Student: Kristy Petrizzo Course: EDU 329 Grade: 9th Topic: Epic Conventions &Heroes

Professor Sills Date: 3 April 2014 Content Area: Adolescent English

INSTRUCTIONAL OBJECTIVE (Lesson Objective(s)*) After reviewing the structure and key components of an epic poem, along with examples of classic epic heroes within said poems, students will complete a follow up worksheet with 95% accuracy. CCLS/+NYS STANDARDS AND INDICATORS CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Indicator: This will be evident as students analyze the epic poems within the textbook, recognize the similarities among the common major themes found throughout epic poetry, and begin to map out the heros journey. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Indicator: This will be evident as students follow the epic heroes throughout their quests, pointing out the key components of the epic hero cycle.

MOTIVATION (Engaging the Learner(s)*) Students will begin by taking part in a group discussion about the common characteristics of the traditional hero archetype, drawing on various examples of bravery that they have seen, read, or heard about within their own lives. MATERIALS Computer Textbook Elements Worksheet The Heros Journey Diagram STRATEGIES (Learning Strategies*) Group Discussion: This will be evident when the class partakes in a discussion about the typical conventions of epic stories, and common characteristics of the hero. Cooperative Learning: This will be evident as students work in small groups to look over the texts and explore the journeys of classical epic heroes. Independent Work: This will be evident as students complete individual research to fill out the worksheet using a hero of their choice. ADAPTATIONS (Exceptionality*) The ELL students in the classroom will be given pictures of known heroes within popular culture, and encouraged to act out scenes from The Iliad or The Odyssey to gain understanding. DIFFERENTIATION OF INSTRUCTION

Tier One: After reviewing the structure and key components of an epic poem, along with examples of classic epic heroes within said poems, students will complete a follow up worksheet, while referencing The Heros Journey diagram, with 95% accuracy. Tier Two: After reviewing the structure and key components of an epic poem, along with examples of classic epic heroes within said poems, students will complete a follow up worksheet with 95% accuracy. Tier Three: After reviewing the structure and key components of an epic poem, along with examples of classic epic heroes within said poems, students will complete a follow up worksheet, as well as create a short story featuring a unique epic hero of their own creation, with 95% accuracy. DEVELOPMENTAL PROCEDURES The students will divide into small groups, and use the textbook to review examples of epic poems discussed in class. (Who are the heroes in these stories? Do they possess the same qualities that were discussed earlier? What challenges do they face?) Once students have gained a general understanding of epic conventions, and the epic heroes within classical texts such as The Iliad and The Odyssey, the students will brainstorm to come up with examples of modern epic heroes. (Where have you seen these characteristics in the modern world? Who in your life do you consider a hero, and why?) Finally, the students will use the modern hero of their choice to complete the worksheet. (What connections can be made between the ancient stories read in

class and the modern stories read or watched in your own life? Do the characteristics of epic heroes hold true in todays world?) ASSESSMENT (artifacts* and assessment [formal & informal]*) Students will complete a worksheet detailing the elements of the epic hero cycle, using a hero that they know, or have read about in their own lives. Students will display understanding of the hero archetype and the conventional heros journey, completing the worksheet with 95% accuracy. INDEPENDENT PRACTICE Following the lesson on the conventions of epic poetry and heroes, students will read an excerpt from The Aeneid for homework, and will be required to highlight examples of the key components and/or characteristics discussed in class within the text. FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The teacher and student will, together, use the classroom computers to watch the Epic Heroes - Past and Present video on YouTube, and discuss the key qualities of epic heroes, demonstrating student understanding. Academic Enrichment: The students will create movie posters portraying a modern take on a classic epic poem of their choice, and its corresponding hero as the films lead.

TEACHER REFERENCES Common Core State Standards; English Language Arts Standards. (2012). Retrieved from http://www.corestandards.org/ELA-Literacy/W/8 Elements of the epic hero cycle. (n.d.). Retrieved from http://edsitement.neh.gov/ sites/edsitement.neh.gov/files/worksheets/Elements of the Epic Hero Cycle.pdf Hamby, Z. (2012). Reaching olympus: Teaching mythology through reader's theater plays, the greek myths. Hamby Publishing. Hopkins, C. (2009, June 24). Epic heroes - past and present. Retrieved from http:// www.youtube.com/watch?v=UD51mcnc9Hg