts from this week should be inside!Your name must be on
your journal!
 Where are you from?
 Have you always lived in Charlotte? What do you consider to be your
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hometown?
What is your family dynamic? Who in your family do you feel has
influenced you the most?
Who are your closest friends? How have they influenced you?
What organizations, groups, classes or experiences have you been a part of
for many years?
What items are valuable to you?
“Where I’m From” by George Ella Lyon
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the black porch.
(Black, glistening
it tasted like beets.)
I am from the forsythia bush,
the Dutch elm
whose long gone limbs I remember
as if they were my own.
I'm from fudge and eyeglasses,
from Imogene and Alafair.
I'm from the know-it-alls
and the pass-it-ons,
from perk up and pipe down.
I'm from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those momentssnapped before I buddedleaf-fall from the family tree.
“Where I’m From”
 So, where are you from??
 Use the following format to generate your first stanza of your
own “Where I’m From” poem:
I am from _____(nickname of place)_______,
From__(description of place)_______
( ___(more description or comment)_______)
I am from ____(significant people)____,
Who__(what person does/taught you)_________,
As if ___(description of action)_______.
Stanza 2
I am from _____(object/item)_______,
From__(description of object/item)_______
( ___(more description or comment)_______)
I am from ____(significant group/activity)____,
That__(what group does/taught you)_________,
And ___(description of group)_______.
CATALYST #6
9.4
 Be sure to get your journal from the back table and read my
comments. Journals will be collected again next Fri.
 How do you believe that the world began? How do you
believe that people first came into being? Explain.
 When and where did you learn about this explanation for the
origin of the world and its people?
 What is one other explanation for the beginning of the world
that you have heard? What is this belief based around?
BINDER SECTIONS
Your syllabus should be placed at the very front of your binder!
 Revolution Tracking
 This is where you will keep quizzes and tests that are returned to you.
 This is also where you will reflect on your test/quiz performance.
 Handouts
 This is where you will keep all handouts that you print or receive in class (except for
writing/EOC Prep)
 (Put all of last week’s handouts here, except for TIB)
 Class Notes
 This is where you will keep all notes that you take on looseleaf during class. (You need looseleaf
behind this tab and should place all notes here.)
 Essays and Writing Feedback
 This is where you will keep information about essay writing.
 (Put all TIB materials here)
 EOC Preparation
 This is where you will keep notes, drills and practice that we do in class to prepare for the
EOC.
God/Goddess Assignment
 Tonight, read about the god or goddess that you are assigned.
 After reading about him/her, create a fact “card,” on a 4x6
note card or half sheet of paper, that includes the following:
 Name of god/goddess
 Who this god/goddess is related to
 What this god/goddess does
 Who is/are this god/goddess’s friends and why
 Who is/are this god/goddess’s enemies and why
 Symbol/item associated with this god/goddess
Gods/Goddesses
 Zeus – Bronson, Michael L
 Hera –Tally, Hannah
 Poseidon –Grady, Ryan M
 Hades—Shawn, Tim
 Pallas Athena—Brian, Evan
 Phoebus Apollo—Colin, Christian
 Artemis—Tori, Tia
 Aphrodite—Brendan, Negar
 Hermes—Elizabeth, Lucas
 Ares—Clark,
 Hephaestus—Jessica
 Hestia—Desiree
Gods/Goddesses
 Zeus –Myles, Harrison
 Hera – Giovanni, Liz
 Poseidon –Rachel, Marion
 Hades-Jackie, Nicole
 Pallas Athena—Abby, Jasper
 Phoebus Apollo—Jack, Samantha
 Artemis—Ashley, Sydney
 Aphrodite—BJ, Anna
 Hermes—Jaheed, Micheyla
 Ares— Joey
 Hephaestus—Matt
 Hestia—Devin
Archetypes Gallery Walk
 Once you have gathered all of the notes on symbols and
themes, return to your seat and complete the following.
 Get a copy of the creation story that you read yesterday.
 1- What setting archetypes did you notice in this story?
