Kim Everhart
ED 498
Direct Instruction Lesson Plan format
SUBJECT
TOPIC
GRADE
TIME
IN Academic (K-12)
Standard(s)
Student characteristics &
anticipated challenges
English
Studying Archetypes in Literature
11
1 hour, 15 minutes
ELP 11.7.7(Level 2) Organize a simple speech that includes
visual aids to support the main idea and express with simple
phrases and sentences.
ELP 11.7.20 Advanced (Level 4): Select and deliver
appropriate oral presentations for a given context, including
narratives; responses to literature; and persuasive,
informational, and descriptive presentations.
11.1.1 Vocabulary and Concept Development:
Understand unfamiliar words that refer to characters or
themes in literature or history. (Core Standard)
11.3.6 Analyze the way in which authors have used
archetypes (original models or patterns, such as best friend,
champion, crusader, free spirit, nurturer, outcast, tyrant, and
others) drawn from myth and tradition in literature, film,
political speeches, and religious writings.
1 Level 2 Student- This student moved to the United States
from Mexico in the 10th grade and is
approaching the Speech Emergence Stage. The
student is literate in her native language and has
a well-documented education. This student’s
vocabulary is still extremely limited but she is
able to communicate in simple, one or two word
phrases. The use of pictures, group activities,
and graphic organizers will help aid the student
in her comprehension of the lesson. Although
parts of the lesson may be complex, there will
be enough visual aids and repetition for the
student to get the gist of the lesson.
Speaking in front of others still produces a high-level of
anxiety for this student and mispronounced
words are to be expected. By pairing the
student in a group with another, more advanced
ELL, the student will have support in her native
language, as well as the ability to hear native
English speakers in a small group format. The
student will have ample time to hear new
vocabulary used in context before using the
words in her presentation.
1 Level 4 Student- This student moved to the United States
from Mexico in the 7th grade and is approaching
Advanced Fluency. The student is bi-literate
due to his high level of education in his native
language. This student is beginning to speak
with more complexity due to his growing
academic vocabulary, though on-the spot
speaking situations still prove difficult at times.
The activity in the lesson will provide the
student ample to time to organize his thoughts
before speaking in front of the class. The use of
buzz words from the board and word wall will
also aid the students as they become
comfortable with newly learned academic
vocabulary.
This student’s comprehension of literature is increasing, as
well as their higher-order comprehension skills.
The students ask questions to clarify
assignments and can understand complex
concepts. The use of the Frayer Model as an
organizer will guide the student through the
process defining a term and analyzing a
complex topic.
OBJECTIVES
Content Objectives:
Language Objectives:
Content: The students, working in groups, will generate a definition of one
of the common archetypes using the Frayer Model and discuss one example
of that archetype in relation to the reading assigned. Groups will then
demonstrate their findings in front of the class. Groups must provide at
least three points in each square of the Frayer Model.
Language: The students, working in groups, will discuss the definition and
an example of one of the common archetypes and orally present their
results for the class. Students will listen to and identify any disagreements
they have with the presentation and articulate their disagreements in a
respectful manner.
Learning Strategies:
Insert Method
Self-questioning
Completing a graphic organizer
Key Vocabulary:
Archetypes, Archetypal, hero, villain, temptress, innocent, fool
Time
10
5
TEACHER ACTIVITY
Anticipatory Set
1. Show students a series of slides showing
characters from an action-adventure
film. For each slide ask the question
“What type of character is this?”
Hopefully students will volunteer words
such as “hero”, “villain”, etc. which I
will then write on the board. I will then
ask “What do you think this movie is
about?” and “How do you think the
characters interact with or relate to
eachother?”. I will jot down some of
their responses on the board. I will tell
the students, “None of us has seen this
movie. How do you think we know so
much about the characters and plot?
Please write a 1 or 2 sentence answer in
your journal to the question, ‘How you
think you know so much about the
characters, the people in the story, and
the plot, the storyline?’ Asking
ourselves questions about how we know
what we know, or self-questioning,
helps us to understand what we are
learning.” I will then show a slide of the
question and tell students, “For a
reminder on the terms ‘character’ and
‘plot’, you may refer to the word wall.”
I will then ask some students to
volunteer their answers.
2. I will tell students, “Researchers have
been able to compare stories from
different cultures, or groups of people,
around the world. The researchers have
been surprised to find or discover that
these stories have characters and events
that are very similar, even though the
people telling the stories have never met
or communicated with each other.
Many great thinkers have tried to
explain how it is possible that people
that have nothing in common could
write stories that are so much the same.
Today we will learn about a concept
called archetypes and how the use of
archetypes helps us as we read a book or
watch a movie. First, what is an
Archetype?” Show slide of the word
“Archetype” with Greek roots “arche”
meaning beginning or origin and “typos”
meaning “pattern, model, type”. Ask
STUDENT ACTIVITY
MATERIALS
Equipment,
materials,
teaching aids
Students will make guesses about the
characters on the slides and then
about the plot of the film.
They will then consider how they
were able to make assumptions on the
film and answer 1-2 sentences in their
journals. Students will volunteer
answers.
Projector,
slides of
archetypal
characters,
dry-erase
board,
student
journals,
“Archetype”
slide, word
wall
Students will listen to the lead-in and
then work together to come up with a
definition for “Archetype” based on
the Greek roots and what they know
considering the context of the lesson
thus far. Students will also be given
time to ask any questions they have
about the lesson so far.
students to come up with a proposed
definition for “Archetype” for the word
wall, including a short list of some
common archetypal characters.
