Objective:  I can match an image from a favorite movie with an archetype or stage in the JOH and write a paragraph that explains this connection.

BW:  DLW(1:3)

Activities:

1. Whole Class:  Make corrections at Promethean board.
2. Teacher models SSR assignment.
3. Students will use Triple-Entry Journals to find three quotes/inferences.
4. Complete one image/paragraph for an archetype or stage in iLearn assignment.

Objective:  I can apply my understanding of the JOH archetypes and stages by finding images with explanations from sources other than the Wizard of Oz through an ilearn  quiz.

Activities:

1.  Application of finding an image for the Supreme Ordeal moment on-line and dropped into the quiz will be modeled.
2. As a whole class, we will talk through an explanation of the image’s connection to the traits of the Supreme Ordeal stage.
3. Students will use some of the remaining time to find one or two image links with an explanation.
4. It time allows, the informational text of “cerebral palsy” will be introduced.
5. Reminder:  The Archetypes and Stages of the JOH ilearn quiz is due a week from today, Thursday(Oct. 6) at the beginning of the class.  The on-line response and a printed copy must be submitted at that point to receive full credit.

Objective:  I can use inferences in Oz to match the traits of the last 4 stages of the JOH.

BW:  Review enrolling process for tomorrow’s ilearn assignment.

Activities:

1.  Write matching-moment statements for the last 4 stages and Hero and Shadow archetypes in your T-Charts.
2. Group Work:  In groups of 3 or 4, debrief by comparing and contrasting matching-moment statements throughout this unit.
3. Submit your completed T-Charts.

Objective:  I can enroll myself in the class ilearn blog.  I can write matching-moment statements to connect the elements of the JOH with the Wizard of Oz.

BW:  After an explanation of how to enroll in the ilearn blog, students will add the last four definitions of the Stages of the JOH to their T-Charts.

Activities:

1.  Students will write matching-moment statements for the “Threshold Guardian” and “Shapeshifter” archetypes in addition to the “Tests, Allies, and Enemies” and “Approach to the Inmost Cave” stages.
2. Share Out:  Describe how the Shapeshifter archetype is illustrated in Oz.  Can you determine if he is a friend or a foe?  What does his presence add to the story?  Who is missing from the Approach to the Inmost Cave stage?  What does this occurrence say about the “hero” in the story?
3. Reminder:  HW–Students will enroll in the class ilearn blog.

Objective:  I can match moments in Oz with elements is JOH.

BW:  Define Shapeshifter, Approach to Inmost Cave, and Supreme Ordeal.

Activities:

1.  Students will write matching-moment statements for Shadow, Threshold Guardian, Trickster, Tests, and Shapeshifter.
2. Group Work: Debrief by contrasting your matching-moment statements and making changes when necessary.
3. Share Out:  Read aloud some matching-moment statements.

Objective:  I can acquire an SSR book that will be approved by the teacher in the DHS Library and complete the book acquisition form.

BW:  Review the items on the book acquisition form and expectations.

Activities:

1.  Listen for the types of books that are acceptable as Mr. Pantaleo and Mr. Sapienza instruct about genres.
2. Find a book that fulfills the explained and written explanations.
3. Get the approval of Mr. Sapienza before completing the form.
4. Complete the form and check out the book from the library.
5. Submit the form to Mr. Sapienza.  Look for his signature.
6. Reminder:  The book and the form are due today.  Absent students must turn in their form on Tuesday(Sept. 27) at the beginning of the hour.  For this assignment, all books must be acquired from the DHS Library.

Objective:  I can make inferences from the visual text of Oz to match moments with the definitions of today’s archetypes and stages of JOH.

BW:  On your T-Chart, define these terms in the left column: “Mentor,” “Shadow,” “Trickster,” “Crossing the 1st Threshold,” and “Tests, Allies, and Enemies.”

Activities:

1.  Share Out:  Brief overview of terms.
2. Match moments in the right column of T-Chart to the definitions in the left.
3. Group Work:  In groups of 3 or 4, contrast matching-moment statements and change when necessary.

Objective:  I can use inferences to match moments in the Wizard of Oz to the definitions of the archetypes and stages of the JOH.

BW:  Copy the definitions of “Herald,” “Ordinary World,” “Call to Adventure,” “Refusal of the Call,” and “Crossing the First Threshold.”

Activities:

1.  Share Out:  Students will be asked questions that establish connections with their own experience.  i.e.  Have you ever been bored?  Have you dreamed of an adventure?
2. As a whole class, we will discover how the “Herald” moment occurs in Oz and write a moment-matching statement.  i.e. The “Herald” is the twister because it knocks Dorothy into the dream world of Oz, which “gets the story rolling.” What is inferred by this change?  Is this inference connected to the definition of “archetype”?
3. Independent Study:  Following this model, students will make inferences to find a moment-matching statement for each of the definitions.  Inferences can be drawn from the setting and behavior of the characters.  i.e. How is the “Ordinary World” Stage inferred by Dorothy’s fall in the pigsty?
4. Group Work:  In groups of 3 or 4, compare and contrast your moment-matching statements with your neighbors and make necessary changes.
5. Share Out:  Read aloud moment-matching statements.  What inferences can be drawn from Dorothy’s life on a farm that suggest an “Ordinary World”?  How is the “Refusal of the Call” inferred in the scene at the crystal ball?  etc.

Objective:  I can use the traits of archetypes and stages in the Journey of a Hero to match with moments in the Wizard of Oz.

BW:  Use context clues to find the definition of “archetype” on the Promethean board.

Activities:

1.  Share Out:  What is the definition?  Do I need to understand concepts like “collective,” “unconscious,” and “recurring”?
2. Use the 4-Step Process:  collective, unconscious, recurring, and cultures.
3. If time allows, show the word!
4. Power Point:  Take notes on the definitions of “hero,” “herald,” and the first three stages of the JOH.
5. Make connections with definitions of these elements and moments in the movie Wizard of Oz.
6. Group Work:  If time allows, discuss each student’s matching moments.

Objective:  I can contrast specific examples in the summer reading reflection with non-specific ones.

BW:  DLW(1:2)

Activities:

1.  Student as teacher makes corrections.
2. In groups of 3 or 4, read aloud the summer reading reflections.  Pick a favorite.
3. Panel Discussion:  Use favorites to share with whole class.  Which ones possess specific evidence?  Which ones tell rather than show?
4. If time allows, define Campbell’s archetype of a hero.