 Name at least 3 and explain why these are archetypes.
 2- What character archetypes did you notice in this story?
 Name at least 3 and explain why these are archetypes.
 3- What symbol or theme archetypes did you notice in this
story?
 Name at least 3 and explain why these are archetypes.
Greek Creation Myth: Blk 4
 Character Archetypes:
 Zeus: hero, b/c he saves his brothers and sisters, defies the
villain Titans
 Cronus: villain, eats his children out of greed for power
 Earth mother: earth mother, caretaker
 Pandora: the innocent- falls into a trap; “earth mother” of
human faults and distractions
 Setting Archetypes: Chaos/night: cave, unknown, loneliness;
sea: danger, chaos; heaven and afterlife
 Perception of humanity: Pandora’s creation tells us that the
Greeks thought people were curious and would give into
temptation. Cronus’s destruction of his children tells us that
the Greeks thought people were greedy and wanted power.
CATALYST #7
9.5
 Have out your god/goddess card for me to check.
 Based on what you read and what we discussed yesterday for
the Greek story “How the World and Mankind were created”,
create a 3- column KWL chart:
K
|
W
|
L
 K: Know
 What do you know about this set of stories?
 W: Want to know
 What questions do you still have about what happened in this
set of stories?
 L: Learned
 Leave this column blank until we discuss it later in class.
Gods and Goddesses
 Pairings:
 Zeus and Hera
 Poseidon and Hades
 Pallas Athena and Phoebus Apollo
 Artemis and Aphrodite
 Hermes and Hephaestus
 Ares and Hestia
Gods and Goddesses
 Pairings:
 Poseidon and Hera
 Zeus, Pallas Athena and Hades
 Artemis and Phoebus Apollo
 Hermes and Aphrodite
 Hephaestus and Ares
Gods and Goddesses
 Pairings:
 Zeus and Ares
 Poseidon and Hestia
 Pallas Athena and Hera
 Artemis and Hades
 Hermes and Phoebus Apollo
 Hephaestus and Aphrodite
CATALYST #8
9.6
 In The Alchemist, Santiago reflects on how his sheep react to
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their travels:
“The problem is that they don’t even realize that they’re
walking a new road every day. They don’t see that the fields
are new and the seasons change. All they think about is food
and drink.”
1- How can the sheep be a metaphor for people in our
society today?
2- What would the road, field, seasons, food and drink
translate to in our society today?
3- Do you agree that most people act like ‘sheep’? Why or
why not?
POP QUIZ!
 Answer the following questions on a separate sheet of paper
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that you can hand in:
1- What does Santiago think is his purpose in life?
2- Name 2 things that the old man Melchizedek tells
Santiago.
3- What does the boy in the old man’s story have to carry and
why?
4- Where does Santiago have to travel to find his treasure?
5- What does Santiago carry with him after they are given to
him?
Norse Creation Myth
 Characters:
 Villain: Surt, will destroy the earth
 Hero: Buri, strong, father of the gods;Ymir
 Earth mother: Audhumbla, nourisher
 Complimentary pairs: fire and ice
 Settings:
 Cave: Gunningagap (emptiness)
 Sea: land of ice, chaos
Blk 2: Creation Myth Archetypes
 Characters:
 Earth mother: Gaia, creator and protector of the earth
 Hero: Zeus, defeats the Titan Cronus
 Villain: Cronus, wants power, destroys his children
 Trickster/ Unfaithful wife: Rhea, tricks Cronus into eating
the stone
 Settings:
 The Cave: emptiness, nothingness
 The Sea: chaos, turmoil
Blk 4: Creation Myth Archetypes
 Characters:
 Villain: Surt, Cronus/Titans
 Hero: Zeus,Ymir
 Earth mother: Gaia, Audhumla (cow)
 Settings:
 Cave: emptiness
 Sea: chaos, oceans, rivers, etc.
 Earth: stability
CATALYST #9
9.7
 In The Alchemist, the old man tells Santiago that everyone
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believes the world’s greatest lie:
“It’s this: that at a certain point in our lives, we lose control
of what’s happening to us, and our lives become controlled
by fate. That’s the world’s greatest lie.”
