Leland Traiman
Summer 20113
The Heroic Journey Literary Genre - The Steps Defined
Adapted from Joseph Campbell and with thanks to M. Clare LePell, CVHS
1. The Call—The moment the hero is called on a quest is known as his call. The
hero may make a deliberate decision to begin a journey or may have no
choice.
2. Allies—Individuals who assist the hero during the journey are known as
allies. They may be acquired at any point during the journey and may be
family members, friends, guides, animals, or even gods.
3. The Preparation—The hero needs to prepare for the journey. Her needs
may be physical (e.g., training, supplies, etc.) or they may be knowledgebased, such as information. Occasionally, the preparation is psychological.
For instance, the hero may have to muster courage to begin her great
adventure.
4. Guardians of the Threshold—The hero encounters obstacles that interfere
with or delay the start of the journey. The obstacles may be literal (e.g.,
physical barriers or individuals who oppose the hero) or figurative (e.g., fears
and doubts.
5. Crossing the Threshold—The hero actually begins his journey, crossing over
into a new and unfamiliar world. Often, the hero realizes that in this new
place, the “underworld,” he must acquire new skills or knowledge to function
well.
6. Road of Trials—The hero faces a series of difficult experiences that test the
courage, strength, intelligence, determination, and wisdom of the hero in the
“underworld.” It may even seem that she has no hope or chance of getting out
of a dangerous situation
7. The Saving Experience—Just when things are at their worst for the hero, he
meets a special person, has a powerful experience, or receives a special gift
that “saves” her, enabling her to achieve the journey’s goal.
8. The Transformation—The hero is changing, now understanding the
“underworld” around her and adapting accordingly. The transformation of
the hero is sometimes physical, often mental, emotional, and/or spiritual.
9. The Return—The hero returns to the “normal world,” but now sees life
differently because of the journey.
10. Sharing the Gift—The hero shares the gift of experience, knowledge,
wisdom—gained through the journey—with the broader community.
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Leland Traiman
Summer 20113
Heroic Journey Unit Plan Cover Sheet for in Kindred by Octavia Butler
Name Leland Traiman
Grade Level 9
In the space below, provide a brief (150-200 word max) overview of your unit.
Four lesson plans about the heroic journey of the character, Dana, in Kindred by Octavia
Butler, encompassing comprehension, vocabulary and writing. Kindred describes the
journey of a highly educated African-American woman from 1976 who is repeatedly
transported in time and place to an antebellum Southern plantation. Each time she is
called there she must repeatedly save the life of a slave owning white man, from his
childhood through his young adulthood, who is her ancestor. If she fails she will cease to
exist. This unit relates to significant portions of American history and examines the
physical and emotional survival skills of woman who is out of her element. How Dana
moves through time and space is never explained. How this happens is inconsequential
to the narrative. The author, Octavia Butler, is a well known and successful science
fiction writer whose protagonists are usually African-American women. Ms. Butler says
Kindred is not science fiction and describes it as a "grim fantasy." As is true in many of
her novels, the protagonist has a journey of self-discovery which changes her. Ms.
Butler's easily accessible language for Dana's journey of self-discovery, which is
inexorably tied to American history, makes Kindred an excellent choice for 9th grade
learners.
The text is divided into sections: Prologue, The River, The Fire, The Fall, The Fight, The
Storm, The Rope, and Epilogue.
In the space below, identify the novel you have selected for your unit, along with a brief
rationale for why you selected the novel for the HJ and for students at this grade level.
Name of Novel and Author: Kindred by Octavia Butler
Rationale: Kindred has all 10 elements of the Heroic Journey and each to these elements
are very clearly defined in the novel making them easily identifiable. Kindred also
marries fantasy with the ugliest chapter of American history, slavery, while focusing on
character development. 9th grad student have already covered the American Civil War
and the African-American Civil Rights Movement. Kindred takes a closer look at both as
the main character is a late 20th century young, African-American woman, who is a
product of the African-American Civil Rights movement, and, by unexplained "psychic
connection," is transported to the antebellum South so that she can give a first hand
account of American slavery, in essence, a modern version of a slave's memoir.
