ALEX Learning Activity

  

My Hero's Journey Narrative

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Candice Richardson
System:Boaz City
School:Boaz Middle School
  General Activity Information  
Activity ID: 2272
Title:
My Hero's Journey Narrative
Digital Tool/Resource:
My Hero's Journey - Editor Letter
Web Address – URL:
Overview:

This learning activity should be used as an explore/explain activity for students to apply their narrative writing skills and practice differentiating between narrative and expository writing.  The students will practice these skills through correspondence with a publisher and by writing a narrative of a single scene from a hero's journey.  By including the correspondence aspect of the activity, students will be able to show their ability to differentiate between narrative and expository writing.  By limiting the students to writing a single narrative scene, they will be able to more easily demonstrate their ability to write narratives that show not tell.  This should combat some of the summaries that often results when students try to tell an entire story.  Students will need to have prior knowledge concerning the difference between narrative and expository writing and the difference between a single scene in a story and an entire story.  They will also need to be familiar with the basic concepts of letter writing, the hero's journey motif, and the choices authors must make in terms of point of view, showing not telling, and dialogue.  Finally, the students will be presented with My Hero's Journey Narrative Correspondence, a letter between the students and an editor from a publishing company interested in publishing their work. The students will write a single-scene narrative with a clear beginning, middle, and end using a consistent point of view that paints a picture of the characters, setting, and events of the story.  The students will use action verbs, imagery, dialogue, and figurative language to paint this picture.  During the activity the students will use a My Hero's Journey Peer Review; revise, edit, and publish their writing to a class Padlet page; and write a letter to their publisher concerning the status of their work.

This activity was created as a result of the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 8
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 8
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]

English Language Arts
ELA2015 (2015)
Grade: 8
24 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.) [W.8.5]

Learning Objectives:

I will write a single scene narrative from an imagined hero's story using dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

 

I will write both a letter and a narrative to show that I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

I will use the writing process to complete my letter and narrative, with some guidance and support from peers and adults, to show that I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

The teacher will share My Hero's Journey Narrative Correspondence from the publishing editor.  Once the students have had the opportunity to read the letter and its attachment (My Hero’s Journey Narrative Rubric), the teacher will ask questions to ensure the students understand what they will need to do to be successful with the activity.

 

The students will use My Hero's Journey Narrative Correspondence to write their narratives independently.

 

The students will work with a partner to complete My Hero's Journey Peer Review of their work.

 

The student will write a business letter response to his/her editor to share the link to the class Padlet page and request feedback on his/her work. 

 

The students will use the peer review notes to revise, edit, and publish their narratives to the class Padlet page.

 

 

Assessment Strategies:

The teacher can assess the students' narrative writing skills and application of the traditional hero's journey patterns and characteristics using the same My Hero’s Journey Narrative Rubric.

 


Advanced Preparation:

The teacher will need to ...

  • make a copy of the My Hero's Journey Narrative Correspondence from the editor and personalize it before sharing it with the students.  (To personalize the letter, the teacher will need to replace the highlighted questions with his/her name and that of the school.)
  • provide the students with copies of the My Hero's Journey Peer Review.
  • determine how the students will be grouped for the peer review activity.
  • make sure students are familiar with the expectations and models of good narrative writing before beginning this learning activity.

The teacher may need to ...

  • Depending on the students' ability levels, the teacher may want to have the students annotate the letter from the editor and the rubric to demonstrate their understanding of the activity's expectations instead of using a question and answer session to assess this before the activity begins.
  • Depending on the students' previous experiences, they may or may not need a model of a business letter or a business letter template before writing their responses to their editor.
  • The teacher may want to strategically partner students for the peer review activity or use groups of three where two students work together to review another's work.
  • The teacher may want to create a fake email account for students to respond to the editor in an email using the business letter format to also address email etiquette in the activity and give the activity a more real-world experience.

 

Variation Tips (optional):

Although this learning activity is designed to give students an opportunity to demonstrate their understanding of the traditional hero's journey patterns and characteristics, it could easily be modified to use with any narrative writing activity. 

As students will finish this activity at different times, the teacher may want to share the Giraffe Heroes Project with early finishers to let them explore stories about real-life heroes to share with the class at another time.

 

Notes or Recommendations (optional):

The teacher may need to conference with the student(s) concerning the peer review - may be done one-on-one or with both partners.

Padlet is a collaborative tool that allows students to share their work, images, videos, etc. with others.  It can be set up using a private link so that only those with the link can view or access it. (Padlet Tutorial if needed.)

This learning activity could be taught with

  Keywords and Search Tags  
Keywords and Search Tags: buisness letter, hero, heros journey, myth, narrative, peer review, publishing, writing