Great Expectations: Growing into a Hero: Informational
Information Sheet for Information/Explanation Module
Module title:
Great Expectations: Growing into a Hero: Informational Module
Module description
(overview):
Template task
(include number,
type, level):
Teaching task:
Culminating activity on the novel—comparing Pip to the Hero Journey as defined by Joseph Campbell.
Grade/Level:
Task 11: After researching _____ (informational texts) on _____ (content), write a _____ (report or substitute) that defines _____ (term or
concept) and explains _____ (content). Support your discussion with evidence from your research. L2: What _____ (conclusions or implications)
can you draw? (Informational or Explanatory/Definition)
After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the
Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research.
7th grade-GT
Discipline: (e.g., ELA, ELA
science, history,
other?)
Course:
7th grade language arts-GT
Author:
Chad Peavler
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
1
Section 1: What Task?
TEACHING TASK
Teaching task:
After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero
Journey is evident in Great Expectations. Support your discussion with evidence from your research.
Reading texts:
Great Expectations by Charles Dickens,The Hero Journey: A Guide to Literature and Life by Reg Harris and Susan Thompson, various website articles.
Background to
share with
students:
Extension
(optional):
The Hero Journey monomyth is a literary theory based on the work of Joseph Campbell (The Hero with a Thousand Faces, 2008) and others. It is based on
the idea of archetypes (Carl Jung) and, in theory, facets of the Hero Journey can be found in any quest or human growth story.
In place of an independent reading project, analyze the Hero Journey in one of the books you read this trimester.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
Kentucky Core Academic Standards
source:
NUMBER
RL 8.9
CONTENT STANDARDS
Analyze how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the
Bible, including how the material is rendered new.
COMMON CORE STATE STANDARDS
NUMBER
1
2
4
ANCHOR STANDARDS FOR READING
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
10
Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER
2
ANCHOR STANDARDS FOR WRITING
4
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audience.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
2
SCORING RUBRIC FOR INFORMATION/EXPLANATION TEMPLATE TASKS
Scoring Elements
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Establishes a strong controlling idea with a
clear purpose maintained throughout the
response.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials
Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
Attempts to establish a controlling
idea, but lacks a clear purpose.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with a clear
purpose maintained throughout the
response.
Attempts to present information in
response to the prompt, but lacks
Reading/ Research
connections or relevance to the
purpose of the prompt.
Attempts to provide details in
response to the prompt, including
Development
retelling, but lacks sufficient
development or relevancy.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness.
Presents information from reading
materials relevant to the prompt with
accuracy and sufficient detail.
Presents appropriate details to
support the focus and controlling
idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents thorough and detailed
information to strongly support the focus
and controlling idea.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational
structure to address the specific
requirements of the prompt, with
some lapses in coherence or
awkward use of the organizational
structure
Maintains an appropriate organizational
structure to address the specific
requirements of the prompt.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by
the specific prompt.
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics. Sources are
used without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone appropriate to the audience,
purpose, and specific requirements of the
prompt. Cites sources using an
appropriate format with only minor
errors.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt. Consistently
cites sources using an appropriate format.
Attempts to include disciplinary
content in explanations, but
understanding of content is weak;
content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary content
relevant to the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Focus
Controlling Idea
Organization
Conventions
Content
Understanding
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1.Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2.Task analysis
Ability to understand and explain the task's prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1.Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
3. Analysis practice
Ability to use central ideas of informational texts to practice analysis with short texts and film clips in preparation for writing.
4. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
5. Academic integrity
Ability to use and credit sources appropriately.
6. Note-taking
Ability to select important facts and passages for use in one's own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Controlling idea
Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an information/explanation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SKILLS CLUSTER 1: PREPARING FOR THE TASK
SCORING (PRODUCT "MEETS
EXPECTATIONS" IF IT…)
INSTRUCTIONAL STRATEGIES
Day 1
1.Task engagement
None

Share responses from students.
Day 1
Ability to connect the task and In a quick-write, write your first reaction to
new content to existing
the task prompt.What do you think about
knowledge, skills, experiences, this assignment? What parts of it do you
interests, and concerns.
think you can answer now?
2.Task analysis
Bullets
None

Create a list of student ideas to post in the room and
check them off as we complete them.

Establish a time line for the essay's parts.

Provide citation guide and discuss why each element of
citation is needed.

Ask students to brainstorm what makes an author
credible and/or worthy of study.

Discuss "look-for's" to guide students in identifying their
own source.

Students brainstorm list of stages and steps with
teacher facilitation.

Teacher helps to explain the notes with references to a
shared student text (Star Wars).
Quick-write
Ability to understand and
What do you need to know or be able to do
explain the task's prompt and to get an A on this assignment?
rubric.
SKILLS CLUSTER 2: READING PROCESS
Day 2
1.Text selection
Notes
Ability to identify appropriate For each text (two selected by the teacher,
texts
one identified online by the student), create
a bibliography and identify what makes this
a credible source for this essay.
Days 2, 3,
and 4
2: Active reading
Day 2: Numbered List
Ability to identify the central
point and main supporting
elements of a text.
Generate a list of the stages and steps of
the Hero Journey.



