LESSON+5++BOOK+SELECTION

Skill Cluster 2: Reading and Analysis
 * LESSON NUMBER 5 – HOW ARE FANTASY THEMES AND ARCHETYPES EMERGING IN MY BOOK SELECTION **


 * Quick Lesson Overview: ** This lesson marks the end of the first week of the module.At this point, students have selected their fantasy novel (and made good progress reading the book), and they have also studied how common fantasy themes and archetypes have helped contribute to the lasting appeal of fantasy classics.In Day 5 students will complete an important mini-­‐task where students apply their new understanding in a writing task connected to their book group selection.


 * Learning Objectives: **

4. Identify recurring themes and common structural archetypes in student book group selection. 5. Read closely to cite strong textual evidence from the book selection and its connections to fantasy motifs.


 * Standards Addressed in This Lesson: **
 * R 1.2-­‐3.3 -­‐-­‐ R1.2-­‐3.3 ** Explains and compares the different roles and functions that characters play in a narrative (e.g., antagonist, protagonist, hero); interprets characters’ actions, dialogue, physical attributes, thoughts, feelings, and interactions with other characters to describe nuances of character and how characters change in response to events in the plot.


 * R1.2-­‐4.2 ** Understands that themes are suggested by connections among setting, characters, and plot; identifies story-­‐level and abstract themes and describes their connections to setting, character development, and plot; recognizes the differences between concepts (e.g., truth, fairness, loyalty) and themes (e.g., good friends are loyal to each other).


 * W10.2 ** 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.


 * __ Essential __****__ Lesson __****__ Question/s: __**


 * // What are some universal themes or conflicts that make fantasy literature compelling for readers? What are common themes and archetypes and themes found in fantasy literature? //**
 * // How do fantasy writers weave in common fantasy themes and archetypes in their narrative planning? //**


 * // Does the “Hero’s Journey” quest have relevance in fantasy literature and/or in your book selection? //**


 * Mini-­‐task (Required for this Module) **
 * // Prompt: // After reading and discussing common archetypes in fantasy literature students will complete a written blog where they use textual evidence to discuss the application of these motifs in the fantasy book they are reading.
 * // Product: // Written explanatory blog.
 * // Mini-­‐task scoring: Use of scoring rubric tied back to task criteria. //


 * __ Pre-­‐planning __****__ Notes __****__ for __****__ the __****__ Teacher: __**

This lesson is the first time a task is evaluated with a specific scoring rubric.Be sure to review the rubric ahead of time so you can explain it to students.


 * __ Lessons __****__ 5 __****__ Instructional __****__ Sequence: __**

1. **Required Mini-­‐task:** Yesterday students completed a Book Group session and collected information about fantasy archetypes they have seen in their novels thus far.They can pull information from the Book Group Discussion organizer they completed on the previous day and also incorporate any insights gleaned from the discussion group itself.The Reflection Blog should address the following requirements.Students will compose their response in WORD, save the document, and then load their completed file into their Portfolio Page of Educurious. Students will post their finished Reflection Summary in the Portfolio section of Educurious. The week’s final mini-­‐task is assessed by the teacher using the scoring rubric on the next page.
 * Address specific ways the book group selection reflects fantasy archetypes, themes or the hero’s journey
 * Use textual evidence to substantiate comments
 * Summarize the Student Reader’s overall impression of the novel
 * Identify strengths or weaknesses of the book from the reader’s (student’s) perspective
 * Complete a cohesive summary blog that is three to four paragraphs in length


 * Boo **** k Group Reflection Rubric **


 * Connections to Archetypes &The Hero’s Journey **
 * Textual Evidence Summarizes Overall **

journey and or archetypes although more information or examples might be helpful || Provides two to three clear examples and understandable textual evidence to support reasoning || Summary includes sufficient information to convey reader’s overall initial impression of the novel || Addresses most of the requirements of the task and summary is long enough to address its purpose || weaknesses outweigh strengths; writing addresses does not address some parts of the task || ** 2 ** || Attempts to explain links to the hero’s journey and or fantasy archetypes although information may be missing and or confusing at times || Uses some textual evidence although connections maybe spotty with more examples needed || Attempts to provide an overall initial impression of the novel although information may be missing and or confusing at times || Some of the requirements of the task may be missing and/or the writing sample may be insufficient for the purpose || Needs more work || ** 1 ** || Summary needs more work before the reader can follow the reader’s understanding of the hero’s journey or fantasy archetypes || Few examples of textual evidence are included || Summary needs more work before the reader can follow the reader’s overall initial impression of the novel || Summary is not complete ||
 * Exceeds Standards Shows control and skill; many strengths present || ** 4 ** || Summary conveys the student’s feelings and reasoning about the central character/s connection to the hero’s journey or common fantasy archetypes || Provides three to four well-­‐stated pieces of evidence/examples from the text to back reasoning || Develops a detailed and readable summary that convincingly conveys the writer’s overall initial impression of the novel || Addresses all requirements of the task with a summary three to four paragraphs in length ||
 * Meets Standards Some control; strengths outweigh the weaknesses; writing addresses task || ** 3 ** || Summarizes reasoning to link the central character/s to the hero’s
 * Almost Meets Standards Some control;
 * Not Yet

2. Allocate about the first half to two-­‐thirds of the class period to complete the week’s final mini-­‐task. In the final third of the lesson, show the video of Gary Ross who is the director of the movie the __Hunger__ __ Games __ -­‐-­‐a very popular young-­‐adult fantasy narrative. The video shows Ross discussing his own creative process as a film maker.Of particular interest will be his discussion of identifying character and plot development as well as all the issues that emerge when a director is attempting to transfer a well-­‐known book to the screen.Additionally, the author talks about the archetypes and fantasy themes that exist in Hunger Games film.The video will also has many options for discussion. Be sure there is enough time to view and discuss the video. If time appears too short, plan to show the video during the start of the next lesson.

3. Finally, during the lesson, students will be reading, analyzing and discussing the first chapter of the novel the Wizard of Earthsea by Ursula LeGuin.Direct students to this chapter on-­‐line on via a hard copy and ask students to read the chapter ahead of the next class. This will provide enough time so that all students will have read through the work at least once.

Prior knowledge for this lesson will come primarily from the reading and discussion done earlier in the week. Before showing the “expert” author video, it would be also be a good idea to poll the group to see if any students know someone who is an actual writer. If so, have them share.Also—ask students to hypothesize the work routine and experiences of a real-­‐life author before showing the video. Briefly discuss.After students watch the video, ask them if any of their assumptions were confirmed or changed?
 * __ Prior __****__ Knowledge: __**

As noted before, progress in the student book selection will be important to the module.Be sure to remind students to keep reading.
 * __ Possible __****__ Challenges: __**