In the space below, identify 2-5 CA R/LA grade level standards that will be addressed in
this unit. These must include at least one “power standard,” which you will identify with
an *. In a brief rationale statement, explain how these standards align with the content of
your unit.
Standards:
Reading Literature
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Rationale:
To determine the steps of the HJ cycle students need to cite specific references in the text
which illustrate each step of the cycle.
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Summer 20113
Writing
2. Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization,
and analysis of content.
Rationale:
This is a power standard because writing of almost any kind requires precise language,
and attention to detail. Writing about Dana's relationships to other characters or to the
tasks she must accomplish not only focuses students' attention on the text and increases
comprehension but is excellent practice for any type of expository writing in any field.
In the space below, explain what steps of the HJ you will teach (a minimum of two
lessons must have HJ applications/steps in them) along with a brief explanation of how
you plan to integrate the steps you are teaching within the context of teaching the novel,
e.g., pre-novel, during, or both
All ten steps of the HJ cycle
Using the prior knowledge gained from The Phantom Tollbooth, an easier novel which
the S have already read, I will explain the HJ cycle and all ten steps of the cycle. Then I
will explain that there is entire group of books and stories using the HJ cycle, a genre.
Then I will introduce Kindred as another novel in the HJ genre. SWBAT:
1. Explain what an Heroic Journey is
2. Identify events and characters that fit into all ten parts of a HJ from TPT and state why.
3. Identify other books/stories that fit into the HJ genre and why.
4. Identify events and characters that fit into some steps of a HJ from Kindred and state
why.
Step 2 Allies
Dana must endure many trials, both physical and psychological, both take their tolls on
her. SWBAT: explain one physical trial and one psychological trial and describe how
Dana tries to cope with each trial.
In the space below, explain what portions (chapters or parts of chapters) of the novel you
are teaching and provide just the briefest of overviews of the content of the chapter(s)
you will be teaching and where the HJ will come into play.
As yet to be determined.
In the space below, name 2-3 literacy strategies that you will use to engage students in
text comprehension, vocabulary acquisition, writing, and/or critical thinking in the four
(4) or five (5) lesson plans you have developed. Include a brief (1-2 sentences) rationale
for your choice of the strategies, i.e., what purposes the strategies will play in making the
content accessible.
1. Strategy: PLAN-Predict-Locate-Add-Note (modified) (Comprehension/Knowledge
Synthesis)
Rationale: TPT is an easily read and popular children's/young adult book which (like the
Wizard of Oz) tells an HJ story with all of the elements of an HJ easily identifiable.
Using prior knowledge of TPT, student will identify specific part of the book which fit
into the ten steps of an HJ. Once students understand the HJ structure they will be asked
to apply it to Kindred.
2. Strategy: Intra-Act (Comprehension)
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Summer 20113
Rationale: The four phases of Intra-Act, comprehension, relating, valuation and
reflection can help students focus on the characters and their relationships to see how
Dana is able to seek out allies and establish relationships with these new allies.
3. Strategy: CSSR (modified) (Vocabulary)
Rationale: Context, structure, sound and references are important to determine the
meaning of new words and phrases. However, I have added a group discussion
component in the belief that some S may be acquainted with these words or phrases so
they can learn from each other rather than only being T centered.
4. Strategy: Writing Workshop (modified)
Rationale: What-is-learned during The Return can be difficult for any reader to figure
out on one's own. Discussing what is learned, how life is different and why, helps each
student clarify their own thoughts. Peer discussions, sharing different ideas and
perspectives, can stimulate each student's thinking beyond what they could accomplish
alone. Clear ideas with textual evidence, with students modeling for each other, is what
is needed before students begin the writing process.
In the space below, explain what modifications you will use for EL, special needs, and/or
gifted students. Provide a brief rationale for the selected modifications.
California Department of Education English Language Development Standard s for
Grades 9– 10 Expanding
6. Reading/viewing closely
b) Explain inferences and conclusions drawn from close reading of grade appropriate
texts. e.g., indicates that, suggests, as a result).
Rationale:
Kindred is a book steeped in the American experience and uses colloquialisms and makes
cultural references EL may not have prior knowledge of. Therefore, T must closely
observe EL to make sure they understand facts and language so that their reading will
enable them to draw the correct inferences and draw logical conclusions.
