Archetype:
Plots & Characters
Ms. Lonardo
Unit 2: Literature/Composition 1
2013-2014
Why do archetypes exist?
What do archetypes tell us about humanity?
How are stories reinvented?
Name: __________________________
Block: _____
Objectives:
- To gain an understanding of storytelling, mythology and archetype
- To compare and contrast different mythologies
- To continue strengthening annotation skills
- To write strong analysis of various quotations
Texts: A variety of myths, short stories, poems and song lyrics (all in LHS Archetype
reader)
Culminating Event:
You will take an in-class exam for this unit. The exam will focus on your ability to
recognize and explain major concepts and content from this unit.
Exam Section 1: You will be asked a number of multiple-choice questions about the
content of the stories we have read.
Exam Section 2: You will be asked a number of short-answer questions that will test your
knowledge of the myths and short stories from this unit
Exam Section 3: You will be given the choice of 3 quotations and asked to write about 1.
You will be asked to use that quotation in order to answer a question about human
nature.
Table of Contents
The Quest Stories:
Small Group Discussion Notes
Socratic Seminar Notes
Discussion Rubric
2
3
4
The Mentor:
Storyboard of “The Mysterious Stranger”
Sample Analytical Paragraph
“The Mysterious Stranger” Paragraph Assignment
Optional Graphic Organizer
5
6
7
8
Transformation Stories:
Socratic Seminar Notes
9
Golden Age Stories:
Golden Age Comparison Chart
Golden Age Discussion Questions
Annotation Assignment
10
11
12
The Martyr:
“The Lottery” Comprehension Questions
Four-Corner Discussion
13
14
The Scapegoat:
Katniss in the Hot Seat
15
Archetype Exam Study Guide
Analytical Paragraph Practice
17
18
1
Small Group Discussion:
“This is what it Means to Say Phoenix, Arizona”
In groups of four, you need to answer the following questions. Write in complete sentences and explain
your answers as thoroughly as possible. Before you get to the questions, you should also take time to
clarify any confusion about the story.
1) Review your annotations and ask any questions that you were not able to answer yourself. Take
clarifying notes directly under your annotations on the story.
2) What did you like about the story? What did you dislike?
3) Who is the hero in “This is what it Means to say Phoenix, Arizona”?
4) Does the story follow the hero’s journey archetype? If so, where?
5) Does the story deviate from the hero’s journey archetype? If so, where?
6) How is the style of this story different from Haroun and the Sea of Stories or the Odyssey?
7) If the story were told from the perspective of another character, how would the story change? Is
perspective important?
2
“This is what it Means to Say Phoenix, Arizona” Socratic Seminar
The Night Before: Write two questions to ask during the discussion. One should be clarifying and one
should be to spark discussion. Discussion questions often ask others for their opinions and/or make an
observation about the text. You also need to write down a short quotation from the text that you found
interesting a write down why you were drawn to it.
Clarifying Question:
Discussion Question:
Quotation & Comment:
The Day Of: People in the interior circle are required to speak at least twice. People in the exterior circle
may not speak at all. They are required to take notes on their given topic.
Your grade will be based on the discussion rubric, which focuses on your ability to:
1) following the directions
2) participants responding directly to each other
3) observers paying attention and reporting out to the rest of the class
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When participating in the conversation, here are some helpful phrases to use:
I agree with ______________ because…
I disagree with ___________ because…
I do not understand what you mean by __________. Could you explain?
One example that supports that idea is __________...
Observation Notes: Take notes on your card’s topic in the box below.
