Pre-Lesson+1

Pre-­Lesson # 1–Reading and Analysis

> R1 Ability to read texts carefully and identify words, passages or ideas that are challenging, interesting or that seem vital to plot and character development. R4 Ability to read texts that aren’t typical narratives and extract information for discussion and application **//(Educurious Matrix for Unit 6 page 8)//**
 * F **** r **** o **** m **** Sk **** ill **** s **** C **** l **** u **** st **** e **** r **** 2 **** : **** Read **** i **** ng **** and **** Ana **** l **** ys **** is **
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 * S **** t **** uden **** ts **** w **** ill **** be **** ab **** l **** e **** t **** o **** de **** m **** on **** st **** ra **** t **** e **** t **** he **** i **** r **** understanding of elements of the [|monomyth]. ** **Students will be able to identify key features of the hero’s quest.**

R4.2.2: Marks and annotates texts and takes notes during or after reading to identify and elaborate key ideas.
 * Co **** ll **** ege **** Boa **** r **** d **** - **** Pre **** -­ **** AP **** and **** A **** . **** P **** . **** S **** t **** andard **** s ** R4.2.1:Use text-­‐focused strategies (e.g.,re-­reading, paraphrasing, chunking, close reading) to better understand texts, improve global understanding, and infer implied meaning in the text.
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 * In mythic literature, what are the most important elements of the hero’s journey?
 * What elements may be essential in the development of your story?


 * Pre **** -­ **** Les **** s **** o **** n **** 1 Instructional Sequence: **
 * 1)   Project [| Wordle_Sample.png]. Ask 'What is Author talking about?' Students will examine the Wordle extracted from an informational text based on the writings of Joseph Campbell’s //Hero with a Thousand Faces//. Students will identify the words related to myths and fantasy either from text or other media. [|Wordle_Sample.png]
 * 2)  Teachers will model a close reading, first paragraph, from [|Hero_Journey.pdf] for students. Point out the words in the Wordle that match those in the reading.
 * 3) **Have students practice close reading in pairs. They should open the PDF document using //Preview// to facilitate annotation (highlight new words)** [|Hero_Journey.pdf]
 * 4) Students will view short video The Matrix: The Hero’s Journey.” [|JosephCampbell_The Matrix Monomyth_YouTube.mp4]
 * 5) Students will modify the “Hero’s Journey Chart” and complete it using any fantasy or myth of their choosing. Stories identified in the Wordle may be used for this exercise, as may the subject matter of the video. This maybe done individually or in small groups. Students should make a list of the words used to complete their chart.[| Hero_Journey_Chart.pdf]
 * 6) Video Review: [|Students will view a preview of the Hunger Games by Suzanne Collins:]
 * 7) ** Technology - Enter their list of words in the wordle creator (__www.wordle.net__) **

**Culmination Activity** - Using a gallery walk students should note similarities and differences in their respective Wordles. What do their observations imply? What words are similar; what words are unique?