Take Augie on a Hero’s Journey

2 Lessons x 90 Minutes

Grade 5

Class Size: 22-30

Group Sizes: 3-4 students

This lesson builds upon students’ understanding of storylines, plot and the coordinate plane by inviting
them to develop their own Hero’s Journey in augmented reality.

ENGLISH/LANGUAGE ARTS

CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-LITERACY.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular
story, drama, or poem.

CCSS.ELA-LITERACY.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic
novel, multimedia presentation of fiction, folktale, myth, poem).

MATHEMATICS:
Graph points on the coordinate plane to solve real-world and mathematical problems.

CCSS.MATH.CONTENT.5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the
lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an
ordered pair of numbers, called its coordinates.

CCSS.MATH.CONTENT.5.G.A.2
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane,
and interpret coordinate values of points in the context of the situation.

COMPUTER SCIENCE:

CSTA STANDARD 1B-AP-08

Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

CSTA STANDARD 1B-AP-10

Create programs that include sequences, events, loops, and conditionals.

CSTA STANDARD 1B-AP-11

Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development
process.
Mathematics: A Journey Through Time Teacher’s Guide
The goal of this lesson is to guide students through the process of Plotting Points on a Coordinate
Plane. At the conclusion of this 45-minute lesson, students should be able to:

- Use graph paper to plot 12 points on a coordinate plane

- Connect the 12 points using straight, even lines to create an image
- Describe, in their own words, the process for plotting points on a coordinate plane

Students will use Augie AR to demonstrate their knowledge of the coordinate plane. So, students will
also be able to:

- Use learned coding software to navigate a robot through desired actions

Materials:

- Masking tape (or similar)

- Chalk
- Student reward (e.g. sticker, candy, classroom reward)
- Augie
- “What’s the Point?” worksheet for each student OR group
- “Draw Me an Adventure” task sheet – projected or 1 per group

Preparation:

- Tape a piece of chalk or a marker to Augie’s back

- Place Augie on a large piece of paper or concrete
- Program Augie to draw a circle on the ground before lesson begins

Lesson: The Coordinate Plane

45 minutes

1. Demonstration: Present Augie with a pencil or marker taped to its back and allow the robot to
navigate through 12 points, marking the lines as it goes, to draw a large circle as it goes.
Ask: How does Augie know where to go? Is he just randomly making a circle? How does he know
what a circle looks like? He’s a computer, not a Kindergartener!

2. Lead-In: Demonstrate Augie, using Trailblazer, moving 2 or 3 spaces at a time, on your

command. Explain that Augie only moves to the squares that you direct it toward.

3. Activate: Using chalk, tape or some other non-permanent indicator, draw a coordinate plane on
the floor. Place a reward (perhaps a sticker, classroom reward or piece of candy) on one of the
squares.
Ask for a volunteer.
Direct the volunteer to a square away from the reward. Instruct them that they may take only
one step at a time, and that they must move into a box on the floor with each step.
 Invite the class to direct the volunteer to the reward using commands like, “left, right, forward,
backward, etc.”
NOTE: Expect and invite chaos! The purpose of this engagement is to suggest a need for order –
e.g. the x- and y-axis and a formal coordinate plane.
Say: we need some kind of a system to make it clear to Volunteer which way to move

4. Brainstorm: Invite students to work in small groups (3-4) to think up ideas of how to navigate
more clearly. Ask for suggestions and record these on the board. If something similar to a
coordinate plane is suggested (e.g. numbering and/or letter and/or coloring the squares), run
with it.

5. Check In: Invite students to use this new tool to guide the volunteer. Point out the ways that
they are using the system to guide the volunteer.

6. Engage: Distribute student worksheets.

Say: This looks like a secret code! But, using what we just came up with to guide Volunteer, let’s
find out where these spots are on the paper.
Guide students through the first plot. Demonstrate using the x-axis, then the y-axis. Mark the
plot and label it “1”

7. Practice: Invite the students to complete the rest of the points on paper. Then, when it is on
paper, invite them to program Augie to follow the path of the 12 points and draw the lines on its
way around.

8. Project: When students have completed the 12-point plot on their paper and with Augie, invite
them to use their Augie and this skill to create their own picture. Allow time for students to
present the picture that their Augie draws, using the plots they provide it with.
 Draw Me an Adventure

Task:
- Provide Augie with points on a coordinate plane
- Send Augie through each of the points to draw a unique picture that inspires a story

Step 1: 5-10 minutes

Plot Augie’s path on paper first – use a coordinate plane to
determine the squares he should travel to.