Your card’s Instruction:
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3
Discussion
Rubric
Exemplary
Proficient
Developing
Beginning
Making
Meaning
• Consistently demonstrates a careful
reading of the text
• Makes insightful comments and
inferences about meaning
• Significantly contributes new ideas and
synthesizes others’ ideas
• Demonstrates a careful reading
of the text
• Makes some insightful
comments and inferences
about meaning
• Contributes new ideas
• Demonstrates a superficial reading
of the text
• Makes some relevant comments
but fails to develop ideas
• Reacts primarily on a personal
level (“I liked it” or “It was
confusing”)
• There is little evidence the text was read
• Says nothing or remarks may be
inaccurate, unclear, or too brief to be
helpful
• Reacts on a personal level (“I liked it” or
“It was confusing”)
• Consistently refers to specifics from the
text
• Compares and contrasts text with related
texts, personal experiences and, social
and cultural issues
• Occasionally refers to specifics
from the text
• Occasionally compares and
contrasts text with related texts
and personal experiences
• Refers to the text in a general
manner without citing specifics
• Makes superficial comparisons to
personal experiences
• Makes no references to the text
Using the
Text
Contributing
Effectively
• Accepts responsibility for making
meaning out of literature.
• Avoids monopolizing the conversation
• Listens actively and asks relevant followup questions
• Successfully and thoughtfully pulls other
students into the discussion
• Body language and eye contact indicate
substantial involvement in the discussion
• Usually avoids monopolizing
the conversation
• Listens actively and
occasionally asks relevant
follow-up questions
• Attempts to pull other students
into the discussion
• Body language and eye contact
indicate involvement in the
discussion
• Often monopolizes the
conversation or rarely contributes
• Rarely asks relevant follow-up
questions
• Body language and eye contact
occasionally indicate involvement
in the discussion
• May belittle other speakers’ remarks,
monopolize the conversation, interrupt
other speakers, ignore their remarks
when speaking, or talk to those seated
nearby rather than to the whole group
• Body language might be distracting or
show lack of engagement, or student
may appear interested but, for whatever
reason, does not participate
Teacher
Assessment
Student
Goals
4
Storyboard of “The Mysterious Stranger” by Mark Twain
As a way to summarize this story, you need to create a storyboard for the text. You need to draw the story into the 16 boxes below. You
may also add words if need be to help you clarify your drawings.
5
Writing an Analytical Paragraph Without a Prompt!
What to do:
This exercise is designed to get you to think about the different parts of a paragraph and craft the
strongest argument possible. Instead of being given a topic or question, you are being given the
evidence. Based on that evidence, you need to write a paragraph that focuses on why that quotation is
important.
You should do the following:
• Identify the text from which the quotation comes
• Set the context of the quotation
• Connect the quotation to a major theme of the text
• Use the words of the quotation directly in your response
Example:
Quote:
“Already the creatures of Nu-kua’s making could speak their thoughts to one another, but Fu-hsi now
drew for them the eight precious symbols with which they could begin to make records for those who were
to come after.”
Response:
Creation myths seek to validate man’s existence on this planet. They can also provide insight into
a particular culture’s values. For example, the Chinese creation story, “Heaven and Earth and Man,”
exemplifies the ways in which record keeping is valued. Shortly after the god Nu-kua creates humans,
man is given “eight precious symbols with which they could begin to make records for those who were to
come after.” This emphasis on documenting history speaks to man’s desire to explain the world around
him and educate the next generation. By using stories like “Heaven and Earth and Man” to preserve a
culture’s values, the community is able to justify its customs to generations of new members. Educating
children is just one of many functions myths serve, and is prominently displayed in this particular creation
story.
6
“The Mysterious Stranger” Analytical Paragraph
Directions: Using the excerpt below as evidence, write a well-developed and argumentative paragraph
about “The Mysterious Stranger” by Mark Twain. Use the example paragraph on the previous page and
the paragraphs that we graded earlier this week (in your writing section) to help you write your own,
original paragraph.
DUE DATE: ____________________________________
Quotation:
“Satan reached out his hand and crushed the life out of them with his fingers, threw them away, wiped the red from
his fingers on his handkerchief and went on talking where he left off: “We cannot do wrong; neither have we any
disposition to do it, for we do not know what it is.”
It seemed strange under the circumstances, but we barely noticed that, we were so shocked and grieved at the
wanton murder he had committed—for murder it was, it was its true name” (113).
Grading: You will be graded on the analytical writing rubric found on page 18 of your reference packet.