1- How do people ‘lose control’ of what is happening to
them?
2- What kinds of events make people believe their life is
controlled by fate?
3- Do you agree with the old man that this idea is a lie? Do
you agree that most people come to believe this “lie”? Why or
why not?
Gods/Goddesses
 Zeus – Bronson, Michael L
 Hera –Tally, Hannah
 Poseidon –Grady, Ryan M
 Hades—Shawn, Tim
 Pallas Athena—Brian, Evan
 Phoebus Apollo—Colin, Christian
 Artemis—Tori, Tia
 Aphrodite—Brendan, Negar
 Hermes—Elizabeth, Lucas
 Ares—Clark,
 Hephaestus—Jessica
 Hestia—Desiree
Gods/Goddesses
 Zeus –Myles, Harrison
 Hera – Giovanni, Liz
 Poseidon –Rachel, Marion
 Hades-Jackie, Nicole
 Pallas Athena—Abby, Jasper
 Phoebus Apollo—Jack, Samantha
 Artemis—Ashley, Sydney
 Aphrodite—BJ, Anna
 Hermes—Jaheed, Micheyla
 Ares— Joey
 Hephaestus—Matt
 Hestia—Devin
Creation Myths
 Read the creation myth that you are assigned.
 As you read, pay attention for any archetypes that you
encounter as you read.
 Write the title of the myth that you have read in your notes.
 List at least two character archetypes and one setting
archetype that you found in your myth.
Creation Myth Venn Diagrams
 As you discuss the myth that you read with your partner,
begin to compare and contrast what happened in each story
that you read.
 Create a Venn diagram on the paper that you are provided for
your two myths:
 Include at least 4 events that occurred in each myth
 Include at least 5 archetypes somewhere on your diagram
 Include at least 3 quotes to prove what you write about each
story.
CATALYST #10
9.10
 Answer these review questions in your journal before the quiz:
 What is the significance of fire? Of ice?
 What type of character is an anti-hero?
 What would it mean if a story was set in a garden?
 What is the significance of the number 3?
 What is the significance of the presence of complimentary
pairs in literature?
 Use the remaining time to silently review the rest of the archetypes
before your quiz!
Writing a Thesis Statement
 Make this thesis statement stronger:
 Ardrey Kell is a good high school.
Notes on Theses
 A thesis : a ___statement____ that declares the
__major__ points you will discuss in your paper
 A STRONG thesis statement IS:
 clear and __to the point_____
 appears at the __END__ of the 1st paragraph
 it is a ___map__ for your reader
 includes the ___three____ main points of the essay
 A STRONG thesis statement is NOT:
 in __opinion form__ (“I believe”, “I think”)
 __vague___ – (“it seems” “it may be”)
CATALYST #11
9.11
 Use the next few minutes to refresh yourself on the stories of
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the four heroes that you read about the last two nights.
In your journal, summarize the stories of each of the four
heroes.
Your summary for each hero story should contain:
Who (hero and other main characters)
What (major events)
Where/When (where everything took place)
Why (why conflict occurred)
How (how the hero overcame conflict)
The Hero’s Journey
 For the stage of the hero’s journey that you are assigned, read
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through the slide carefully.
Summarize what happens to the hero in this part of his or her
journey in 2 sentences.
Have an example ready to share of what this stage looks like
(this can come from the example on the slide or one of your
own)
Know where your step is in the cycle and be ready to stand in
that part of a circle with your classmates to provide them
with knowledge of this part of the hero cycle.
Bring your hero journey chart with you as well into the
circle.
Hero Cycle Tracing
 Choose one of the heroes that you read about that you feel
best meets the qualifications of a hero, based on the notes we
took on the hero’s journey.
 Trace the hero’s journey as best as you can for this hero,
(bearing in mind that a hero may not go through every part
of the cycle).
 In each box that you fill in, write the page # of a quote that
will support that the hero completed this step of the hero
cycle.
