Concordia University Nebraska Education Department Lesson Plan Format

Name: Abigail Wisniewski Grade Level: 6

Topic/Central Focus: Course for which lesson is developed:

‘Hero’s Journey’ English/Language Arts

Cumulative list of standard(s) to be met in the lesson:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or
judgments.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice
on meaning and tone
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building
on others' ideas and expressing their own clearly.

Lesson Learning Targets

What will students know?
- Definition of ‘Archetype’
- Steps of a hero’s journey
(Act 1)
What will students understand?
- Understand that many types
of stories follow a similar
formula
- Understand that there are
different types of heroes.
What will students do?
- Describe events in Percy
Jackson that align with the
first two steps in the Hero’s
Journey (written).

Pre/Diagnostic Assessment:

Entrance Ticket: What are some hero stories that you know? (Each student will write down a
response and then verbally answer)
Concordia University Nebraska Education Department Lesson Plan Format

Summative Assessment:
Exit Ticket
Write your response to this prompt : What was Percy’s ‘Ordinary World’ like? What ‘Call to
action’ occurred?

Describe how your summative assessment meets the lesson learning targets:

The exit ticket helps students to reflect on the steps of the Hero’s Journey that we’ve
covered, as well as start connecting them to Percy Jackson’s journey.

Name: Grade Level:

Topic/Central Focus Subject:

Time Frame:

Standard(s) to be met in the lesson:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or
judgments.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice
on meaning and tone
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
Concordia University Nebraska Education Department Lesson Plan Format

Learning Objective: Assessment Tool(s) and Procedures:

• Practice reading closely. - Writing prompt: Describe the
• Get the gist of an excerpt of the text “The ‘Ordinary World’ that Percy lived in.
Hero’s Journey.” What was the ‘Call to adventure’?
• Gather important details and determine the
main idea of an excerpt of the text “The Hero’s
Journey.”

Research-Based Best Practice used in lesson and why it is appropriate/useful

I am using multiple methods of content delivery/examples to help my students with different
learning styles. Class-based discussion is meant to encourage students to share their
understanding with each other.
Student Engagement used throughout the lesson
- Videos from a familiar movie (The Lion King) that supplement the reading discussion
- Annotate ‘Hero’s Journey’
Key Vocabulary:
- Hero’s Journey
- Archetype
- Ordinary World
- Call to Adventure
- Unknown
- Supernatural
- Allies
- Trial
- Ordeal

Materials: Technology:
Hero’s Journey Smartboard (Powerpoint, movie clips)
Powerpoint
Writing Prompt response sheet (post-it)

Faith/Values Integration:
The Hero’s Journey presents a definition of a hero that may be different from what students
would come up with themselves. Students will consider what a hero is, how the struggles a
hero faces affect their character. They may also consider how the struggles they (or people
they know) have faced have shaped them.

Assets (Knowledge of Students: personal, cultural, community)

My students have a knowledge of pop culture that is quite impressive. As we explain each
step, I’m confident that they will start to make connections between the Hero’s Journey and
movies/stories they know.
Concordia University Nebraska Education Department Lesson Plan Format

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
- Other students can help translate for Jose
- Use reading (sheet in front of them), oral (read out loud), video examples (visual/auditory learners), and
discussion based examples/comprehension

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
What are some hero stories that you know? (Spiderman, any Marvel movie, Harry Potter, Lord
of the Rings, Moana, etc.)
B) Communicate the purpose of the lesson to students (objective/assessment)
“You are going to get the gist of each of these steps of the Hero’s Journey. Later, we will
compare them to Percy Jackson.”
C) Instructional Sequence
B) Introduce ‘archetype;’ have students repeat the word until they can pronounce it;
define.
C) Explain archetype connection to Percy Jackson (hype up they’re learning a secret:
every hero story they know follows the same pattern. I bet you could come up
with your own after this.)
D) Cold call students to read the title/description of each step on their sheet.
E) Show the video example of ‘The Lion King’
F) Ask for other examples they can think of
G) Repeat for each slide.
D) Closure: Students will write their answer to the following prompt: What was
Percy’s ‘Ordinary World’ like? What ‘Call to action’ occurred?

Analyzing Teaching (Reflection):

Completed after the lesson is taught.
Give evidence that the lesson was successful for students meeting the learning
objective(s).
Their pop culture knowledge helped them to connect to the content, which I know because
they started offering ideas before I could even prompt them to.
Luis raised his hand on step two and said, “Is that like how Percy…” and connected it to the
text before I prompted him to, which acted as a springboard for the other students. They
started connecting to Percy on every step.
If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.
Writing prompt part 1 They seemed a little stumped about
how to articulate the part about Percy’s
ordinary world. Instead of having
students write out their answer to the
prompt, I would have them create a list
in their tribes that listed attributes of
Concordia University Nebraska Education Department Lesson Plan Format

Percy’s ‘Ordinary world.’