1. Student Page
[Teacher Page]
A WebQuest for 10th Grade Literature
Title
Introduction Designed by
Task Lisa Winslow
Process Lisa.winslow@colostate.edu
Evaluation
Conclusion
Flikr: litmuse
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Title
Years after Odysseus has completed his adventures, Telemachus’s
Introduction children look to you as their mentors to relate the story of their grandfather
to them. Presently, you both are surrounded by the your students as well as
Task the other children in the service of the house, all begging to be told how
Process Odysseus was transformed into a hero! To help the children track the places in
the story one of you begins drawing a map, explaining where each part of the
Evaluation tale takes place.
Conclusion
One of the Children impatiently interrupts the other mentor, who
has just begin telling the story and asks, “At what MOMENT did Odysseus
become a hero?”
The story teller begins to respond by saying, there was not ONE
moment, there was a whole adventure ! All the children settle down and
attentively listen to you describe the adventure e of Odysseus and his journey
to becoming a hero.
Credits

3. Student Page
[Teacher Page]
Title
At the end of your story you will have identified:
Introduction
Task •The steps involved in the HERO’S JOURNEY
•The points in the story where Odysseus completes another step in the hero’s journey
Process •The main places where Odysseus traveled to and the people he met and how both
(people and places) advanced Odysseus hero’s journey.
Evaluation
Conclusion
Your end product will be: A poster map of Odysseus’s adventures with each setting
having Place title, a list of characters he met there and a number referencing the step of
the Hero’s journey it relates to. (if you decide Troy is Odysseus’s first setting and the first
step of his hero’s journey, the picture on the map will have a number one by it.) The steps
will be identified in separate paragraphs , summarizing the step of the journey and how
Odysseus completed the step.
Flikr: litmuse
Credits

4. Student Page
[Teacher Page]
Title Once you have completed reading Homer’s Odyssey:
Introduction •You will be paired with one classmate to complete this project.
•You and your partner will need to review the two roles the project requires, decide which
Task role you want to play and follow the steps listed underneath your role.
Process The Storyteller
•As the storyteller you will need to know and summarize the steps of the hero’s journey.
Evaluation •You will need to be able to describe how Odysseus is able to complete each step within the
process through his adventures.
Conclusion •Combine both steps into 1 paragraph PER STEP!!!!
•Arrange the paragraphs in order of the steps of the Hero’s journey
The Cartographer
•You will need to map out Odysseus’s journey by either drawing or finding another form of
representation for each setting in the story.
•Your representation and placement of each place should reflect a real map (so put the real
countries and real islands in their correct places, your map should not be a flat place 1 next to
place 2 which is next to place 3!!!)
•Every place on your map should be titled and include a list of characters who were present at
each place. Also include the number of the step in the hero’s journey which was completed at
the place (this should go in parenthesis following the setting’s title).
These websites may help you tell your story and create your map:
1. What is a Hero’s Journey?
2. The Hero’s Journey
3. People and Places of the Odyssey
4. Monomyth Hero’s Journey
5. Helpful Maps
6. A simple Map of Odysseus’s adventure
Credits

5. Student Page
[Teacher Page]
Title Group Planning ‐‐ Research Project : A Hero's Jouney
Teacher Name: Lisa Winslow
Introduction Student Name: ________________________________________
Task CATEGORY
Ideas/Research
4 3 2 1
Researchers independently Researchers independently Researchers identify, with Researchers identify, with
Questions reasonable, insightful, identify reasonable ideas/ some adult help, considerable adult help,
Process creative ideas/ interpretations to pursue reasonable ideas/ ideas/ interpretations to
interpretations to pursue when doing the research. interpretations to pursue pursue when doing the
Evaluation when doing the research. when doing the research. research.
Conclusion
Delegation of Each student in the group Each student in the group Each student in the group One or more students in
Responsibility can clearly explain what can clearly explain what can, with minimal the group cannot clearly
information is needed by information s/he is prompting from peers, explain what information
the group, what responsible for locating. clearly explain what they are responsible for
information s/he is information s/he is locating.
responsible for locating, responsible for locating.
and when the information
is needed.
Plan for Organizing Students have developed a Students have developed a Students have developed Students have no creative
Information clear and creative plan for clear and creative plan for a clear plan for organizing clear plan for organizing
organizing the information organizing the information the information as it is the information AND/OR
as it is gathered and in the in the final research gathered, but lack students in the group
final research product. All product. All students can creativity. All students can cannot explain their
students can independently independently explain this independently explain organizational plan.
explain the planned plan. most of this plan.
organization of the
research findings.
Date Created: May 29, 2008 05:02 pm (CDT)
Credits

