LDC Module Template
The Archetypal Hero
Information Sheet for Narrative Module
Module title:
The Archetypal Hero
Module description
(overview):
Template task
(include number,
type, level):
In this unit, students will study literary archetypes. They will analyze children’s book, classic tales, and films that contain archetypes. As a final
product, students will write children’s books and graphic novels that contain the adventures of an archetypal hero.
Teaching task:
What is an archetype? After reading selected stories about archetypal heroes, write a children’s book or a graphic novel that relates the
adventures of an archetypal hero. Use sensory details and figurative language to develop your work.
8
Grade(s)/Level:
Task 29: [Insert optional question] After reading ________ (literature or informational texts) about ________ (content), write
________ (a narrative or substitute) that relates ________ (content). (Narrative/Sequential) D6 Use ________ (stylistic devices) to
develop your work. (Argumentation or Informational/Explanatory or Narrative)
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
English Language Arts
Author(s):
Tammy McMillen
Contact
information:
mcmillent@greenbrierschools.org
Pre-AP English
1
Section 1: What Task?
Teaching task:
Reading texts:
Background to
share with
students:
Extension
(optional):
TEACHING TASK
What is an archetype? After reading selected stories about archetypal heroes, write a children’s book or a graphic novel that relates the adventures of
an archetypal hero. Use sensory details and figurative language to develop your work.
“What Makes a Hero?” ( a brief video found at http://www.youtube.com/watch?v=Hhk4N9A0oCA)
Dazzle the Dinosaur (a children’s book)
Mulan (a children’s book)
The Lion King (a children’s book)
Archetypes are types of characters, situations, and symbols repeated in the literature from different cultures.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
Common Core State Standards
CONTENT STANDARDS
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.8.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
2
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
COMMON CORE STATE STANDARDS
READING STANDARDS FOR NARRATIVE
“Built In” Reading Standards
“When Appropriate” Reading Standards
1 – Read closely to determine what the text says explicitly and to make 3 – Analyze how and why individuals, events, and ideas develop and
logical inferences from it; cite specific textual evidence when writing or interact over the course of a text. (Always applies with narrative L2
speaking to support conclusions drawn from the text.
and L3 tasks)
2 – Determine central ideas or themes of a text and analyze their
5 – Analyze the structure of texts, including how specific sentences,
development; summarize the key supporting details and ideas.
paragraphs, and larger portions of the text (e.g., section, chapter, scene,
or stanza) relate to each other and the whole. (Always applies with
4 – Interpret words and phrases as they are used in a text, including
7narrative
– Integrate
andL3
evaluate
L2 and
tasks) content presented in diverse formats and
determining technical, connotative, and figurative meanings, and analyze media, including visually and quantitatively, as well as in words.
how specific word choices shape meaning or tone.
3
6 – Assess how point of view or purpose shapes the content and
style of a text.
8 – 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.
10 – Read and comprehend complex literary and informational texts
9 – Analyze how two or more texts address similar themes or topics in
independently and proficiently.
order to build knowledge or to compare the approaches the authors
take.
WRITING STANDARDS FOR NARRATIVE
“Built-in” Writing Standards
“When Appropriate” Writing Standards
3 – Write narratives to develop real or imagined experiences or
1 – Write arguments to support claims in an analysis of substantive
events using effective technique, well-chosen details, and welltopics or texts, using valid reasoning and relevant and sufficient
structured event sequences.
evidence.
4 – Produce clear and coherent writing in which the development,
2 – Write informative/explanatory texts to examine and convey
organization, and style are appropriate to task, purpose, and audience.
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
5 – Develop and strengthen writing as needed by planning, revising,
6 – Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
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.
7 – Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
8 – Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
4
Narrative Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Focus
Not Yet
1
Attempts to address prompt but lacks
focus or is off-task.
1.5
Approaches Expectations
2
Addresses prompt
appropriately, but with a weak
or uneven focus. D. Addresses
additional demands
superficially.
2.5
Meets Expectations
3
Addresses the prompt appropriately and
maintains a clear, steady focus. D:
Addresses additional demands
Sufficiently.
3.5
Advanced
4
Addresses all aspects of the prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes a