I will then ask if the students have any
questions.
3
Objective and purpose
I will ask the students to copy the following
objectives from a slide to their journals and to
highlight the actions words.
Content: Using the Frayer Model and the
reading on archetypes, my group will generate a
definition of one of the common archetypes. My
group will examine one example of an archetypal
character in detail and prepare a presentation for
the class.
Language: My group, using the Frayer Model
and the reading on archetypes, will present our
definition to the class, discussing one example in
detail and making at least one reference to the
reading.
15
Input / Instructional strategies
I will organize the class into groups of five. I
will then hand out the reading on archetypes and
tell the students they have a few minutes to read
the excerpt using the Insert Method. I will also
tell them that while they read, they should feel
free to make use of the word wall for words like
“criticism”. When it appears everyone is done
reading I will tell the class they will now have a
few minutes to discuss the things they know, the
things that are confusing, and any questions they
have within their groups. While the groups
discuss, I will walk around to listen in on the
groups to assess each group’s understanding of
the text. After a few minutes I will ask the each
group to share some of their discussion and also
give each group a chance to clear up any
lingering questions.
Students will write objectives in
journals highlighting the day’s
actions. Students will ask questions
about the objectives.
Student
journals,
projector and
slides
Students will read the excerpt on
archetypal criticism using the Insert
Method and will work in groups to
discuss any aspects that are surprising
and/or confusing. The groups will
share some findings as the class and
will have ask questions about the
reading.
Projector and
slide on the
Insert Method,
Copies of the
excerpt on
Archetypal
Criticism,
word wall
The students will brainstorm in their
journals about the definition,
characteristics, examples, and nonexamples of a hero and then
Dry erase
board, student
journals
Checking for understanding (Formative
evaluation)
An informal evaluation occurs as the students
discuss the reading in their groups and come up
with questions to share with the class. (See
input/instructional strategies above.)
5
Guided practice
I will draw the Frayer Model on the board and
tell the class that we will work together to come
up with a definition for hero by using this graphic
22
5
organizer. I will explain how graphic organizers
help us organize the information we are learning,
thus increasing our comprehension. I will then
explain each of the squares of the Frayer Model
(definition, characteristics, examples, and nonexamples) and tell the students to briefly
brainstorm over each of the squares in their
journals before sharing with the class. I will tell
them they need to copy the model we come up
with in their journals for an assignment later.
Once the students share their ideas with the class,
I will tell them that they will be repeating this
exercise within their groups.
Independent practice
volunteer their ideas about what
constitutes a “hero” as we fill out the
Frayer Model as a class. They will
fill in their models in their journals as
the holds the discussion.
I will hand out large sheets of paper with the
Frayer Model drawn on them to each group.
Each group’s paper will have a different
archetypal character written in the middle of the
model. Each group will also receive a picture of
an example of their archetype. I will post a slide
with the following instructions and explain them
to the class, allowing time for questions:
Step 1- Use the Frayer Model to define your
archetypal character. Provide at least 3 points in
each square.
Step 2- Choose one of your examples and
discuss how and why it is a good example of
your archetype.
Step 3- Present your ideas to the class. Each
person in the group must be part of the
presentation.
I will walk around the classroom, listening to the
discussions and giving prompts to the groups if
needed. After 10 minutes, the class will take
turns presenting their ideas. I will tell the class to
listen carefully and give the class time to agree or
disagree with the presenting groups’ definitions.
Students will listen to instructions
and ask any questions needed.
Students will fill out the Frayer
Model for archetypes such as villain,
temptress, innocent, shrew, etc. in
groups. They will come to an
agreement on an example and why it
is a good example of that archetype.
The groups will present in front of
class. Groups waiting to present will
listen to the other groups and decide
whether they agree or disagree and
why.
Copies of the
Frayer Model
on large sheets
of paper,
pictures of
each
archetype,
slide of
instructions
Assignment- students will come up
with an example of the archetype
“hero” in use that was not suggested
in class and write a 1 page response
on why their example fits the
definition of a hero.
Assignment
handout
Closure (Lesson summation and learner
participation ) / Evaluation (Assignments,
homework, etc. How does this relate to the
objectives of the lesson? Of the unit?)
I will tell the class that we will be studying
archetypes, and heroes in particular, in greater
detail through a sampling of world literature
reading. Selections of reading from the Odyssey
to Don Quixote will be available to the students
and we will work through the texts in groups.
For the night’s homework, I will pass out
instructions and explain that each student will
think about the definition we came up with for
“hero” as a class and to come up with an example
of a hero that was not discussed in class. Each
student will write a 1 page response on how their
Students will turn in their journals as
they exit the classroom.
example fits the definition of a hero. Students are
allowed to tear the Frayer Model definition of
“hero” out of their journals. I will ask them to
turn in the remainder of their journals before
exiting the classroom.
Reflection:
References:
www.mnstate.edu/sibley/EECE%20441Archetypes%20in%20Literature.doc
Kim- Wow! This is a very strong lesson for ELLs and other learners as well. I am so
impressed with how you made a difficult concept comprehensible for ELLs, but still
maintained depth. This really is a model lesson!