Adventure is Out There: Exploring the Heroic Journey

Leah Bauer

Grade Levels: Grades 7-8

Estimated Timeline for Teaching: 3 weeks, fifteen 55minute class periods

Unit Overview:

As a class, students will read the novel Percy Jackson and the Lightning Thief and identify the heroic journey elements present in the novel. Through class discussion, students will compare and contrast Percy Jackson and the Lightning Thief to other heroic journeys such as The Odyssey, The Ballad of Mulan, Harry Potter and the Sorcerer’s Stone, and Star Wars. Throughout the unit, students will complete writing assignments that ask them to create their own heroic journey for a hero they create. The students’ final assessment for this unit will be a final portfolio in which students select a piece of their writing to be graded and turn in a written reflection of their writing over the course of the unit.

Unit Rationale:

Who our heroes are say a lot about our society and what we value. In this unit, students will examine various heroes and explore their differences and similarities. Most stories of heroic journeys contain similar elements, so students will learn these elements. By learning about these elements and identifying them in the novel Percy Jackson and the Lightning Thief and other texts, students will be able to create their own creative heroic journey. Traditionally, the heroic journey is usually taught with The Odyessy, but Percy Jackson and the Lightning Thief is a more contemporary piece of work and therefore students will be able to engage with the story more effectively and relate it to their own lives. Throughout the unit, students will discuss the readings in partners, small groups, as well as whole class discussions. This ensures that all students’ opinions are heard and provides various levels of participation to the students. In addition, this unit accommodates various Intelligences such as Intrapersonal, Interpersonal, Visual/Spatial, Musical/Rhythmic, and Linguistic.

The writing assignments for this unit are all creative writing assignments which ask students to incorporate various elements of the heroic journey in their writing. Creative writing assignments are more personal to students so they are more likely to remember and connect with the elements of the heroic journey than if they were to be given a formal test on the elements of the heroic journey. Students also will write a reflection on their writing over the course of the unit to encourage students to actively think about their writing.

Pedagogical Texts:

Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. Portsmouth: Heinemann, 2003. Print.

Gallagher, Kelly. Write Like This: Teaching Real-World Writing Through Modeling and Mentoring Texts. Portland: Stenhouse Publishers, 2011. Print.

Gilmore, Barry. Speaking Volumes: How to Get Students Discussing Books. 1st. Memphis: Heinemann, 2006. Print.

Smagorinsky, Peter. Teaching English by Design: How to Create and Carry Out Instructional Units. Portsmouth: Heinemann, 2008. Print.

Academic Texts:

Campbell, Joseph. The Hero With A Thousand Faces. New York: Pantheon Books Inc, 1949. Print.

Student Objectives:

Students will identify the elements of the heroic journey in both pieces of literature and in popular movies.

Students will make personal connections between the texts and their own lives.

Students will create pieces of creative writing that contain elements of the heroic journey.

Students will peer edit their peer’s pieces of creative writing.

Students will revise their pieces of creative writing.

Students will reflect on their writing process.

Common Core State Standards:

1. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved

over the course of the narrative.

2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)3. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.4. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.*b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)

and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.5. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.c. Spell correctly

6. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.7. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).8. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

Literature List:-Percy Jackson and the Lightning Thief

-The Ballad of Mulan-The Odyssey

Resources:

Computer

Overhead Projector with Screen

Bulletin Board Paper

Markers

Folders (for Final Portfolio)

Unit Lesson Plans

Teacher Preparation:

Before the unit begins, teacher should pass out a folder to each student which the student will put their name on. From this point on, the folder will stay in the classroom to ensure that completed assignments are in a safe place so they may be used for the final portfolio.

Print a copy of the Heroic Journey Elements handout, Heroic Journey Elements worksheet, and Oh my Gods and Goddesses! handout for every student.

Session 1:

1. Distribute Heroic Journey Elements handout (Appendix A) and Heroic Journey Elements Worksheet (Appendix B)

2. Discuss the Star Wars as a Heroic Journey. Go through the Heroic Journey Elements handout with students and outline the heroic journey elements present in Star Wars.