connection to controlling idea.
Establishes a compelling theme or
storyline, with a well developed purpose
carried through the narrative through
skillful use of narrative techniques.
Attempts to establish a theme or
storyline, but lacks a clear or
sustained purpose.
Establishes a theme or
storyline, but purpose is weak,
with some lapses in coherence.
Establishes a theme or storyline, with a
well-developed purpose carried through
the narrative.
Reading/
Research
Directly restates information from
reading materials, interviews, and/or
visual materials; uses materials
inaccurately, OR information from
source materials is irrelevant for the
purpose at hand.
Uses reading materials,
interviews, and/or visual
materials with minor lapses in
cohesion, accuracy or
relevance.
Accurately integrates reading material,
interviews, and/or visual material to
authenticate the narrative.
Accurately and seamlessly integrates
reading material, interviews, and/or visual
material to authenticate the narrative
Development
Descriptions of experiences,
individuals, and/or events are overly
simplified or lack details.
Develops experiences, individuals, and/or
events with sufficient detail to add depth
and complexity to the sense of time,
place, or character.
Elaborates on experiences, individuals,
and/or events with comprehensive detail
to add depth and complexity to the sense
of time, place, or character.
Organization
Attempts to use a narrative structure;
composition is disconnected or
rambling.
Conventions
Lacks control of grammar, usage, and
mechanics; little or ineffective use of
transitions.
Demonstrates an uneven
command of standard English;
inconsistently uses transitions
between sentences and
paragraphs to connect ideas.
Applies a narrative structure
(chronological or descriptive) appropriate
to the purpose, task, and audience;
storyline clearly conveys the theme or
purpose
Demonstrates a command of standard
English conventions with few errors;
consistently uses transitions between
sentences and paragraphs to connect
ideas. Provides bibliography or works
consulted when prompted.
Applies a complex narrative structure
(chronological or descriptive) appropriate
to the purpose, task and audience that
enhances communication of theme or
purpose and keeps the reader engaged
Demonstrates a well-developed command
of standard English conventions;
effectively uses transitions between
sentences and paragraphs to connect
ideas. Provides bibliography or works
consulted when prompted.
Content
Understanding
Attempts to include disciplinary
content, but understanding of content
is weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the
prompt; shows basic or uneven
understanding of content;
minor errors in explanations.
Accurately presents disciplinary content
relevant to the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Controlling Idea
Develops experiences,
individuals, and/or events with
some detail but sense of time,
place, or character remains at
the surface level.
Applies a narrative structure
(chronological or descriptive),
with some lapses in coherence
or awkward use of the
organizational structure.
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Claim
Ability to establish a claim and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to a narrative task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
INSTRUCTIONAL STRATEGIES, PRODUCT, AND PROMPT
Day 1
Task engagement
1.
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.
Facilitate a whole-group discussion of recent books and movies containing heroes
which students have read or viewed. Point out that many of these heroes share
common traits.
2.
Project a cluster map for the hero. Begin the map by adding the trait brave and the
character Harry Potter. Ask students to complete the cluster map by adding
additional traits and heroes. After students have had approximately 7 minutes to
work, continue the class discussion of the hero and point out that many heroes—
like Harry Potter—are born under mysterious circumstances and are often
unaware of their true identify. At some point, they become aware of a problem in
their world which only they can solve, which is their quest. They then take a
journey to retrieve some object or to complete some tasks necessary to fulfill this
quest.
3.
Identify this type of character as an archetypal hero, and teach a mini-lesson on
other common archetypes—including types of characters, situations, and symbols.
Provide students with a handout of notes.
4.
Show “What Makes a Hero?” a brief video that elaborates on the elements of a
hero’s journey. (http://www.youtube.com/watch?v=Hhk4N9A0oCA)
5.
Explain and assign group oral presentations. In small groups, students will
select an archetypal hero with whom they are familiar. They will take notes on the
hero’s unusual birth, quest, magic weapon, journey, tasks, mentor, and loyal
retainers. They will then make brief oral presentations of 2-3 minutes to share the
information with the class.
Essential vocabulary
Ability to identify and
master terms essential to
understanding of a text
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)