Formatting: Your paragraph should…
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be typed in Times New Roman or a very similar font
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be in 12pt font size
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be double spaced
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have your name, the date, and your block in the upper left-hand corner
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Pre-writing for “The Mysterious Stranger” Paragraph
This is Not Required!
List some inferences you have made about this story based on what you see in the quotation.
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Now choose one of your inferences and use this graphic organizer to formulate your paragraph:
Claim (This is an argumentative statement about your inference.)
Evidence (This is where you use a piece of the quotation to prove your claim.)
Analysis (This is where you pick the quotation apart and show how it supports your claim. You need to
spend most of your time on this part)
Conclusion (This is where you link the end of your analysis back to your argument, usually by connecting
to a larger idea. Try to get beyond the specifics of this text.)
8
“The Key Game” Socratic Seminar
The Night Before: Write two questions to ask during the discussion. One should be clarifying and one
should be to spark discussion. Discussion questions often ask others for their opinions and/or make an
observation about the text. You also need to write down a short quotation from the text that you found
interesting a write down why you were drawn to it.
Clarifying Question:
Discussion Question:
Quotation & Comment:
The Day Of: People in the interior circle are required to speak at least twice. People in the exterior circle
may not speak at all. They are required to take notes on their given topic.
Your grade will be based on the discussion rubric, which focuses on your ability to:
4) following the directions
5) participants responding directly to each other
6) observers paying attention and reporting out to the rest of the class
-
When participating in the conversation, here are some helpful phrases to use:
I agree with ______________ because…
I disagree with ___________ because…
I do not understand what you mean by __________. Could you explain?
One example that supports that idea is __________...
Observation Notes: Take notes on your card’s topic in the box below.
Your card’s Instruction:
__________________________________________________________________________
9
Comparing Golden Ages
Your Group’s
Civilization
“Beginning of Things”
“Heaven and Earth and
Man”
“Genesis”
“African Creation
Myth”
How was
the world
created?
What
makes the
characters
happy?
According
to this
story, what
does the
culture
value?
(Come up
with 4-5)
10
Golden Age Discussion
Directions: As a group, you need to take notes on each of the following questions. A different person
should take notes for each question. This page will be turned in for credit at the end of class.
Group Members: __________________________, __________________________,
__________________________, __________________________, __________________________
1) Using your comparison charts from last week (unit page 9), what patterns do you see across all the
stories we have read? Scribe: _______________________________
2) In each of the 3 stories we read, describe the golden age. Scribe:
_______________________________
“Beginning of Things”
“Heaven and Earth and
Man”
“Genesis”
“African Creation
Myth”
3) Do any of the stories seem to deviate from the archetype? If so, which ones? How?
Scribe: _______________________________
4) What seems to destroy the golden age in these stories? Scribe: _______________________________
5) Why do you think that destruction occurs?
Scribe: _______________________________
11
The Golden Age Annotation Project
Directions:
1) You will choose a poem or song from the Archetype Reader.
2) You will use one of my printed copies of that poem/song and then hand-write your annotations.
(If you are particularly computer savvy and want to use the computer to write your annotations,
you need to clear it with me first, but it is ok).
3) You will use the annotation expectations as a guide (green page 9) and write notes that address the
unknown, make meaning, make connections, and analyze the text.
You may choose from the following texts:
- “The mind of God is perfect knowing”
- “When Being began back in the days of genesis”
- “World is Too Much with Us”
- “The Lake Isle of Innisfree”
- “Woodstock”
- “Big Yellow Taxi
- “(Nothing But) Flowers”
I suggest completing a rough draft of your annotations directly in your blue reader before committing to a
final copy.
** Remember **
This assignment is in lieu of an essay. You must show me that you have read this piece of text very
closely and have scrutinized every word.
Grading: See annotation rubric in the Green Reference Guide
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“The Lottery” Comprehension Questions
Directions: Using your annotated copy of the short story, you need to answer the questions below
independently. Try to answer in multiple, complete sentences. Add these notes to your unit section between
pages 15 & 16.