3. Direct students to fill out the Heroic Journey Elements Worksheet for the movie Harry Potter and the Sorcerer’s Stone or a similar movie that contains elements of the Heroic Journey.

4. Distribute the Oh my Gods and Goddesses! Handout (Appendix C) and introduce the novel Percy Jackson and the Lightning Thief and distribute a copy of the novel to each student.

5. Read aloud Chapter 1of Percy Jackson and the Lightning Thief.6. Inform students their homework for Session 2 is to read Chapter 2 of Percy Jackson and

the Lightning Thief.

Teacher preparation: Print a copy of the Ballad of Mulan and the Heroic Journey Elements worksheet for every student.

Session 2:

1. Discuss Chapters 1 and 2 of Percy Jackson and the Lightning Thief as a large group.Possible Discussion Questions: -Describe Percy Jackson, what type of hero is he?-Are there any similarities between Percy Jackson and other heroes you have read about or seen in movies? Are there any differences?

2. Write the following journal prompt on the board: What do you think makes someone a hero? Think about your own personal experiences, books, movies, and the media. Describe a hero. What does who our heroes are say about our culture? Direct students to answer this journal prompt in journal.

3. Distribute The Ballad of Mulan (Appendix D) handout to students and the Heroic Journey Elements Worksheet (Appendix B).

4. Read The Ballad of Mulan out loud as a class, asking for volunteers to read or calling on students to read. As a class, fill out the Heroic Journey Elements Worksheet together as a class for The Ballad of Mulan.

5. Read aloud Chapter 3 of Percy Jackson and the Lightning Thief.6. Inform students that their homework for Session 3 is to read Chapter 4 of Percy Jackson

and the Lightning Thief.

Teacher Preparation: Print a copy of the Crossing the Threshold assignment for every student.

Session 3:

1. Direct students to discuss Chapters 3 and 4 of Percy Jackson and the Lightning Thief in partners. Direct them to discuss Percy’s dream in Chapter 4. Ask them to make predictions of what the dream could mean in relation to Percy’s future.

2. Review The Ballad of Mulan and the element of “crossing the threshold.”3. Distribute the Crossing the Threshold assignment (Appendix E-Unconventional Writing

Assignment) and explain to students that they will be creating their own poem/song which contains the theme of “crossing the threshold.”

4. Give students time to start the Crossing the Threshold assignment in class.5. Read aloud Chapter 5 of Percy Jackson and the Lightning Thief. While reading, draw

students’ attention to the use of commas. Teach a mini grammar lesson on the use of commas by using sentences that use commas from the chapter. Possible sentences:-I must’ve woken up several times, but what I heard and saw made no sense, so I just passed out again.-The girl with curly blond hair hovered over me, smirking as she scraped rips off my chin with the spoon. -“I’m sorry,” I mumbled, “I don’t…” -A husky blond dude, like a surfer, stood in the corner of the bedroom keeping watch on me.

6. Inform students that their homework for Session 4 is to read Chapter Six of Percy Jackson and the Lightning Thief and to finish their Crossing the Threshold assignment

Teacher Preparation: Print two copies of the Double Entry Reading Journal worksheet for every student.

Session 4:

1. Direct students to discuss Chapters 5 and 6 of Percy Jackson and the Lightning Thief in small groups. Direct students to discuss what elements of the heroic journey are present in the novel so far.

2. Give students the option of sharing their song/poem with a partner or with the whole class. After students finish sharing their song/poem, direct them to place it into their portfolio which is kept in the classroom.

3. Distribute the Double Entry Reading Journal Worksheet (Appendix F).4. Modal how to fill out a Double Entry Reading Journal while reading Chapter 7 of Percy

Jackson and the Lightning Thief out loud. Using the overhead projector, fill out the Double Entry Reading Journal worksheet with examples of what the text says and what you think about when reading that text. Call on students to help you fill out the worksheet.