Cluster map includes at least
five traits and five heroes.

Oral presentations contain
specific details that qualify a
character as an archetypal
hero.
Day 2
Essential vocabulary
1.
Use the “Tile Flip” interactive SMART Board activity to review archetypes.
Ability to identify and
master terms essential to
understanding of a text
2.
Provide all students with a copy and then read aloud Dazzle the Dinosaur, a
children’s book with an archetypal hero.
3.
Place students in groups of three to discuss and analyze the story. Each group
should contain a weak, an average, and a strong writer—numbered 1, 2, and 3
respectively. (The students should NOT be made aware of the significance of their
numbers.)
4.
Explain and assign the “Trio Writing Activity.”
Active reading
Ability to analyze a short
text and identify the
archetypes contained
therein
Day 3
Task analysis
Prompt: With your partners, write a well-developed paragraph explaining how
Dazzle fits the pattern of the archetypal hero. Add supporting details from the
text.
Ability to analyze a short
text and identify the
archetypes contained
therein
Bridging
Ability to move smoothly
from reading to writing
First, group members will discuss their possible answer.

Next, student #1 (the weakest writer) will take notes on possible responses.

Student #2 will write the first draft based on the notes.

Student #1 will read the response aloud.

Group members will discuss possible revisions.

Student #3 will write the group’s final response.
1.
Project prompt and give each student a copy: What is an archetype? After reading
selected stories about archetypal heroes, write a children’s book or a graphic novel
that relates the adventures of an archetypal hero. Use sensory details and figurative
language to develop your work.
2.
Ask students to circle all words with which they are unfamiliar or about which they are
uncertain. After approximately two minutes, call on students to come to the board to
circle unfamiliar terms. Use these responses as a springboard to a discussion about the
similarities and differences between children’s books and graphic novels and for a
review of sensory details and figurative language.
3.
As inspiration for their own stories, place students into small groups to read sample
children’s books and graphic novels. Instruct them to notice the narrative elements—
including point of view, plot development, characterization, and dialogue. When
writing original stories, students often struggle with the opening sentence; therefore,
they should also note the first sentence of each story they read.
Ability to understand and
explain the task prompt
and rubric
Active reading

Trio Writing Activity: Paragraph
explains Dazzle’s mysterious birth, his
quest, his journey, his tasks, his mentor,
and his loyal retainer. Paragraph begins
with a clear topic sentence and provides
supporting evidence from the text.
Day 4
Prewriting
Ability to organize ideas in
logical formal including
creating a controlling idea
and focus for the writing.
1.
Model the use of a Story Map Graphic Organizer for completing one for Dazzle the
Dinosaur.
2.
Students will complete a Story Map Graphic Organizer for their original stories.
3.
As homework, students will write the first drafts of their stories.
Story Map Graphic Organizers are
complete.
First Drafts are complete and meet
specifications of prompt.
Drafting
Ability to put thoughts on
paper in cohesive,
organized fashion.
Day 5
Revising
Ability to add revisions and
corrections to improve a
paper.
Lesson on Dialogue
1.
Teach a mini-lesson on the qualities of effective dialogue, which propels the action
in a story and/or reveals character traits.
2.
Facilitate a Think/Pair/Share Activity during which students will analyze dialogue in
Dazzle the Dinosaur.

Students will individually read the passage in which Dazzle is made aware of the
problems caused by the Dragonsaurus.

Students will discuss the importance of the dialogue with their partners.

Students will share their thoughts with the whole class. Students should
understand that this dialogue is important because Dazzle and Maia’s conversation
reveals Dazzle’s quest, which is to restore the dinosaur’s homeland, and it reveals
Dazzle’s character traits—curiosity, bravery, and determination.
3.
Using the same page of text from Dazzle the Dinosaur as a resource, teach a minilesson on punctuating dialogue.
4.
As homework, students will revise their stories by adding dialogue that propels the
action and/or reveals character traits.
Revised stories contain effective
dialogue.
Day 6
Revising
Ability to add revisions and
corrections to improve a
paper.
Lesson on Sensory Details
1.
Students will create a graphic organizer with five vertical columns, one for each of
the five senses. At the top of each column, they will draw an eye, an ear, a hand, a
nose, and a tongue to represent sight, sound, touch, smell, and taste.
2.
Provide students with copies of Dazzle the Dinosaur. Read aloud the pages on
which Dazzle and Maia escape from the T-Rex and restore the homeland.
3.
Students will record details from the text in the appropriate columns of their
graphic organizers. Actions which they can see (such as twisting and turning)
should go in the sight category.
4.
Students will meet in five small groups to compare their responses and add details
suggested by group members.
5.
Groups will then participate in a Gallery Walk. Five white posters, one for each of
the senses, will be placed around the room. Each group will begin at a specific
poster and record two-to-three details from their charts. Groups will rotate to
the next chart, read the work from the group, and then add additional details of
their own. Repeat the process until groups have visited all posters.
6.
Lead the class in a whole-group discussion of each sense. Compare the posters to
the teacher-created SMART Board chart.
7.
Identify the part of speech of the words on the list, leading students to the
realization that there are more verbs and nouns than any other part of speech—
even adjectives!
8.
Finally, students will select a page of their own stories and use their graphic
organizers to record precise words that appeal to the senses.
9.
For homework, students will revise their stories by adding more specific word
choices that appeal to the senses.
Graphic organizers contain at least
20 words appropriately classified.
Revised stories contain at least 20
additional specific word choices.
Day 7
Essential vocabulary
Lesson on Writing Original Similes
Ability to identify and
understand clichés.
1.
Introduce students to the concept of clichés by asking them to complete the
following similes: Hagar was as strong as a _________ and as fast as a _________.
Revising
2.
Ability to add revisions and
corrections to improve a
paper.
Tally student responses. Many students will likely write “bull” or “ox” and
“cheetah.” Lead students in a discussion of why these similes are not effective;
then define cliché as an expression that has lost its impact through overuse.
3.
Then share examples of original similes written by students, including the following:

Haley’s beauty was like a machete; she used it to cut down men with striking force.

George’s courage is like a fork; with it he stabs his enemies and swallows them
whole.
4.
Model the process of writing original similes.
5.
Day 8
Editing
1.
Ability to proofread and
format a piece to make it
more effective.
Completion
Ability to submit final piece
that meets expectations.
a.
Select a character trait.
b.
Select a random, tangible object.
c.
Brainstorm the qualities of the object. Keep thinking of qualities, searching for
similarities between the object and the character trait.
For homework, students will revise their narratives by adding at least two original
similes to describe their characters.
Review errors traditionally found in student narratives, including the following:
a. Pronoun/antecedent agreement
b. Punctuation and paragraphing of dialogue
c. Consistent verb tense
2.
Pair students together to proofread each other’s papers.
3.
As homework, students will write the final drafts of their narratives.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Similes compare a character’s traits
to tangible objects in creative and
original ways.
FOR STUDENTS
Final drafts meet the criteria on the
rubric.
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.