ELA8 Wednesday, March 22 40 min

Stage 1: Desired Results

Lesson Today, students will do a collective example of the Hero’s Journey by
Overview: recognizing key scenes from The Lion King. A short clip of the move will be
shown that predominately focusses on rising action to promote a ‘hook’.
Afterwards, various images from the film will be used to promote student
understanding and assist in filling out a HJ STEPS outline.
GOs: 3.3 Organize, Record, and Evaluate
SOs: Students will:
3.3.1 Organize information
3.3.2 Record information
3.3.3 Evaluate information
Lesson Students will:
Objectives  Apply the HJ outline to The Lion King
 Recognize how HJ is incredibly common in numerous films and novels and
promotes viewer engagement and character development.

Stage 2: Assessment Evidence

Formative Summative
Assessment Assessment

Stage 3: Learning Experience

Prior to Resources: Link to Lion King Slide Images
Lesson:
Time: Content/Description Differentiation/
Assessments:
5 mins Introduction:
 Review of Previous Concepts/New Learning:
o Ask students to recall what we learned yesterday Pre-assessment
about the HJ outline. How is it different than a (FA)
traditional plot outline? How does it help us examine
a variety of concepts?
Transition Pull up the lion king clip: Rising Action - YouTube
30 mins Body:
3 mins Learning Activity 1: Play the video for students after telling
them they should work to fill out any boxes in the STEPS outline.
This clip has a great example of multiple characters that fit into
the archetype structure.
After the video, ask students to share some information/
characters that they believe fit into 1 of the archetype structures.
Why did they put the characters there?
Transition Pull up the Lion King slide images
15 mins Learning Activity 2: Show each slide to students and ask
students to describe the image. This ensures that students who
have not seen the movie can have an excellent understanding of
 the film. Each slide should have a brief description give by
students or the instructor and students should fill in their STEPS
worksheet. This worksheet will be collected as a formative check.
2 mins Transition After all the slides have been gone through, ask
students what was 1 box they filled out on the worksheet. Have 5
or so students provide an idea and give positive feedback. How
well does the Lion King fit within the HJ structure. Collect the
Lion King HJ and hand out a blank copy.
10 mins Learning Activity 3 (if necessary, otherwise remove): For the
rest of class, students can read their novels and should be
working to fill out another STEPS outline with information they
know. This should be a quiet activity.
Transition Recall students’ attention. Ensure their books are
closed and they have their attention on you.
5 mins Consolidation:
Review of Key Concepts/Point to Next Class:
Have students volunteer any information they were able to fill in
on their STEPS outline. What characters have been introduced?
What does the normal world look like? How might the story
progress?

Tell students that tomorrow, they will be creating a set of notes

for them to use in preparation of their book talks on Friday.
Thank students for their work and allow them to transition to
their next block.

ELA8 Friday, March 24 30 minutes

Stage 1: Desired Results
Lesson Today, students will be engaging in their first book club small group
Overview: discussions. Students will be tasked with meeting with other class members who
are reading the same book as they are to critically examine and answer the
following questions:
What archetypes have emerged in our novel? How do you know how to
categorize them?

How would you describe your characters ordinary world? How might this
impact our story?
GOs: Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others. (5)
SOs: Students will: work within a group (5.2)
Lesson Students will:
Objectives  Consider the opinions, beliefs, and ideas of others through holding
respectful conversations about text analysis

Stage 2: Assessment Evidence

Formative Summative Book Club #1 worksheet
Assessment Assessment collected

Stage 3: Learning Experience

Prior to Resources:
Lesson:
Time: Content/Description Differentiation/
Assessments:
3 min Introduction:
 Review of Previous Concepts/New Learning:
o Tell students that today they will be working Pre-assessment
within the small groups who are reading the same (FA)
novel to hold an in-depth conversation about their
novels. Students should be looking to improve their
understanding of the text, challenge previous ideas,
and overall work to create a more in-depth
understanding of the novels. Students should be
reminded that they should be on task and
completing their worksheets for a summative
mark.
Transition Have students gather into their small groups.
Body:
23min Learning Activity 1: Students have a little over 20 minutes in
their small groups to work constructively within their groups to
enrich their understanding of character archetypes and ordinary
worlds. Conversations should be on task, direct, and helping to
improve everyone’s understanding. Instructor should circle the
room to ensure on task conversations.
Transition Tell the class to finish their last thought and conclude
book club #1.
4mins Consolidation:
Review of Key Concepts/Point to Next Class:
Ask students to hand in their worksheets and ask the class:

What is something that challenged our previous ideas? What was

something different that someone else said that made us think?

What have we gained from our book clubs? How has our
understanding of character archetypes, ordinary world, and call to
adventure, been improved from our conversations.

Next week, we will be digging into the refusal of the call,

mentors, crossing the threshold, tests/allies/enemies.

Thank students for their hard work and transition to the next
class.
 Book Club #2 Rising Action, Character Development, and Climax

Friday, March 31, 2023

What is the main characters call to adventure?

What events were part of the rising action? How did they build tension, danger, or mystery?

What is your prediction about a new character archetype that could be introduced in your novel? Why
might they be introduced? 1 mark

What is a new quote or passage that you found interesting, exciting, or mysterious? Please write the
quote in the space below: 1 mark

What was the call to adventure in the novel? Why/ how did the main character leave their ordinary
world? 2 marks

What was 2 events or actions that were part of the rising action? How did these events build tension,
danger or mystery? 2 marks

What were 2 new things from last week? Did a character’s action surprise you? Did anything surprising
happen? 2 marks
 Self Reflection

2 marks for completion

I participated in my group in a kind, thoughtful, and insightful way (circle 1):

1 2 3 4 5

(not at all) (sometimes) (always)

I came prepared to the group discussion with all necessary documents completed (circle 1):

1 2 3 4 5

(not at all) (sometimes) (always)

I listened to other people’s ideas and critically considered my own:

1 2 3 4 5

(not at all) (sometimes) (always)

One thing I did better than last week was (provide at least 2 full sentences):

Consider: What did I do well? Why did that aspect go well?

One thing I could improve on for next week is (provide at least two full sentences):

Consider: What could I improve on? How could I Improve?

Book Club #3 Total Grade /10