Identifies author, title, publisher,
date, and any other needed
information (for example, the
volume for a periodical or the
editor for an anthology).
Includes reasonable evidence that
work is credible and/or worthy of
study.
Notes are thorough and
complete.
Day 3: Notes
Generate explanatory notes about each
stage and step of the Hero Journey.
Day 4: Notes
As a class, fill in informational gaps in class
notes.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Days 5-6
3. Analysis Practice

In your notes packet, analyze short film clips 
Short response
Ability to use central ideas of
informational texts to practice for elements of the Hero Journey.Which
analysis with short texts and parts of the texts helped you identify those
film clips in preparation for elements?
writing.
4. Essential vocabulary
Day 8
Ability to identify and master In your notes packet, highlight words and
terms essential to
phrases essential to understanding the Hero 
understanding a text
Journey. Add definitions for any word or
concept you do not understand.
5. Academic integrity
Definition and strategies

Ability to use and credit
sources appropriately.
Days 9 and 6. Note-taking
10
Ability to select important
facts and passages for use in
one's own writing.
Vocabulary list

On-going
1. Bridging

Includes textual information to
support analysis.
Day 5, complete the activity whole class with modeling
from the teacher.

Day 6, students complete independently followed by
whole class discussion and review.

Day 7, student complete independently and receive
scoring and descriptive feedback from teacher.

Recommended films—Harry Potter or The Lord of
the Rings
Teacher modeling for the first few steps.
Highlights appropriate words and
phrases.
Provides accurate definitions.
Discuss respect for others' work to assemble evidence
and create texts.

Discuss academic penalties for stealing others thoughts
and words.
Provide a worksheet for note-taking.
Lists several appropriate
strategies.
Notes


Identifies relevant elements.
Bullets
Use formative vocabulary quizzes to help them identify
words they may not know.


From the novel, the Hero Journey texts, and
the notes, make a list of the elements that
look most important for answering the
prompt. Use strategies to avoid plagiarism.


Provides accurate definition.
Define "plagiarism" and list ways to avoid it.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 11
Identifies accurate elements.
Includes information to support
accurate citation (for example,
page numbers for a long text,
clear indication when quoting
directly).
No scoring
Ability to begin linking reading In a quick-write, explain what you've learned
results to writing task
'about archetypes and the Hero Journey
through your reading.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011




Create works cited page to aid in referencing.
Discuss student answers.
Refer to chart developed day 1.
SKILLS CLUSTER 4: WRITING PROCESS
Day 11
Day 12
Days 13,
14, and 15

1. Controlling idea
Opening paragraph
Ability to establish a
controlling idea and
consolidate information
relevant to task.
Write an opening paragraph that includes a
controlling idea and sequences the key

points you plan to make in your composition.
2. Planning



Create an outline based on your notes and 
Outline/organizer
Ability to develop a line of
thought and text structure
reading in which you state your claim,
appropriate to an information/ sequence your points, and note your
explanation task.
supporting evidence.
3. Development
Initial draft
Ability to construct an initial
draft with an emerging line
of thought and structure.
Write a rough draft complete with
opening, body, and closing; insert and
parenthetically cite textual evidence.
Ability to proofread and
format a piece to make it
more effective.
Work with a partner to edit the spelling,
punctuation, and grammar of your essay.
Make sure it says what you mean and
sounds like you are talking to your teacher.
6. Completion
Final Piece
Ability to submit final piece
that meets expectations
Turn in your complete set of drafts, plus the
final version of your piece.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS

Provide a worksheet to aid in writing and scoring.

Provide a worksheet to aid in writing and scoring.

Model parenthetical citation format.

Partners use Post-it notes to make suggestions and
point out weaknesses.

Briefly review selected skills that many students need to
improve.


Teach a short list of proofreading marks.
Provides direct answer to main
prompt requirements.
Establishes a controlling idea.
Identifies key points that support
development of argument.
Creates an outline or organizer.
Supports controlling idea.
 Uses evidence from texts
read earlier.

Provides complete draft with all
parts.

Supports the opening in the later
sections with evidence and
citations.
Provides complete draft with all
parts.
Days 16 and 4. Revision
Multiple drafts

17
Ability to refine text, including Revise your draft with a partner. Make sure
line of thought, language
it makes sense, covers the prompt, uses

usage, and tone as
textual evidence, and cites that evidence.
appropriate to audience and Make sure the conclusion brings your
purpose.
thoughts to a close and either circles back
to the opening or connects your essay to the
world outside the novel. Use your partner's
suggestions to create a better essay.
Day 18
5. Editing
Correct Draft

Day 19
Writes a concise summary
statement or draft opening.

Improves earlier edition.
Provides draft free from
distracting surface errors.
Fits the "Meets Expectations"
category in the rubric for the
teaching task.
FOR STUDENTS
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Assign students to proofread each other's texts a
second time.
Harris, R., & Thompson, D. (1991). The Hero's Journey: A guide to literature Dickens, Charles. Great Expectations. Dover Publications; Unabridged edition, August 1, and life. Ariane Pub Et Dist.
2001. Original publication: 1861 (in three volumes).
Campbell, J. (2008, July 28). Hero with a Thousand Faces, 3rd ed. New
World Library.
Harris, Reg. "Hero Journey and the Essay" Section 4: What Results?
STUDENT WORK SAMPLES
Appendix
The attached materials support teaching this module.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011