Early Narratives Unit Sample Lesson Plan: Seminar on Jungian Archetypes

Lesson Two: Academic

State Standards:

L.9-10.6 Use general academic and domain-specific words and phrases across contexts.
RI.9-10.1 Determine which citations demonstrate what the text says explicitly as well as
inferentially.
RI.9-10.2 Determine the central idea of the text and select details that relate to it; recount the text
RI.9-10.3 Determine connections between individuals, ideas, or events in a text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in text; analyze word
choices and the impact on meaning.
RI.9-10.5 Locate sentences that support an author’s central idea or claim.
RI.9-10.6 Determine author’s point of view and compare with own point of view.
RI.9-10.8 Analyze the argument or specific claims in a text and determine what evidence is
provided to support them.
RI.9-10.9 Make connections between texts with related themes and concepts.
RI.9-10.10 Actively engage in reading of information text for sustained periods of time for the
purpose of connecting prior knowledge and experiences to text.

Objectives:

Objective: Students will be able to recall and use unit vocabulary with 80% accuracy.
Objective: Students will be able to summarize Carl Jung's impact on modern psychology and on
literary analysis with 80% accuracy.
Objective: Students will analyze an article for main idea and assess which evidence will effectively
support their argument.
Objective: Students will be able to synthesize concepts explained in multiple sources.
Objective: Students will be able to clearly express their conclusions using evidence in response to
questions, as well as formulate their own questions based on research.

Agenda:
Individual: Freewrite

Whole Class: Introduce vocabulary (Word Roots #4) through Kahoot!

Whole Class: Who was Carl Jung? Students will complete graphic organizer to keep track of notes
and create schema for remembering information from lecture as I briefly describe Carl Jung, his
work, and his influence in literary, artistic, and psychological fields.

Individual: Students will read and annotate two abridged articles, working on summarizing
paragraphs and finding the main idea. Students may use text-to-speech to improve
comprehension if they choose to do so. They will then watch a video (same as Honors) on
archetypes to add to their understanding and provide an alternative approach. Finally, they’ll
complete the T-Chart for the seminar.

Homework: ​Finish T-Chart, if not completed in class. Vocabulary homework

(Vocabulary.com/Quizlet/Tinycards/story)
 Lesson Three: Academic
State Standards:

SL.9-10.1 Communicate with others in group interactions.

a. Prepare for discussions by collecting information on the topic.
b. Work with adults and peers to set rules for discussions.
c. Relate the topic of discussion to broader themes or ideas.
d. Indicate agreement or disagreement with others during discussions.
SL.9-10.2 Determine the credibility of information presented in diverse media or formats.
SL.9-10.4 Communicate findings including relevant descriptions, facts or details with an
organization that supports purpose, audience, and task.

Objectives:
Objective: Students will be able to explain their arguments using evidence 75% of the time.
Objective: Students will be able to comment on and extend their peers' arguments using evidence
from the text at least twice during the seminar.
Objective: Students will be able to reflect on their performance and set goals for future seminars.
Objective: (Honors) Students will be able to discover and apply an additional source.
Objective: Students will be able to synthesize and draw conclusions from multiple sources.
Objective: Students will be able to analyze a video text and draw conclusions about the creator's
purpose and the practical applications of the video.

Agenda:
Individual: Freewrite

Small Groups: Seminar on Jungian archetypal analysis

Students will work in groups of six to eight; I will divide them into groups. Students who
have not completed their T-Charts will complete them while peers participate in seminar;
to make up half of their participation points, they may, after the seminar, request a peer’s
T-Chart and write half a page comparing and contrasting their thoughts with a peer’s.

When in groups, students will decide who will facilitate and who will record participation.
The participation recorder will fill out the recording sheet. These are extra credit roles.

Once the participation recorder has recorder all group members, the facilitator will begin
the discussion by reading the first question aloud. Students will discuss their thoughts on
the first question; the facilitator will ask follow-up questions and keep the discussion on
track. As the seminars progress, I will closely monitor the groups and interject extension
questions as needed, as well as redirecting any students who may be off task. Students
with visual disabilities will be provided printed copies with large font for note-taking.

Students will continue and discuss all the questions; if they are running low on time, I will
appoint a time-keeper to make sure all questions are addressed. When students finish
discussing the T-Chart questions, they will discuss the questions they came up with
themselves.
 Finally, students will reflect on their seminar performance; this will either be the last
thing before leaving class, or homework, depending on how long students need to discuss.

Homework:​ Read the story of Percival and the Fisher King. When you have finished, watch the YouTube
video that does an archetypal analysis of the story. Write half a page (single-spaced, otherwise MLA
format), reflecting on why someone might want to analyze this particularly story, summarizing what you
learned from the analyst, and defining why the analyst chose to analyze the story in the first place.