5. Inform students that their homework for Session 5 is to read Chapter 8 of Percy Jackson and the Lightning Thief and to complete a Double Entry Reading Journal worksheet for Chapter 8.

Teacher Preparation: Print a copy of the Create Your Own Hero Assignment and the Double Entry Reading Journal for every student.

Session 5:

1. Direct students to discuss Chapters 7 and 8 of Percy Jackson and the Lightning Thief and their Double Entry Reading Journals in small groups. Direct them to draw a picture or create a dramatic scene of the Capture the Flag game in Chapter 8. Have students share their drawing or scene with the class.

2. Distribute the Create Your Own Hero assignment (Appendix G).3. Give students class time to start brainstorming for the Create Your Own Hero

assignment.4. Distribute a Double Entry Reading Journal worksheet to each student.5. Inform students that their homework for Session 6 is to read Chapter 9 of Percy Jackson

and the Lightning Thief and complete a Double Entry Reading Journal worksheet for Chapter 9.

Teacher Preparation: Print a copy of the Double Entry Reading Journal worksheet for each student.

Session 6:

1. Direct students to discuss Chapter 9 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journals in small groups.

2. Divide students into small groups. Distribute a question to each group. Each group will select one student to be the recorder who will write down students’ answers. Possible Discussion Questions are: -What advice would you give Percy?-Have you ever felt like an outsider or didn’t fit in with a group of people?-Closely look at the prophecy the Oracle told Percy in Chapter 9, to whom do you think the last two lines in particular refer to? Why?-If you were to join Percy on his quest and you could only bring two things along with you what would you bring and why?-Do you believe everyone has a Destiny? Explain.

3. Direct one student from each group to share their group’s question and answers.4. Give students time to work on creating a short story or scene from a movie in which they

introduce the hero they created from the Create Your Own Hero assignment and the hero’s call to adventure.

5. Distribute a copy of the Double Entry Reading Journal to each student.6. Inform students that their homework for Session 7 is to read Chapter 10 of Percy Jackson

and the Lightning Thief and complete a Double Entry Reading Journal worksheet for Chapter 10.

Teacher Preparation: Print a copy of the Double Entry Reading Journal for each student.

Session 7:

1. Direct students to discuss Chapter 10 of Percy Jackson and the Lightning Thief and their Double Entry Reading Journals.

2. Give students time to continue working on/finish up their short story or scene in which they introduce their hero.

3. Read aloud Chapter 11 of Percy Jackson and the Lightning Thief.4. Distribute a copy of the Double Entry Reading Journal to each student.5. Inform students that their homework for Session 8 is to read Chapter 12 of Percy Jackson

and the Olympians and complete a Double Entry Reading Journal Worksheet for Chapter 12.

Teacher Preparation: Print a copy of the Peer Editing Guide handout and the Double Entry Reading Journal worksheet for each student.

Session 8:

1. Direct students to discuss Chapters 11 and 12 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journals in small groups.

2. Introduce students to the story of The Odyssey.3. Read one of Odysseus’s trials out loud together as a class.4. Discuss as an entire class the similarities and differences of the Odysseus’s trial and

Percy’s trials. Ask students what trials they face in their lives.5. Distribute the Peer Editing Guide handout (Appendix H). Go over the handout with

students.6. Read aloud Chapter 13 of Percy Jackson and the Lightning Thief.7. Distribute a copy of the Double Entry Reading Journal to each student.8. Inform students their homework for Session 9 is to read Chapter 14 of Percy Jackson and

the Lightning Thief and to complete a Double Entry Reading Journal worksheet for Chapter 14.

Teacher Preparation: Print a copy of the Put Your Hero to the Test assignment and the Double Entry Reading Journal worksheet for each student.

Session 9:

1. Direct students to discuss Chapter 13 and 14 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journals in small groups.

2. Lead students in a review the Peer Editing Guide then divide the students into pairs to peer edit each other’s short story/scene in which they introduce their hero.

