Objective:  I can match the moment in the Wizard of Oz with the appropriate stage or archetype in the JOH.

Bell:  Write an explanation in your own words for each correction in the grammar pre-test: 9-15. (in-house)

Activities:

1.  Students contribute their answers for item #9 to check for understanding.

2.  Review the matching moments for the “Ordinary World” and “Trickster” elements in Oz.

3.  Students will find matching moments/JOH elements for “Herald” and “Crossing the First Threshold” and “Meeting with the Mentor.” (in-house) or (special permission)

4.  Share Out:  Discuss answers.

Objective:  I can explain the specific reason for each correct answer on the grammar pre-test.

Bell:  Using the grammar clues given,  explain the reason in your own words for each item’s correct answer.

Activities:

1.  Teacher models how to write an explanation for item #1.

2.  Students contribute in whole-class activity for items 2-4.

3.  Students work independently on items 5-8.

4.  Students copy definitions of these stages:  Meeting with the Mentor,

Test, Allies, and Enemies, and Approach to the Inmost Cave.

5.  While watching the movie, identify moments that suggest A Call to Adventure,

Refusal, and the Herald.  Write specific notes for each moment that matches.

Objective:  I can identify elements of the JOH in the Wizard of Oz.

Bell:  Write the definitions of the first 4 stages of the JOH in your spiral notebook.

Activities:

1.  Show the word!  Focus:  Refusal of the Call to Adventure

2.  Review elements of the JOH with Campbell power-point: archetypes and stages.

3.  As you view the Wizard of Oz, write specific examples for each stage or archetype

that occurs.  i.e.  When Dorothy falls in the pig sty, she illustrates a hero being

like a “fish out of water” in the First Stage, called “The Ordinary World.”  (in-house)

Objective:  I can compare and contrast real-life heroes with those in Campbell’s JOH.

Bell:  Copy these definitions:  “Shadow,” “Threshold Guardian,” and “Trickster.”

Activities:

1.  Show the word!  Focus: Shadow Archetype.

2.  In groups of 3 or 4, read aloud each Hero’s Story and choose a favorite.

3.  Share Out:  Writer reads aloud each favorite for the class.

4.  Compare and Contrast: Discuss real-life heroes with mythical ones.

Objective:  I can write my own Hero’s Story.

Activities:

1.  Write a story about an event in which you imagine or remember an heroic moment

by someone.  Do not describe a hero.  Tell a tale. (30 minutes.)  (in-house) (100 words)

2.  When you are finished, open to your SSR Log in the back of your notebooks and

continue reading your SSR books by using an “I wonder…” cue for each new page.

Objective:  I can identify traits found in a real-life hero.

Bell:  DLW(1:2)  Correct the given sentence with standard usage. (in-house)

Activities:

1.  Student as teacher will make corrections at the Promethean Board for the whole            class.

2.  Write at least three notes under today’s bellwork to show how the “Man in the Red

Bandana” displays the traits of a hero. (in-house)

3.  Complete the definition of Campbell’s “Hero” and “Mentor.”

4.  Contrast Campbell’s definition of a “Hero” with the hero in the “Red Bandana” video.

Objective:  I can identify the important elements of the Journey of a Hero in the power-                     point illustration of Joseph Campbell’s structure of a myth.

Bell:  What is a hero?  Identify one or two and provide some reasons.  (5 sent. +)

Activities:

1.  Share Out:  Read aloud several responses.

2.  Discuss and sign policies for behavior and make-up work. (in-house)

3.  Identify these symbols in the illustration:  Knight/Hero, Cave/Journey,

Dragon/Threshold Guardian.

4.  Write Campbell’s definitions for “Hero” and “Myth” in your spiral notebooks. (in-house)

Objective:  I can write a persuasive essay on the given ACT prompt.

Bell:  Daily Language Workout(1:1).  Correct the given sentence with standard usage. (in-house)

1.  Students will contribute to correct the given sentence in a whole-class activity.

2.  Read the ACT Prompt aloud and determine the question.

3.  Take a position and write the response within a 30-minute time limit. (in-house)

4.   Write down the set-up for your SSR Double-Entry Log in the back of your notebook.

5.  Utilize an “I wonder” cue to take notes for each new page in your Double-Entry Log. (in-house)

Objective:  I can actively participate in completing my grammar pre-test.

Bell:  Have I experienced a classroom with consistently poor behavior?

Write a short paragraph of five sentences and explain with details.

Activities:

1.  Share Out:  Teacher emphasizes the importance of a warm and professional                                        environment.

2.  Complete the student information in the scantron boxes.

3.  Complete the grammar pre-test with the student’s best effort. (in-house)

Objective:  I can practice group work procedures while becoming acquainted with group                   members.

Bell:  Complete the Name Card by following oral and written directions explicitly.

Activities:

1.  Teacher models group work arrangement of desks.

2.  In groups of 3 or 4, members determine a recorder and spokesperson.

3.  The recorder writes answers to the “Becoming Acquainted” questionnaire.

4.  Share Out:  The spokesperson introduces members to the class and answers

questions from the survey.