10. Writing
a) Write longer literary and informational texts (e.g., an argument about water rights)
collaboratively (e.g., with peers) and independently using appropriate text organization
and growing understanding of register.
Rationale:
Writing for EL is usually much more challenging than reading comprehension or
vocabulary. Therefore, it seems most appropriate to have EL get feedback collaborating
with peers in a small group setting as well as from the teacher.
Optional: In the space below, explain where and how you will use technology in your
plan, e.g., PowerPoint, class blog, film, multimedia presentations, etc.
Other considerations. If you have additional information that you would like to convey
regarding your unit, please do so in the space below.
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Leland Traiman
Summer 20113
Daily Lesson Plan #1 HJ Introduction
Day #, Lesson
Title, and one
sentence summary
or description of
lesson
Day: 1 Grade: 9
Lesson Title: Introduction to Heroic Journey Cycle and to Kindred
by Octavia Butler
Description: The Phantom Tollbooth by Norton Juster has been
previously read and covered in class. The HJ cycle is introduced
using this previous knowledge of TPT which is used as an example
of an HJ.
Identify
CCSS.ELA-Literacy.RL.9-10.1 "Cite strong and thorough textual
objectives for this evidence to support analysis of what the text says explicitly as well
lesson. Be sure
as inferences drawn from the text."
they start with
Objectives - TSWBAT (The Students Will Be Able To):
verbs and that
1. Explain what an Heroic Journey is
they align with
2. Identify events and characters that fit into all ten parts of a HJ
the Common Core from TPT and state why.
standard(s) from
3. Identify other books/stories that fit into the HJ genre and why.
your rationale
4. Identify events and characters that fit into some steps of a HJ from
Kindred and state why.
Name and number All ten steps
of HJ step, if used
Identify chapter
1. The Phantom Tollbooth - entire text
or pages from
2. HJ Cycle projected onto screen
novel OR provide 3. HJ handout defining each step of an HJ
name and purpose 4. HJ handout in #3 will be projected onto screen one by one
of other print
5. HJ Planning Template - handout
material or media 6. first three pages of "The River" which is the first three page of
Kindred after the two page "Prologue."
Identify the
Strategy: PLAN-Predict-Locate-Add-Note (modified)
subject-specific
(Comprehension/Knowledge Synthesis)
pedagogical
Source: Dr. Denise Fleming's lesson plan strategy cards
strategy that will
Rationale: TPT is an easily read and popular children's/young adult
be used in this
book which (like the Wizard of Oz) tells an HJ story with all of the
lesson and the
elements of an HJ easily identifiable. Using prior knowledge of
source where you TPT, student will identify specific part of the book which fit into the
found the
ten steps of an HJ. Once students understand the HJ structure they
strategy. Provide
will be asked to apply it to Kindred. Due to the depth of emotional
a rationale for
issues Kindred addresses, it is wise to teach the HJ structure using a
selecting this
text which is less fraught. The topics addressed in Kindred, the
strategy.
brutality and violence of slavery and modern day racism, are
difficult concepts to address, in and of themselves. Putting these
elements in the HJ structure, which is already understood, will make
Kindred more accessible to students. Additionally, HJ structure
gives Kindred, and all HJ novels, at least ten literary landmarks
students can use for points of comparison and contrast.
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Summer 20113
Provide a sound,
detailed,
numbered stepby-step procedure
for how the lesson
will unfold. Use T
for “teacher” and
Ss for “students”
so we clearly
know what each is
doing
1. S enter with HJ Cycle projected onto screen
2. T hands out two papers, one defining each step of an HJ and the
second one is the HJ Planning Template
3. T asks a student to quickly summarize the plot of TPT. T thanks
student and ask for one or two more summarizes with different
details. T thanks S.
4. T explains that TPT belongs to a genre which describes heroic
journeys and this genre is called HJ. Using the HJ definition
handout T explains each step of a HJ giving examples (modeling)
from TPT. With each step the definition of that step is projected
onto the screen.
5. S break into groups of four. Each group will discuss the HJ cycle,
each person will identify another HJ story and state why they think
that fits into the genre.