3. Distribute Put Your Hero to the Test assignment (Appendix I). 4. Give students time to begin their Put Your Hero to the Test Assignment.5. Read aloud Chapter 15 of Percy Jackson and the Lightning Thief.6. Distribute a copy of the Double Entry Reading Journal to each student.7. Inform students their homework for Session 10 is to read Chapter 16 of Percy Jackson

and the Lightning Thief and to complete a Double Entry Reading Journal worksheet for Chapter 16. Students also should look over the suggestions their peer made on the short story/scene and made changes accordingly.

Teacher Preparation: Print a copy of the Double Entry Reading Journal for each student.

Session 10:

1. Direct students to discuss Chapters 15 and 16 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journal in small groups.

2. Instruct students to put their revised short story/scene into their portfolio.3. Give students time to work on their Put Your Hero to the Test assignment.4. Read aloud Chapter 17 of Percy Jackson and the Lightning Thief.5. Distribute a copy of the Double Entry Reading Journal to each student.

6. Inform students that their homework for Session 11 is to read Chapter 18 of Percy Jackson and the Lightning Thief , complete a Double Entry Reading Journal worksheet for Chapter 18, and continue working on their Put Your Hero to the Test assignment.

Teacher Preparation: Print a copy of the Double Entry Reading Journal worksheet for each student.

Session 11:

1. Direct students to discuss Chapters 17 and 18 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journal in small groups.

2. Give students time to finish their Put Your Hero to the Test assignment.3. Read aloud Chapter 19 of Percy Jackson and the Lightning Thief.4. Distribute a copy of the Double Entry Reading Journal to each student.5. Inform students that their homework for Session 12 is to read Chapter 20 of Percy

Jackson and the Lightning Thief, complete a Double Entry Reading Journal worksheet for Chapter 20, and finish their Put Your Hero to the Test assignment if they have not already done so.

Teacher Preparation: Print a copy of the Final Portfolio assignment, the Final Portfolio rubric, and the Double Entry Reading Journal worksheet for each student.

Session 12:

1. Direct students to discuss Chapters 19 and 20 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journal in small groups.

2. Divide the students into pairs and have them peer edit their partner’s Put Your Hero to the Test assignment.

3. Distribute Final Portfolio assignment (Appendix J) and Final Portfolio rubric (Appendix K) and explain to students.

4. Read aloud Chapter 21 of Percy Jackson and the Lightning Thief.5. Distribute a copy of the Double Entry Reading Journal to each student.6. Inform students that their homework for Session 13 is to read Chapter 22 of Percy

Jackson and the Lightning Thief and complete a Double Entry Reading Journal worksheet for Chapter 22.

Teacher Preparation: Print a copy of the Heroic Journey Elements worksheet for each student.

Session 13:

1. Direct students to discuss Chapters 21 and 22 of Percy Jackson and the Lightning Thief and share their Double Entry Reading Journal in small groups.

2. As a class, fill out the Heroic Journey Elements worksheet for Percy Jackson and the Lightning Thief.

3. Give students time to work their Final Portfolio assignment.4. Inform students that their homework for Session 14 is to continue working on the Final

Portfolio assignment.

Session 14:

1. Give students time to finish up their Final Portfolio assignment.2. Instruct students to turn in their Final Portfolio assignment.

Teacher Preparation: Obtain bulletin board paper and markers.

Session 15:

1. Inform students that they have the option of sharing a portion of their Final Portfolio with their classmates.

2. Direct students to, as an entire class; create a poster with their own tips on how to survive an adventure.

3. Hang the poster up in the room.

Appendix A

A Recipe for a Heroic Journey1. Hero2. Unusual birth3. The Call to Adventure4. Supernatural Helper5. Talisman or special weapon6. Crossing the Threshold7. Trials8. Achievement of Goal9. Reconciliation with a Father-figure10. Return Home

Appendix B

Heroic Journey ElementsHero

Unusual Birth

The Call to Adventure

Supernatural Helper

Talisman or Special Weapon

Crossing the Threshold

Trials

Achievement of Goal

Reconciliation of Father Figure

Return Home

Appendix C

Oh my Gods and Goddesses!

