Introduction:
 

"The hero's journey is an ancient story pattern that you can find in texts from thousands of years ago or in newly released Hollywood blockbusters" (readwritethink.org). All students are fairly familiar with heroes from childhood stories, so background knowledge can be activated to identify and understand the hero’s journey. To understand and implement this story pattern in a personal way will allow for greater insight and development into writing strong fiction and nonfiction stories in the future.
 

Group Size: Any
 

Learning Objectives:
 

The student will be able to identify the key elements of a Hero's story.

The student will create and complete a Hero's story based upon the key elements of a Hero's story.
 

Guiding Question:
 

How does one go about creating a Hero? What makes a good story plot outline for a Hero?
 

Materials:
 

Notebook paper for brainstorming, adequate computers for word processing as well as the following computer resource for mapping out the Hero's Journey:

http://www.readwritethink.org/files/resources/interactives/herosjourney/heros_journey.html

For the class example, the above file will be filled out as a class using a SmartBoard.
 

Procedures:
 

1) Teacher hands back the graphic organizers and reviews the elements of a Hero with students. 2) Teacher gives lecture on the story arc of a Hero, using example from historical and modern times. 3) Students then go online to fill out the interactive tool 4) Students print out their storyline, and then begin writing the first draft of their story using this story map. 5) Students will post the first draft of their story on Google Docs.
 

Assessment:
 

To receive full homework credit, students must post their story on Google Docs by 11:59pm that evening.
 

Benchmark or Standards:
 

LA.910.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;

Group Size: Any
 

Learning Objectives:
 

By the end of the lesson students will be able to successfully revise a recently submitted assignment.

Guiding Question:
 

Using the grammar, vocabulary etc that you have learned throughout the nine weeks and the lesson of today how can you improve this previous work?
 

Materials:
 

1. Computer/Internet

2. Smartboard

3. Overhead Projector

4. Old Writing assignment of each student
 

Procedures:

1.Class will begin with an example of an over-exaggerated bad writing sample. Sample will be provided via overhead projector where students will take turns reading different sections of the paper. This activity will help students understand the importance of revision and how easily it is to make mistakes when you don't revise your papers.

2. We will then proceed with a lesson on revision using the http://owl.english.purdue.edu/owl/resource/677/01/ website. Using this online writing lab students will be taught how to properly edit a paper. How to effectively transition between paragraphs, eliminate wordiness, creating strong thesis statements etc.

3. A more realistic "bad" writing sample will be provided to the class using an overhead projector. (The"bad" writing sample will include mistakes that are a direct reflection of the things that the students have learned to perfect/avoid when writing a paper).

3. As a class we will go through making the necessary corrections to the assignment.

4. Quick introduction/tutorial on how to place information on a google document.
 

Assessment:
 

Students will be required to revise a writing that they have submitted earlier in the semester. Not only will they be required to turn in the revised work, but also write a 300 word response as to why the changes they made were beneficial in making their work better. Provided the link earlier in class students will also be required to submit both the old/revised assignments on a google document so that they can see the revisions that their classmates have made.

Benchmark or Standards:
 

LA.1112.3.4.4

This lesson was created using a framework developed by the Cloud Institute for Sustainability Education.
 

Lesson Summary:
 

Grade	Unit	Lesson Number	Class Periods
7, 8	The Dynamics of Systems & Change:  Goal Setting, Baseline Writing Assessment, Writing Process	1	Several

Standards:

This lesson will begin to address several of the performance indicators under the Education for Stustainability (EfS) Standards associated with The Dynamics of Systems & Change.  Even though this lesson is designated for the initial baseline assessment for writing, students will begin to generate ideas where they start to think along the lines of understanding how there are various functions in and requirements for the classroom, school, and community that make up a system that is ever-changing.  They will also learn that decisions that they make affect not only themselves, but those around them as well.  Decisions about expressing themselves through writing will be discussed.  Students will identify the interrelatedness between how becoming a thoughtul and powerful writer enhances one's ability to  become an effective communicator.

Overarching Question:

How does literacy impact the quality of our life and community?

Essential Question:

How does goal setting empower us to become effective writers / (communicators)?
 
Guiding Question(s):

1.) What are goals?
2.) What does it mean to set a goal?
3.) Do you know the difference between a long term and a short term goal? If so, what is the
difference?
4.) Do you think that you have ownership in your education? For example, where you go to
school, what you learn, how you learn, the teachers you have, the peers you have?
5.) Does whether or not you think you have ownership influence how you
set your goals and whether or not you accomplish them? For example, if you think that you
don't have a choice about coming to school and doing your work, if you set a goal, will you
achieve it?
6.) Will establishing goals for your writing allow you to feel like you have ownership in your learning
as opposed to your teacher establishing goals for you? Why or why not?
7.) What is writing?
8.) What is good writing? bad writing?
9.) What are some things that a good writer does?
10.) Have you ever thought about your writing as far as what you do well and how you could improve?
11.) Does writing matter outside of the Language Arts classroom? If so, how? If not, how?
12.) What is the function of writing in Language Arts, Math, Science, and Social Studies?
13.) What are the similarities and differences with regards to the use of writing in school? for personal reasons? for business purposes?

Resources & Materials:

Example writing, example goals, sentence frames (if needed), writer's notebooks, pencils, edit symbol handouts w/ examples, SmartBoard, etc.

Learning Opportunities, Activities, & Procedures:

Class Time	Learning Activity	Procedures
Day 1	Introduction Discussion	Definition of goals.  Long term and short term.  Proceed to guided questions and group work.  Activity.
Day 2	Continuation...	Students will discuss the relationship between setting goals and success or failure.  Activity.

Instructional & Environmental Modifications:

Students will answer questions individually and or collaboratively based on their level of English proficiency.

For dual language students, everything will occur in English.

For bilingual students, scaffolding will be necessary based on the needs of the students which will vary. Some instructions, discussions, handouts, and writing samples may be done in Spanish on a student to student need-based option.

Assessment(s) & Scoring Criteria:

Standard Being Addressed	Specific Performance Indicator	Assessment Instrument(s)	Scoring Criteria
E 2a: Student develops a controlling idea that conveys a perspective on a subject.	Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts.	1.)Informal/Diagnostic assessment through group discussion. 2.) Formal assessment through writing sample.	Writing assessment rubric.
The student demonstrates a basic understanding of the rules of the English language in written work and selects the structures and features of language appropriate to the purpose, audience, and context on the work.	The student demonstrates control of: grammar, paragraph structure, punctuation, sentence construction, spelling, and usage	1.)  Informal/Diagnostic assessment through group discussion. 2.)  Formal assessment through writing sample.	Writing assessment rubric.

Glossary:

Goal
Long Term Goal
Short Term Goal
Various Terms Associated With Editing Symbols
Etc.
 

Reflection:

My hopes for this lesson include students learning about goals and their importance as well as how to set them.  This lesson will tap on goal-setting in a general sense and then narrow down very specifically to writing.  Even though this lesson focuses on goal setting with regards to writing, hopefully the idea of goal setting will transcend all core subjects and their lives.  Ideally, students setting their own goals will allow them to become motivated to take ownership in their learning allowing them to monitor and track their achievement towards meeting established goals.  By establishing a baseline assessment, students and teachers will be able to track and evaluate student progress throughout the year.  Students who become more goal-oriented will become better writers, better students, and better citizens.  Students who see that they are accomplishing their goals will develop a higer level of self-efficacy which should yield a positive impact on their lives.

Student Work:

Essay.