Discussion Groups
 Shawn, Brian, Clark, Tally
 Elizabeth, Tim, Tia, Tally, Bronson
 Lucas, Negar, Grady, Jessica
 Christian, Ryan, Hannah, Desiree
 Tori, Evan, Colin, Michael, Brendan
Discussion Groups
 In your assigned groups, the person whose name is underlined
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will be the discussion leader.
This person should share what he or she wrote about the hero
he or she chose and what steps of the hero’s journey this hero
fulfilled.
Everyone else in the group should then take a turn sharing
what he or she wrote.
Then, as a group, discuss which of the heroes best fit the
hero’s journey.
Try to trace this hero going through as many steps of the hero’s
journey as possible.
Writing an Argumentative Thesis
 Write a thesis that proves why the hero you wrote about is
the best hero.
 Frame your thesis with:
 “______________ best meets the qualifications of a hero
because _____________, ____________, and
___________________”
 Use the steps of the hero’s journey to help write your thesis.
 Include three reasons in your thesis.
 Then, write one quote that you would use to support each
reason (3 quotes total) using proper citation format
Citing from the Text
 Put quotations marks around the quote.
 Put the author’s last name and the page number on which
you found the quote in parentheses: (Hamilton 30)
 The period for your sentence will go after the parentheses,
even if you include a direct quote. See the example below.
 "The famous Chicago lawyer Clarence Darrow defended
Scopes at the trial" (Divine 283-284).
 "The famous Chicago lawyer…at the trial" (Divine 283).
Citing from the Text
 If the author's name is mentioned in the sentence, as a
statement by authority, use only the page number in
parentheses:
 Ex. According to Delia Ray, author of Behind The Blue and
Gray: A Soldier's Life in The Civil War, 35,000 Union troops
were crammed into the city of Manassas waiting for the
trumpet signaling them to move forward (3).
Supporting your Argument
 After you generate a thesis statement, you must support each part of your
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argument in paragraph form.
Use a format like the following:
Topic Sentence: Ms. Hamfeldt is the next Artemis because of her love for
others, especially the youth.
Support 1: Artemis, like Ms. Hamfeldt, makes loving all creatures a priority.
Evidence 1: In fact, Ms. Hamfeldt loves animals so much she has a classroom
fish, while Artemis is said to “stir with love for all creation” (Hamilton 31).
Support 2: Ms. Hamfeldt and Artemis also share a common passion for helping
young people.
Evidence 2: Ms. Hamfeldt has taught students all over Charlotte, and Artemis
was considered “protectoress of the dewy youth everywhere” (Hamilton 31).
Concluding Sentence: Ms. Hamfeldt should be the next Artemis because she
could continue Artemis’ tradition as caretaker of human and animal kind.
Blk 2: CATALYST #12
9.12
 Look back again at the four stories of heroes:
 Perseus, Theseus, Hercules, and Atalanta
 1- Which hero story did you find the most interesting or
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fascinating?
2-List 2 events from this story you found to be especially
interesting.
3- Explain why you enjoyed reading about these two events in
the hero’s story.
4- Do you think this hero story fits the hero’s journey?
5- Why or why not? Explain your answer using at least 2
examples from the story to prove your point.
Blk 4: CATALYST #12
9.12
 Have out your god/goddess paragraph for me to check.
 Look back at the adventure stories that you read for class today.
 1- Which two stories did you find the most interesting or
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
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
fascinating?
2-List 2 particular events from each story you found to be
especially interesting.
3- Explain why you enjoyed reading about these events in each
of these stories.
4- Did either of these stories fit any of the hero’s journey?
5- Why or why not? Explain your answer using at least 2 examples
from the story to prove your point.
Blk 2: CATALYST #13
9.13
 Look back at the adventure stories that you read for class
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yesterday. Reminder: Journals will be collected tomorrow!
1- Which two stories did you find the most interesting or
fascinating?
2-List 2 particular events from each story you found to be
especially interesting.
3- Explain why you enjoyed reading about these events in each
of these stories.