Zeus- “King of the Gods”, god of the sky, weather, law, and order

Hera- wife of Zeus, goddess of marriage

Poseidon- god of the sea, created storms and earthquakes, created the horse and taught mankind to use horses

Dionysius- god of wine, intoxication, madness, inspiration and prophecy, theater, and revelry

Hades- god of the underworld, rules the ghosts of the dead, provides minerals to the earth

Apollo-the Sun god, god of music, poetry, prophecy, light, plague, and healing

Aphrodite- goddess of love, sexuality, and beauty

Ares- god of war, especially of its destruction and slaughter, but he was also called upon as the savior of cities

Athena- goddess of wisdom and crafts, war and strategy, and inventions in science, industry, art, and agriculture

Hermes- messenger god, god of commerce, cunning, the inventor of the alphabet, numbers, astronomy, music, protector of travelers

Hephaestus- god of fire and smiths, has a limp

Artemis- the moon goddess, goddess of the hunt, wild animals, childbirth, healing, and plague

Demeter- goddess of fertility, grain, and agriculture, usually associated with law and order

Appendix DThe Ballad of Mulan (Ode to Mulan)

Tsiek tsiekandagaintsiektsiek,Mulanweaves, facingthedoor.Youdon’theartheshuttle’ssound,YouonlyhearDaughter’ssighs.TheyaskDaughterwho’sinherheart,TheyaskDaughterwho’s onhermind.“NooneisonDaughter’sheart,NooneisonDaughter’smind.LastnightIsawthedraftposters,TheKhaniscallingmanytroops,Thearmylistisintwelvescrolls,Oneveryscrollthere’sFather’sname.Fatherhasnogrown-upson,Mulanhasnoelderbrother.Iwanttobuyasaddleandhorse,AndserveinthearmyinFather’splace.”IntheEastMarketshebuysaspiritedhorse,IntheWestMarketshebuysasaddle,IntheSouthMarketshebuysabridle,IntheNorthMarketshebuysalongwhip.AtdawnshetakesleaveofFatherandMother,IntheeveningcampsontheYellowRiver’sbank.Shedoesn’thearthesoundofFatherandMothercalling,SheonlyhearstheYellowRiver’sflowingwatercrytsientsien.AtdawnshetakesleaveoftheYellowRiver,IntheeveningshearrivesatBlackMountain.Shedoesn’thearthesoundofFatherandMothercalling,SheonlyhearsMountYen’snomadhorsescrytsiutsiu.Shegoestenthousandmilesonthebusinessofwar,Shecrossespassesandmountainslikeflying.Northerngustscarrytherattleofarmypots,Chillylightshinesonironarmor.Generalsdieinahundredbattles,Stoutsoldiersreturnaftertenyears.OnherreturnsheseestheSonofHeaven,TheSonofHeavensitsintheSplendidHall.HegivesoutpromotionsintwelveranksAndprizesofahundredthousandandmore.TheKhanasksherwhatshedesires.“Mulanhasnouseforaminister’spost.Iwishtorideaswiftmount

Totakemebacktomyhome.”WhenFatherandMotherhearDaughteriscomingTheygooutsidethewalltomeether,leaningoneachother.WhenElderSisterhearsYoungerSisteriscomingShefixesherrouge,facingthedoor.WhenLittleBrotherhearsElderSisteriscomingHewhetstheknife, quickquick,forpigandsheep.“Iopenthedoortomyeastchamber,Isitonmycouchinthewestroom,ItakeoffmywartimegownAndputonmyold-timeclothes.”Facingthewindowshefixeshercloudlikehair,HangingupamirrorshedabsonyellowflowerpowderShegoesoutthedoorandseeshercomrades.Hercomradesareallamazedandperplexed.TravelingtogetherfortwelveyearsTheydidn’tknowMulanwasagirl.“Thehe-hare’sfeetgohopandskip,Theshe-hare’seyesaremuddledandfuddled.Twoharesrunningsidebysideclosetotheground,HowcantheytellifIamheorshe?”