6. Discussion will change and each group is assigned two HJ steps.
S will cite specific examples from TPT about each step and will note
the page in the text. They will document them on the HJ Planning
Template. T will explain that the HJPT will be turned in.
7. T will ask each group to report their findings and will instruct all
students to write down examples for each step on HJPT. The
examples could be what was said in class or students can come up
with their own examples.
8. T will have students put their name on the HJPT and collect.
9. T will put HJ Cycle up on screen
10. T will ask a S to summarize TPT stating one thing for each HJ
step. If S is unable to remember specific example then others may
help. T thanks S.
11. T introduces Kindred explaining that this is another novel in the
HJ genre. T will compare and contrast Kindred with TPT:
Both are fantasy journeys but Kindred's journey is through a very
real part of American history.
12. T will read the first three pages of "The River" which is the first
three page of Kindred after the two page "Prologue."
13. T asks what HJ steps could be identified in this reading.
Describe your
WTSAT (were the students able to):
assessment plan,
1. describe what an HJ cycle is
i.e., how student
2. identify all HJ steps in TPT in either group or class discussions
progress will be
and in their written work (the HJPlanning Template) by citing strong
monitored during and thorough textual evidence to support each step.
lesson to ensure
3. identify other HJ stories in group discussions and provide reasons
the standard and
why they thought those stories were part of the HJ genre.
objectives are
4. identify some of the HJ steps in Kindred passage read by the T by
met.
citing strong and thorough textual evidence to support each step in
the class discussion.
Homework: In Kindred read the Prologue, The River and The Fire, part 1.
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Leland Traiman
Summer 20113
Daily Lesson Plan # 2 Comprehension and HJ Step 2 - Allies
Day # 2, Lesson
Title, and one
sentence summary
or description of
lesson
Identify
objectives for this
lesson. Be sure
they start with
verbs and that
they align with
the Common Core
standard(s) from
your rationale
Name and number
of HJ step, if used
Identify chapter
or pages from
novel OR provide
name and purpose
of other print
material or media
Identify the
subject-specific
pedagogical
strategy that will
be used in this
lesson and the
source where you
found the
strategy. Provide
a rationale for
selecting this
strategy.
Day: 2 Grade 9
Lesson Title: Comprehension and Seeking Allies
Description: Using step #2 of the HJ cycle to assess student
comprehension
CCSS.ELA-Literacy.RL.9-10.1 "Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text."
Objectives-TSWBAT:
1. state how the hero, Dana, figures out that she needs allies
2. state who the allies Dana recruits and how she gets what she needs
from them
3. describe how the allies are different and similar to each other
Step #2 Allies
1. Kindred by Octavia Butler
The part of the book entitled The Fire, parts 2, 3 and 4
2. Value statement and game sheet prepared by T
Strategy: Intra-Act
Source: Vacca, R. and Vacca, J. (2013). Content area reading:
Literacy and learning across the curriculum (11th ed.). Boston:
Pearson pages 222-225
Rationale: In this section of Kindred Dana realizes that she has
shifted in both time and space and, to survive, she must seek out
allies. The four phases of Intra-Act, comprehension, relating,
valuation and reflection can help students focus on the characters
and their relationships to see how Dana is able to seek out allies and
establish relationships with these new allies. The discussion and
summarization in the first phase directs the students attention to the
facts in the text. The second phase elicits students' personal
reactions which helps students understand the characters, their
motivations and their relationships. The third phase is value
statements written by the teacher and handed out to each on a game
sheet helping the S focus on vital information in the text specifically
with regards to the allies Dana finds. The forth phase has students
sharing how they responded to the phase three value statements.
Kindred is divided into logical sections in which Dana has an
experience, analyzes it, and decides on a course of action. This part
of the text describes how she figures out where she is and whom she
must work with in order to survive.
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Leland Traiman
Summer 20113
Provide a sound,
detailed,
numbered stepby-step procedure
for how the lesson
will unfold. Use T
for “teacher” and
Ss for “students”
so we clearly
know what each is
doing
Describe your
assessment plan,
i.e., how student
progress will be
monitored during
lesson to ensure
the standard and
objectives are
met.
1. T: activates prior knowledge by reviewing previously read part of
text and reviewing the HJ cycle. Q & A.
