Grade 9 – Unit 3
Unit (A defined, thematic-based learning module): The Hero’s Journey
Suggested Time Frame: 10 weeks
(Approximate number of weeks allocated to the unit)
Key Learning (The long-term transfer goals related to the unit):
Priority/Focus Standards (Key standards requiring explicit instruction):
1.3.9.10.B - Citing textual evidence, inferences, and conclusions for literature
L.F.1.1.1 – Identify and/or analyze the author’s intended purpose of a text
L.F.1.3.1 – Identify and/or explain stated or implied main ideas and relevant supporting
details from a text
L.F.2.1.2 – Cite evidence from a text to support generalizations
1.3.9-10.C – Analyze the development of complex characters
L.F.1.1.3– Analyze, interpret, and evaluate how authors use techniques and elements of
fiction to effectively communicate an idea or concept
L.F.2.3.1 – Explain, interpret, compare, describe, analyze, and/or evaluate character in a
variety of fiction
L.F.2.3.4– Explain, interpret, compare, describe, analyze, and/or evaluate theme in a
variety of fiction
1.3.9-10.G – Analyze a subject or scene in two different artistic mediums
L.F.2.2.1 – Analyze how literary form relates to and/or influences meaning of a text
L.F.2.2.3 – Explain, interpret, compare, describe, analyze, and/or evaluate connections
between texts
L.F.2.2.4 – Compare and evaluate the characteristics that distinguish narrative, poetry, and
drama
1.3.9-10.H – Analyze how an author transforms themes, topics, character types, etc. from source
material in a specific work
L.F.2.2.2 – Compare and evaluate the characteristics that distinguish fiction from literary
nonfiction
L.F.2.4.1 – Interpret and analyze works from a variety of genres for literary, historical,
and/or cultural significance
1.4.9-10.N - Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple points of view, and introducing a narrator and/or characters
1.4.9-10.U – Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically
1.5.9-10.C – Integrate multiple sources of information presented in diverse media or formats,
evaluating the credibility and accuracy of each source
1.5.9-10.D – Present information, findings, and supporting evidence clearly, concisely, and logically so
that listeners can follow the line of reasoning; ensure that the presentation is appropriate to
purpose, audience, and task
1.5.9-10.F – Make strategic use of digital media in presentations to add interest and enhance
understanding of findings, reasoning, and evidence
Anchor Text (The primary text [extended
piece]):
Beowulf (Burton Raffel Translation)
Suggested Supplemental Materials (Groups of text types
that align with and support the anchor text):
Fiction:
Adventures of Huckleberry Finn – Mark Twain
The Hobbit – J.R.R. Tolkien
“Fifty-First Dragon” – Heywood Broun
Poetry:
The Odyssey - Homer
Eldorado – Edgar Allan Poe
Uphill – Christina Rossetti
The Lotus-Eaters – Alfred Lord Tennyson
Media:
Beowulf DVD
Men in Black DVD
Night at the Museum DVD
Jumanji DVD
Frozen DVD
Rise of the Guardians DVD
Adventures of Huckleberry Finn DVD
The Hobbit DVD
“Ramble On” Led Zeppelin
Grade 9 – Unit 3
Secondary Standards (Standards that are previewed, reinforced, or supported throughout the unit):
1.3.9-10.E – Analyze how a text is structured
L.F.1.1.3 – Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept
L.F.2.3.2 - Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction
L.F.2.3.3 - Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction
L.F.2.5.3 – Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script
1.4.9-10.R – Demonstrate a grade-appropriate command of the conventions of standard English, grammar, usage, capitalization, punctuation, and spelling
1.5.9-10.A – Initiate and participate effectively in collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively
1.5.9-10.E – Adapt speech to a variety of contexts and tasks
Unit Essential Question (The overarching question that frames the big idea of the unit):
How do the stages of the hero’s journey shape character?
Concept/Skill: Describes what students should know (key knowledge) as a result of instruction
Standard (Defines the standards
Standard (Defines the standards
Standard (Defines the standards
Standard (Defines the standards
related to the concept/skill set):
related to the concept/skill set):
related to the concept/skill set):
related to the concept/skill set):
Primary: 1.3.9.10.B - Citing textual
evidence, inferences, and
conclusions for literature
Primary: 1.3.9-10.C – Analyze the
development of complex
characters
Primary: 1.3.9-10.G – Analyze a
subject or scene in two different
artistic mediums
Primary: 1.3.9-10.H – Analyze
how an author transforms
themes, topics, character types,
etc. from source material in a
specific work
Lesson EQ (Question used to guide classroom instruction (students should be able to answer at the end of the lesson) [frames student inquiry, promotes critical thinking, and assists
in learning transfer]):
LEQ: What textual evidence can be
LEQ: How are a character’s traits
LEQ: How are the key elements
LEQ: How is the hero’s journey
cited to support the reader’s beliefs
about characters?
and actions connected to his/her
overall function in the text?
of the hero’s journey
represented in different media?
depicted similarly and differently
in varying genres?
