MONOMYTH: The Hero

Grade and Subject:

9-10, English Language Arts: Reading, Writing, and Understanding Literature

Common Core State Standards (CCSS):

1. 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.

2. CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Essential Questions:

1. Are all archetypes evident in this story?

2. What do the vocabulary words mean, and which one is nonsense?

3. What are elements required for writing a sensible short story?

 Measurable Objectives of Lesson (SWBAT: Students Will Be Able to):

1. Students will be able to identify elements of monomyth—from character representation to points on the Hero’s Journey—present in The Secret Life of Walter Mitty, by James Thurber during whole group discussion.

2. Students will demonstrate solid reading skills during the read-aloud, which includes confident attempts with difficult words, if applicable.

2. Students will define each vocabulary word and be able to identify the nonsense word in the list.

3. Students will outline their own stories starting with a brainstorm or outline and character sketch that includes an itemization of each archetype and how each fits into the story.

Evidence of Differentiated Instruction:

Students with kinesthetic learning preferences will have the opportunity to help draw the Mitty diagrams on the board using a variety of colors and use fine art techniques for their story outline and character sketches, if they choose. Students who are auditory will hear the story--and can read it aloud if they choose, whereas visual learners will be able to see the story as its being read.

Grouping strategies:

1. Whole Group 

2. Small Group

3. Individual

Modalities:

1. Visual

2. Auditory

3. Kinesthetic

Materials:

1. Different colors of dry erase markers for board diagram

2. Printed copies of The Secret Life of Walter Mitty, by James Thurber

3. Markers, colored pencils, and letter paper for students who prefer to illustrate their story elements. 

Key Vocabulary:

1. Hero

2. Antagonist

3. Rakishly

4. Obstreosis

5. Tertiary

6. Streptothricosis

7. Coreopsis

8. Insolent

9. Carborundum

10. Inscrutable

11. Cheerio

Hook/Anticipatory Set: 

(5 minutes) Play “Auprès de Ma Blonde” at start of class—militaristic version—and pass out printed story. After the music ends, read the first paragraph with inflection, varied voices. Pass reading to volunteer student, continue through entire story, accommodating visual and auditory learners.

Teacher Instruction:

(15 minutes) Discuss key vocabulary and take definitions and/or guesses on meaning. With class participation, write key points from Mitty in Hero’s Journey on board, using different colors for visual diversity. Explain that the goal of the lesson is to identify the key points in the story. 

Student Practice:

(20 minutes) Students start character sketches and plot outlines for own short story thay follows the essential structure of monomyth. Work may continue on favorite story analysis diagrams from Lesson 1 as time allows. 

Assessment/Student Feedback: 

Formative assessment during discussion and as students create their character sketches and/or work on their poster diagram.

Closure:

Five minutes before end of class, as students are putting their work away and tucking their poster diagrams in their portfolios, ask them to consider (if they don’t already know) which vocabulary word is a farewell (Cheerio!).