1) Why does the town hold the lottery?
2) Who is the scapegoat in this story? How do you know?
3) How does creating a scapegoat affect the rest of the community?
4) Write one question that you would like to raise in our whole class discussion. Try to use how or why.
13
Four Corners Discussion:
Directions: Before this discussion, you will need to agree, disagree, strongly agree, or strongly disagree with
each statement and explain why you feel as such in complete sentences.
1) Martyrdom is honorable.
2) There are ideas or people I would give my life for.
3) There are better ways than martyrdom to make yourself heard.
4) Martyrs are always recognized for their deeds.
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Katniss in the Hot Seat
Activity: Our next class will focus on a role-playing activity. The goal is understand how Katniss is an
archetypal martyr. Most people will have the chance to play one of the characters from our Hunger Games
excerpt during our next class. You should be prepared to play any of the characters and answer questions
as though you were that character. You should also be prepared to be a part of the press core and ask
questions of all of the characters.
Directions: To prepare, you need to write one question for each character and then write out an answer to
your own question. Questions should focus on characters’ motivations, emotional reactions, or
relationships to one another.
Question for Haymitch: _____________________________________________________________________
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Answer: __________________________________________________________________________________
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Question for Effie Trinket: __________________________________________________________________
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Question for Prim: _________________________________________________________________________
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Question for Katniss: _______________________________________________________________________
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The Day Of: You will take turns playing the parts of the characters, the moderator, or the press. While
you are a member of the press core, you need to ask at least one of your prepared questions. You will also
need to take notes on the characters’ answers.
The question you asked:
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What did Haymitch say?
What did Effie Trinket say?
What did Prim say?
What did Katniss say?
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Archetype Exam: Study Guide
These are the stories you need to know!
“Phoenix, AZ”
“Pandora”
“Genesis”
“African Creation Myth”
“Mysterious Stranger”
“Phaethon”
“Beginning of Things”
“The Lottery”
“Prometheus”
“The Key Game”
“Heaven and Earth and Man”
Hunger Games excerpt
Section 1: Multiple-Choice
The multiple-choice section of the exam will test your comprehension of the major plot-points from this unit.
In order to be successful in this section, I highly suggest you review each of the stories and be able to answer
these questions for each:
•
•
•
Who are the major characters and how do they relate to each other?
What events occur in the beginning, middle and end of the story?
What are the dominant values being exhibited in the story?
Section 2: Short Answer
The short answer section of the exam will test your comprehension of major concepts covered in this unit. In
order to be successful in this section, I highly suggest you understand and can provide examples from the
stories we’ve read of each of the following archetypes:
•
•
•
Quest stories
Transformation stories
Golden Age stories
•
•
•
•
The Hero
The Mentor
The Martyr
The Scapegoat
Section 3: Analytical Writing
The analytical writing section of the exam will test your writing skills. You will be asked to write one
analytical paragraph in response significant quotations from some of the stories. You will be given three
quotations and asked to write about one. Remember that each paragraph should include the following things
for maximum credit:
•
•
•
•
An argumentative claim
A properly embedded segment of the provided quotation as evidence
A well-developed analytical section in which you explain how the quotation proves your argument and
expand on a major theme of the text. In other words you tell me why that quotation is important.
A short closure sentence, linking the end of your paragraph back to the original argument and the
broader archetype.
A word of advice:
REVIEW THE CLASSWORK IN YOUR WORK PACKET! There are sample quotations to help you
practice the quote identification section as well as worksheets on the different stories.
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Practice Analytical Paragraphs
1) “When this time came P’an Ku, his task achieved, lay down on earth to rest, and resting, died.”
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2) “An angel who did not know how to do wrong, and yet destroys in cold blood a hundred helpless
poor men and women…”
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3) “I simply can’t go on not knowing what the inside of that jar is like.”
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4) “His eyes were blood shot and he kept blinking in a funny way. This blinking had begun soon
after they fled the second apartment.”
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