T introduces parts 2, 3 and 4 of The Fire and states that this is where
Dana realizes she needs allies. Teacher asks students to discover:
a. How does Dana figure out that she needs allies?
b. Dana's allies and how she gets what she needs from them?
c. How are the allies are different and similar to each other?
2. Q & A about introduction to parts 2, 3 and 4 of The Fire
3. T explains Intra-Act process
4. Q & A about this lesson
Intra-Act
Phase 1 - Comprehension
5. S break into groups of four, designate team leader
5. S all read silently parts 2, 3 and 4 of The Fire
6. S team leader summarizes text with emphasis on identifying allies
7. T monitor groups
Phase 2 - Relating
8. S team leader shifts discussion to personal reactions
9. T monitor groups to make sure discussion has shifted and all
participate
Phase 3 - Valuation
10. T distribute game sheet with value statements
11. S each indicates (with A or D) on game sheet if they agree or
disagree with the statement.
12. S each student predicts how each of the others in the group will
respond to each statement.
13. T monitors process and answers questions
Phase 4 - Reflection
14. S take turns revealing how each responded to the value
statements and check (score) if their predictions of each group
member was correct.
15. T monitors or acts as facilitator, encourage students to reflect on
what they learned (who are Dana's allies and what does she want
from them).
16. S: Each group will report to the class with every group member
speaking at least once
WTSAT (were the students able to):
1. state how Dana figures out that she needs allies
2. state who the allies Dana recruits and how she gets what she needs
from them
3. describe how the allies are different and similar to each other
These will be assessed by T listening to small group discussion and
class discussion.
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Leland Traiman
Summer 20113
Daily Lesson Plan #3 Vocabulary - Kindred
Day #3, Lesson
Title, and one
sentence summary
or description of
lesson
Day: 3 Grade 9
Lesson Title: Colloquial vocabulary in Kindred
Description: Students will read a passage in the text, write down
unknown words or phrases, will break into small groups, will discuss
the unknown words, if no one knows the meaning then they will
apply the CSSR process collectively.
Identify
objectives for this
lesson. Be sure
they start with
verbs and that
they align with
the Common Core
standard(s) from
your rationale
CCSS.ELA-Literacy.RL.9-10.4 "Determine the meaning of words
and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone)."
TSWBAT:
1. identify unknown words or phrases
2. discuss words with other students and share their knowledge of
the meaning
3. if no one knows the meaning of the group's and the T's words then
they apply the CSSR process
Name and number none
of HJ step, if used
Identify chapter
Kindred- The Fall part 1
or pages from
Dictonary
novel OR provide Pencil/pen
name and purpose paper
of other print
material or media
Identify the
Strategy: CSSR (modified)
subject-specific
Source: Dr. Denise Fleming's lesson plan strategy cards
pedagogical
Rationale: Kindred is an American journey of a late 20th century
strategy that will
American who travel to an earlier time in American history. S will
be used in this
encounter colloquial words and phrase which they may not, as yet,
lesson and the
encountered, especially EL who have a completely different cultural
source where you reference. Context, structure, sound and references are important to
found the
determine the meaning of new words and phrases. However, I have
strategy. Provide
added a group discussion component in the belief that some S may
a rationale for
be acquainted with these words or phrases so they can learn from
selecting this
each other rather than only being T centered.
strategy.
Provide a sound,
Procedure:
detailed,
1. T reviews the text by asking S to summarize the action up to The
numbered stepFall to activate prior knowledge.
by-step procedure 2. T explains the CSSR process and explains that this will be done in
for how the lesson small groups of four after the reading.
will unfold. Use T 3. T instructs student to read The Fall part 1 silently and write down
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Leland Traiman
Summer 20113
for “teacher” and
Ss for “students”
so we clearly
know what each is
doing
any word or phrases they do not know or are unsure of.
4. T writes a list of words from that text which students might have
questions about: casual labor, winos, minimum wage, No Doz,
sleepwalk.
5. S finish reading and break into groups of four and discuss their
lists and the list the T has put on the board. If no one knows the
meaning of the group's and the T's words then they apply the CSSR
process together.
"CSSR Procedure:
1. C-Context: S will try to guess the meaning of a word from
clues in the surrounding words or paragraphs.