Appendix E

Crossing the ThresholdCreate your own poem or song that depicts a hero crossing the threshold from one world into another. While creating your poem or song, think about how the hero would feel, how those around the hero would feel, etc. This assignment must be typed, 12pt Times New Roman font, and a minimum of a page in length double spaced.

Appendix F

Double Entry Reading JournalText Says… I Say…

Appendix G

Create Your Own Hero

In this writing assignment you will be creating your own hero. Write a short scene or description of your hero. The scene/description of your hero should include personality traits, physical characteristics, and the circumstances surrounding your hero’s birth (remember most heroes in heroic journeys have an unusual birth be it a child of royalty, god/goddess, or famous parent). Your hero may be male or female. The scene or description of your hero should be at least half a page in length. If you so desire, you may draw a picture of your hero, but you must include a short explanation of your drawing.

Appendix H

Peer Editing Guide1. First, read for content. 2. Make comments about where the writing is particularly strong and where the

writing could be stronger.3. Is the writing well organized?4. Is the writing engaging?5. Next, reread the writing and pay close attention to the grammar and spelling.6. Make one positive comment on the writing and one suggestion for

improvement.

Appendix I

Put Your Hero to the Test

Now that you have created your hero it is time to put your hero to the test. In this writing assignment you will create a trial for your hero to face. The trial must contain a clear beginning, middle, and end. The trial should test your hero’s moral strength and character. (Remember, many trials have the hero descend into the Underworld, but you may choose to set your trial elsewhere). The trial should be at least two pages in length and follow the standard conventions of grammar and spelling.

Appendix J

Final PortfolioThroughout this unit you have created several pieces of writing that asked

you to build upon your knowledge of the heroic journey. Your culminating project for this unit is to prepare a final portfolio in which you present the writing you have produced along with a one page reflection on the writings you have prepared for the final portfolio. In order to complete this final portfolio you must do two things:

1) Select one assignment which you feel is your best piece of work to be graded. The assignment you choose to be graded will be graded on the following criteria: a) Is at least one element of the heroic journey present in this piece of writing? and b) Are there minimal mechanical errors of grammar and spelling? Pieces of writing that meet these requirements will receive and A.

2) Write a one page reflection on the writing process you have gone through while completing the writing assignments during this unit. Your reflection should focus on your growth as a writer and what you have learned during this unit. Follow the standard conventions of grammar and spelling.

To receive a passing grade for this unit your portfolio must include a copy of the Crossing the Threshold assignment, the short story/scene you wrote describing your hero, the Create Your Own Hero assignment, and the Put Your Hero to the Test Assignment. Remember, only the piece of writing you choose will be graded but to receive a grade for the portfolio you must turn in all pieces of writing, including first drafts and final copies.

Appendix K

Final Portfolio RubricA grade of A will be awarded to portfolios that

- Are turned in on time- Include the minimum components- Meet minimum expectations for each component- Clearly reflect on the writing process- Follow the standard conventions of grammar and spelling

A grad of B will be awarded to portfolios that

- Are turned in on time- Include the minimum components- Meet minimum expectations for each component- Reflect on the writing process though lack some clarity- For the most part, follow the standard conventions of grammar and spelling

A grade of C will be awarded to portfolios that

- Are turned in on time- Include the minimum components- Meet minimum expectations for each component- Do not clearly reflect on the writing process- Contain several errors of grammar and spelling

A grade of D will be awarded to portfolios that

- Are turned in on time- Include the minimum components- Do not meet minimum expectations for each component- Do not clearly reflect on the writing process- Contain many errors of grammar and spelling

A grade of F will be awarded to portfolios that

- Are turned in after the specified due date- Are turned in on time but do not include the minimum components- Do not meet minimum expectations for each component- Do not reflect on the writing process- Contain a great amount of errors of grammar and spelling