Tape a piece of chalk (or marker) to the back side of Augie.

Step 2: 15-20 minutes

Open Trailblazer and plot Augie’s path carefully.

Note: precision is key! You’ll need to measure about how large each plot box is in real life before your
picture will show up accurately! This is about more than just drawing lines on the screen.

In order to transfer an accurate picture from the

Trailblazer app to an image on the ground, you’ll
need to be very precise with your plot points!

Step 3: 15 minutes
Swap and share! Invite your friends to use your
coordinate plane to uncover your hidden
picture!

Step 4: 5-10 minutes

Discuss and share: what challenges did you run into when you created your picture with Augie? How did
you overcome these challenges?
What’s the Point?
Plot the following on the graph below!

(F, 14) (H, 13) (I, 11) (J, 8) (I, 5) (F, 2) (D, 3) (C, 5) (B, 8) (C, 11) (D, 13)

15

14

13

12

11

10

A B C D E F G H I J K

What shape do the points make? ____________________________

English / Language Arts: The Hero’s Journey Teacher’s Guide
The goal of this lesson is to introduce your students to The 12 Steps of the Hero’s Journey. At the
conclusion of this 45-minute lesson, students should be able to:

- Identify steps of the Hero’s Journey in a variety of stories and media (movies, TV, books, etc)
- Create a storyline that follows the 12 steps of the Hero’s Journey
- Describe, in detail, at least half of the steps of the Hero’s Journey

Students will use Augie AR to depict their storyline. So, students will also be able to:

- Use learned coding software to navigate a robot through desired actions

Materials:

- Sample epic stories to display (e.g. Lord of the Rings, Hunger Games, Harry Potter)
- White/chalkboard OR large paper
- Markers/chalk
- Video projector (with access to YouTube OR TedEd)
- Graph paper
- Large graph paper (for use with Augie as needed)
- “The Hero’s Journey” worksheet – 1 for each student (students need only one, they do not need
one of each kind; this worksheet could be used to break class into groups)

Lesson: What is The Hero’s Journey?

45 minutes

This lesson can be broken into 2 segments and/or distribute into an at-home activity to be presented the
following day, depending on the use and availability of Augie robots.

1. Brainstorm: What are some of the most popular stories?

Ideas might range from Harry Potter to Pokemon to Sleeping Beauty and so on. Select 3-4 of
these to write on the board.
Ask: What do these stories have in common?
Responses might include characters, action, romance, etc.

2. Write: 10 Actions of the Main Character

Ask: What are the ACTIONS that the main characters in these stories go through? What main
things do you remember them doing in the story?
Ideas might range from saving the world to rescuing someone to fighting a battle. Help the
students to recognize what these stories have in common.
On the board, write the numbers 1-12
Say: Let’s see if we can come up with 12 things that these stories have in common.
Invite students to number their own papers 1-12, and quickly brainstorm 12 things that the
stories have in common. Give them a limited time (perhaps 2 minutes).
Invite responses and record them out of order. Group similar responses together.
Help the students to organize their responses.
Ask: Which of these would normally happen at the BEGINNING/MIDDLE/END of a story?
 Work to organize the responses into a list resembling the Hero’s Journey.
Say: This is great! You’ve made a list of 12 steps that every Hero goes through in story like this!
We call the The Hero’s Journey.

3. Actively Listen: The Hero’s Journey

Play the Video for the students. After each step of the Hero’s Journey, invite them to identify
which of their brainstormed steps most resembles that step in the video.
At the conclusion of the video, invite the students to name their steps (still on the board)
according to what it’s called in the Video.

Video Introduction
https://www.youtube.com/watch?v=Hhk4N9A0oCA

Also found at https://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

Vocabulary to Know:

1. Status Quo
2. Threshold
3. Trial
4. Crisis
5. Ordeal
6. Sacrifice
7. Result
8. Resolution

The Hero’s Journey:

 The Status Quo – this stage shows the character in their normal life
 A Call to Adventure – at this point, the main character learns about a problem happening in the
outside world
 Assistance – the hero struggles with the idea of the adventure, but help from another person
arrives
 Departure, or The Crossing of the Threshold – at this stage, the main character takes the first big
step away from their ordinary world and enters the wider world
 Tests and Trials – when the main character steps into the wider world, the action begins! The
main character meets new characters who can help them (allies), faces problems and even
meets some enemies.
 Approaching the Problem – this is the first time that the main character sees the big problem of
the story in real life
 The Crisis or Ordeal – this is the main problem of the story, and this problem makes the main
character change somehow (it could change their body, an idea that they have, the items that
they have, and so on)
 The Treasure or Reward – the main character is recognized for their sacrifice
 a. “sacrifice” means giving something up to help someone else. Can you think of an
example of a sacrifice?
 The Result – though the main problem may be dealt with, the journey home poses additional
problems
 The Return – the main character returns to their ordinary world, but is changed and sees the old
life through new eyes
 The New Life – the main character is now a hero and must try to return to a normal life
 Resolution – the hero learns to live in their old life, seeing it as a new life, now that they are a
hero
a. Can you think of a story that follows this Hero’s Journey?

4. Check In
Refer back to the stories that the students named at the beginning of the lesson.
Invite them to think of an example from those stories to represent each step.
Ask: In Harry Potter, when do we see Harry in The Ordinary World? In Pokemon, when do we see
A Call to Adventure? Etc.
Help students to recognize the progression of the steps as well. The Hero cannot refuse the call,
for example, before they’ve been called to adventure!

5. Activate
Distribute students’ reference sheet: The Hero’s Journey
Say: You might notice a problem with your list! There are steps missing from your sheet! Look at
your neighbor’s list. Does it look the same as yours? Work together to fill in the gaps.
Give students 5-10 minutes to complete the worksheet.
Bring the class back together, and check to make sure that all students have their sheets filled in
correctly and completely. Verify responses together.

6. Engage
Present Augie.
Say: Let’s take Augie on his own Hero’s Journey today.
Walk through a sample of the Task before breaking students into pairs or threes to complete
their own storyline with Augie.
Students will need to use the same skills taught in the coordinate plane task from the
accompanying Mathematics lesson to complete this task successfully.

7. Present
Allow each group time to present their storyline.
 Take Augie on a Hero’s
Journey!

Task:
- Provide Augie with a physical path to each step of the
Hero’s Journey
o (Developer’s Note: the path must return to its
origin at the conclusion of the journey)
- Assign the steps of the Hero’s Journey to his path in
the correct order
- Select an action/function to represent each step of the
Journey

Step 1: 10-15 Minutes

Determine the order of the steps in Augie’s Journey and prepare his path to each coordinate on paper.

Remember: Augie must go through the steps in order, without crossing through another step to get
there.

The steps of the Hero’s Journey are presented out of order on a coordinate plane. Students must
program Augie’s path to each coordinate in the correct order. This means they will need to study the
description of each step to determine which order goes first, second, etc. There should be reference
materials available for their review.

Step 2: 10-15 Minutes

Select Augie’s supporting characters (mentor, allies and enemies) and add them to the correct steps
along Augie’s Journey.

In particular, The Mentor needs to be added to Step 4: Meeting the Mentor, at least 1 ally needs to be
added to Step 6: Tests, Allies and Enemies, and an enemy needs to be added to Step 8: The Ordeal in
order for Augie to be able to mark that coordinate as being complete.
Step 3: 5-10 Minutes

Select the appropriate action or emotion to accompany each stage of Augie’s Journey.

An emotion or action needs to be performed at each coordinate. These are up to the student, and will
impact the presentation.

(Are students able to select things like the AR enemies that he can shoot, as in AR Adventure? The
thought here is that he could have a short battle at Step 8: The Ordeal?)

Step 4:
Progress through Augie’s Journey (Developer’s Note: like AR Coding on app, but story plays out
autonomously – using student’s selections for characters – when path is successfully built)
 The Hero’s Journey
Your Hero’s Journey is incomplete without the missing information below! Work with your classmates
by comparing and contrasting your journeys to fill in the missing information.

12 11gdgdgd
Status Quo

11 2
10 3
The Return

9 4
The Departure

8 5The Trial
7 6
 The Hero’s Journey
Your Hero’s Journey is incomplete without the missing information below! Work with your classmates
by comparing and contrasting your journeys to fill in the missing information.

12 11gdgdgd
11 The New Life
2
10 3
Assistance

9 4

8 5
7 6
The Ordeal Approaching the Problem
 The Hero’s Journey
Your Hero’s Journey is incomplete without the missing information below! Work with your classmates
by comparing and contrasting your journeys to fill in the missing information.

12 11gdgdgd
Resolution

11 2
A Call to Adventure

10 3

9 The Result 4

8 5
The Treasure

7 6