4- Did either of these stories fit any of the hero’s journey?
5- Why or why not? Explain your answer using at least 2 examples
from the story to prove your point.
Blk 4: CATALYST #13/ Journal #2
 Reminder: Journals will be collected tomorrow!
 Based on what you’ve just heard about all of the adventure
stories, what are the common themes that you notice in these
stories?
 What do these messages tell you about the Greek people and
their beliefs?
 What do you make of the father-son dynamic in these stories?
 Do we have the same beliefs today in our culture? What
‘adventures’ have you heard of that teach these lessons or
other lessons?
Alchemist Pop Quiz
 1- What does Santiago convince the crystal merchant to do?
 A- Sell his shop and go on a journey with him
 B- Use new crystal bowls to attract more business
 C- Move his shop near the river where people gather
 D- Sell tea in his crystal glasses at the hilltop
 2- What is the Englishman in search of?
 A- Crystal treasure
 B- A shepherd to care for his sheep
 C-An alchemist
 D-Someone who speaks his language
 3-What does the crystal merchant want to do, but never has?
 A- Travel to Mecca
 B-Expand his shop
 C-Have a family
 D-See the Pyramids
Phaethon
 Story Summary:
 Phaethon seeks out Clymene, the sun chariot driver, to see if
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he is his son.
Clymene confirms this and says that Phaethon can have
anything he wants.
Phaethon asks to take Clymene’s place for a day.
Clymene warns him this is a terrible idea.
Phaethon asks for this anyway and starts to drive the chariot.
He winds up being burned alive on the chariot and dies
falling into the river.
Phaethon
 Examining Archetypes
 The wise old man represents wisdom and guidance.
 Clymene tries to provide his wisdom to Phaethon who ignores
it.
 The archetypal sun represents awareness.
 Getting too close to the sun makes the characters AWARE of
their mortality.
 The sea and rivers represent chaos
 Phaethon dies in a chaotic event.
Phaethon
 Hero’s Journey
 Call to Adventure: Phaethon accepts his mother’s challenge
to seek out his father.
 Apotheosis: Phaethon reaches a point where he realizes he
must give up; this ends his hero’s journey
Phaethon
 Theme
 The message of this story is don’t bite off more than you can
chew.
 Phaethon wanted more power than he was capable of
handling and died as a result.
Four Great Adventures
 In your group, divide up the tasks so that one person is
responsible for answering each question.
 Make sure that you provide quotes from the text in the last
column to prove what you say in the middle column.
 When I call time, you will share what you each wrote within
your group and make sure that everyone is in agreement.
 Then, your group will be responsible for sharing your
findings with the class.
HUBRIS
 Hubris is the Greek word for “excessive pride”.
 In each of the adventure stories that we read, at least one
character exhibited excessive pride.
 This led to the character’s destruction every time.
God/ Goddess for a Day Presenters
 As each person presents his or her paragraph, keep track of
who wants to be who.
 Record the best point from each person’s argument
 Once everyone has presented, circle your vote for each god or
goddess.
 Winners will be revealed tomorrow!
Zeus
Hera
Poseidon
Hades
Athena
Apollo
Artemis
Aphrodite
Hermes
Ares
Demeter
Dionysus
Greatest Hero Debate
 Perseus A: Myles and Giovanni
 Theseus A: Rachel and Jasper
 Hercules A: Ashley and Jackie
 Atalanta A: Sydney and Anna
 Perseus B: Micheyla, Abby, Marion
 Theseus B: Joey, BJ, Matt
 Hercules B: Nicole, Jack, Liz
 Atalanta B: Jaheed, Harrison, Samantha
Arguments and Counterarguments
 STEP 1: Create a thesis and supporting paragraphs defending
your hero.
 STEP 2: COUNTERARGUMENT: A statement that
dismisses the argument of the opposition.
 For example: If you were arguing AGAINST Hercules, your
counterargument would explain why Hercules is NOT a hero.
 TOMORROW, bring a printed copy of the greatest hero debate
assignment, pages 1 and 2.