Grade 9 – Unit 3
Time Spent: 20%
Time Spent: 20%
Time Spent: 10%
Time Spent: 15%
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Content-specific vocabulary
Content-specific vocabulary
Content-specific vocabulary
Content-specific vocabulary
Inferences
Draw conclusions
Cite
Proof / Evidence
Stereotype
Character / Characterization
Static character
Dynamic character
Characterization
Motivation
Compare/contrast
Genre
Poem
Epic poem
Short story
Novel
Concept/Skill: Describes what students should know (key knowledge) as a result of instruction
Standard: (Defines the standards
Standard: (Defines the standards
Standard: (Defines the standards
Standard: (Defines the standards
related to the concept/skill set):
related to the concept/skill set):
related to the concept/skill set):
related to the concept/skill set):
Primary: 1.4.9-10.N - Engage and
Primary: 1.4.9-10.U – Use technology to
produce, publish, and update written
products
Primary: 1.5.9-10.C - Evaluate the
credibility and accuracy of information
from multiple sources
Primary: 1.5.9-10.D – Present
information clearly, concisely, logically,
and accurately to the task
orient the reader by creating setting,
characters, point of view and conflict
Lesson EQ: (Question used to guide classroom instruction (students should be able to answer at the end of the lesson) [frames student inquiry, promotes critical thinking, and
assists in learning transfer]):
LEQ: How does establishing and
LEQ: How can the integration of
LEQ: How can students evaluate
LEQ: How can the organization of
maintaining focus give clarity to a
narrative piece?
technology enhance the quality and
presentation of written work?
information presented in diverse media
or formats to determine credibility and
accuracy?
information create an effective
presentation?
Time Spent: 10%
Time Spent: 10%
Time Spent: 5%
Time Spent: 5%
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Content-specific vocabulary
Content-specific vocabulary
Content-specific vocabulary
Content-specific vocabulary
Grade 9 – Unit 3
Concept/Skill: Describes what students should know (key knowledge) as a result of instruction
Standard: (Defines the standards
related to the concept/skill set):
Primary: 1.5-9-10.F – Make strategic
use of digital media to add interest
and enhance understanding
Standard: (Defines the standards
Standard: (Defines the standards
Standard: (Defines the standards
related to the concept/skill set):
related to the concept/skill set):
related to the concept/skill set):
Secondary: 1.3.9-10.E – Analyze how a
text is structured
Secondary: 1.4.9-10.R - Gradeappropriate use of grammar, usage, and
conventions
Secondary: 1.5.9-10.A - Initiate and
participate effectively in collaborative
discussions
Lesson EQ: (Question used to guide classroom instruction (students should be able to answer at the end of the lesson) [frames student inquiry, promotes critical thinking, and
assists in learning transfer]):
LEQ: How does correct application
LEQ: What strategies can speakers use
text affect the plot?
of grammar, usage, and
conventions strengthen writing?
to express their thoughts and build on
others’ ideas in collaborative
discussions?
Time Spent: 5%
Time Spent:
Time Spent:
Time Spent:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Tier 3 Vocabulary:
Content-specific vocabulary
Content-specific vocabulary
Content-specific vocabulary
Content-specific vocabulary
LEQ: How can the use of digital
LEQ: How does the structure of a
media in a presentation add interest
and enhance understanding?
Grade 9 – Unit 3
Concept/Skill: Describes what students should know
(key knowledge) as a result of instruction
Standard: (Defines the standards
related to the concept/skill set):
Secondary: 1.5.9-10.E - Adapt speech to
a variety of contexts and tasks
Lesson EQ: (Question used to guide classroom instruction
(students should be able to answer at the end of the lesson)
[frames student inquiry, promotes critical thinking, and assists
in learning transfer]):
LEQ: How can a speaker adapt his/her
speech based on context and task?
Unit Common Assessments (Summative assessments that measure proficiency of the priority
standards):
Formative Assessments:
1. Making inferences and citing 2 pieces of evidence about characters (5 times
throughout unit)
Summative Assessments:
1.
2.
3.
4.
Track the steps and characters of the hero’s journey in a film.
Beowulf Stages/Archetypes Test
Original Hero’s Journey creative story via StoryBird or ToonDoo
Unit Project: choices include, board game, ceiling tile, original Hero’s Journey
story, add a scene to one of the unit texts, or a soundtrack
Time Spent:
Tier 3 Vocabulary:
Content-specific vocabulary
Unit Goal: A restatement of long-term transfer goals
By the end of this unit, students will be able to read and comprehend literary fiction and/or nonfiction and informational text on grade level,
reading independently and proficiently. (CC.1.2.9-10.L and CC.1.3.9-10.K OR CC.1.2.11-12.L and CC.1.3.11-12.K)
By the end of this unit, students will be able to write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences. (CC.1.4.9-10.X)
By the end of this unit, students will be able to demonstrate command of the conventions of standard English when speaking based on
Unit:
Grades 9-10 level and content. (CC.1.5.9-10.G)
Grade 9 – Unit 3
Unit: The Hero’s Journey
Misconceptions / Common Pitfalls / Misunderstandings
This is what students were confused with:
Proper Conceptions – This is how to clarify the confusion:
Assumptions for prior knowledge (Students will have at the end of a unit)
Grade 9 – Unit 3
Differentiation:
How did you assist struggling learners?
How did you enrich advanced/gifted learners?
What worked well? What didn’t work well?
Interdisciplinary Connections:
How does this unit’s content connect to other disciplines?