2. S-Structure: If Step 1 does not work, students will look at the
parts of the word to see if there are prefixes, suffixes, roots,
tense markers, etc. they know.
3. S-Sound: If Step 2 does not work, students will try to
pronounce the word. When they hear it, is it a word they
already know? If not are there letters or letter combinations that
help?"
4. R-Reference: If Step 3 does not work, students will look them
up in the dictionary or ask the T for help.
T will monitor small groups offering advice and answering
questions.
Describe your
assessment plan,
i.e., how student
progress will be
monitored during
lesson to ensure
the standard and
objectives are
met.
6. T will reunite the class and all the word will be listed with each
student giving a definition.
WTSAT:
1. identify unknown words or phrases.
2. discuss words with other students and share their knowledge of
the meaning.
3. if no one knows the meaning of the group's and the T's words then
the students will be able to apply the CSSR process.
Teacher will assess students by monitoring group discussion and by
hearing each student define a previously unknown word.
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Summer 20113
Daily Lesson Plan #4 Writing - Kindred
Day #4, Lesson
Title, and one
sentence summary
or description of
lesson
Identify
objectives for this
lesson. Be sure
they start with
verbs and that
they align with
the Common Core
standard(s) from
your rationale
Name and number
of HJ step, if used
Identify chapter
or pages from
novel OR provide
name and purpose
of other print
material or media
Identify the
subject-specific
pedagogical
strategy that will
be used in this
lesson and the
source where you
found the
strategy. Provide
a rationale for
selecting this
strategy.
Provide a sound,
detailed,
numbered stepby-step procedure
for how the lesson
will unfold. Use T
for “teacher” and
Day: 4 Grade 9
Lesson Title: Writing about the Return
Description: The Return, step 9, of the HJ cycle the hero returns
home and is changed because of the journey. Students will discuss
how they think Dana changed and why. Then students will write on
1-2 pages citing at least three ways Dana has changed because of her
journeys to the antebellum South and, citing textual evidence, why
they believe she has changed.
CCSS.ELA-Literacy.W.9-10.2 "Write informative/explanatory texts
to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization,
and analysis of content."
Objective-TSWBAT:
1. Discuss how Dana's journeys have changed her and why
2. Students will write a 1-2 page paper, citing textual evidence,
stating least three ways Dana has changed and why.
The Return, step 9
Prologue and Epilogue (The main action in Kindred takes place
before the Prologue. The Prologue begins with Dana's final return.
The action in the Epilogue takes place after the Prologue.)
Writing Workshop (modified)
Source: Dr. Denise Fleming's lesson plan strategy cards
Rationale: What-is-learned during The Return can be difficult for
any reader to figure out on one's own. Discussing what is learned,
how life is different and why, helps each student clarify their own
thoughts. Peer discussions, sharing different ideas and perspectives,
can stimulate each student's thinking beyond what they could
accomplish alone. Clear ideas with textual evidence, with students
modeling for each other, is what is needed before students begin the
writing process.
Student will have finished reading all of Kindred.
1. T will have S summarize text up to The Return to stimulate prior
knowledge. T will inform S that the lesson will be a writing lesson
focusing on The Return. Q&A.
2. T will have students read the Prologue and the Epilogue aloud to
stimulate prior knowledge of what they have already read and to
have them listen critically with regard to the elements in The Return.
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Ss for “students”
so we clearly
know what each is
doing
Describe your
assessment plan,
i.e., how student
progress will be
monitored during
lesson to ensure
the standard and
objectives are
met.
3. S will break up into groups of four.
4. T will give the assignment:
a. Discuss how Dana's journeys have changed her and why using
textual evidence.
b. After the discussion students will write a 1-2 page paper, citing
textual evidence, stating least three ways Dana has changed and
why.
5. Q&A about assignment.
6. T will monitor discussions.
7. T will have S write name on paper and hand it in.
WTSAT:
1. Discuss how Dana's journeys have changed her and why, citing
textual evidence.
2. Write a 1-2 page paper, citing textual evidence, stating least three
ways Dana has changed and why.
T will assess if S were able to accomplish the task by monitoring
small group discussion and evaluating their written assignment.
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