6. Student Page
[Teacher Page]
Title
At the end of your story, you have taken your students through
Introduction the steps of the hero’s journey which Odysseus completed, by describing the
steps and telling the story of The Odyssey. You have also provided the children
Task with a visual representation of what Odysseus’s hero’s journey!!!
Process
Evaluation TAKE A BOW!!!
Conclusion
Credits

7. Student Page
[Teacher Page]
Title
Images used in this Webquest presentation were found at:
Introduction Fliker
Task Username: litmuse
Link to Picture
Process
Fliker
Evaluation Username: litmuse
Link to Picture
Conclusion
Additional Webquest sources can be found at these links:
The WebQuest Page
The WebQuest Slideshare Group
Credits

8. [Student Page]
Teacher Page
A WebQuest for 10th Grade Literature
Title
Introduction Designed by
Learners Lisa Winslow
Standards Lisa.winslow@colostate.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Flikr: litmuse
Credits Based on a template from The WebQuest Page

9. [Student Page]
Teacher Page
Title
The incorporation of Homer’s The Odyssey into this lesson plan was
Introduction
initiated by teacher’s in Colorado’s St. Vrain School District. By using characters
Learners such as Odysseus to inform students of the steps which must be completed on the
Hero’s Journey. The high school which this lesson plan was originally designs by
Standards reported great success.
Process In this lesson plan students will learn the steps involved in the process
of the hero’s Journey, which is a common theme in literature. Students will also link
Resources the steps in the Hero’s Journey to the sequence of event which take place in the
Odyssey. By creating a map which includes the people and places which Odysseus
Evaluation encountered in his adventure, students will also be able to identify moments and
situations where Odysseus completed another Hero’s Journey step.
Teacher Script
Conclusion
Credits

10. [Student Page]
Teacher Page
Title
This lesson plan is originally designed for 10th grade literature students
Introduction
because it challenges the students to analyze the text, including characters and
Learners places, as to how the effect the main character and the rising events in the story.
This lesson plan has the ability to be made appropriate for both younger grades and
Standards older, through changing a few minor factors to increase or decrease the difficulty
level of the assignment. The make it appropriate for grades below 10th, teachers
Process could add more group members so that the tasks are half as hard and the students
are not required to do as much. To increase the level of difficulty, teachers can ask
Resources students to work alone, which would require more research and more work. Also
you can increase/decrease the amount of writing which must be done surrounding
Evaluation the Hero’s Journey steps, depending on their grade level.
Teacher Script Prior to this lesson students will have had to have read The Odyssey and be able to
Conclusion identify that Odysseus’s character undergoes several changes throughout the text.
Credits

11. [Student Page]
Teacher Page
Title
Students will learn about and demonstrate the steps of the linguistic
Introduction Hero’s Journey by completing their projects, which align with the following Colorado
State Reading/Writing Standards.
Learners
Reading/Writing Standards Addressed
Standards
•Students read to locate, select, and make use of relevant
Process information from a variety of media, reference, and technological sources.
(Standard 5).
Resources
• Students read and recognize literature as a record of
Evaluation human experience. (Standard 6.)
Teacher Script .
As a result of this project students will walk away with developed group
Conclusion communication, team work and both students will be able to identify connections
and differences between the literary tale and everyday life. A good follow up
question/project my be to ask them to do the same format of this project but to apply
it to their life, instead of Odysseus’s.
Credits

12. [Student Page]
Teacher Page
Title
The project should be completed during class time, which allows you to measure the
amount of success your students are having, the project should be completed in one week (give or
Introduction take the weekend). Groups should be done in the way which will best benefit your students, every
class room is different!
Learners
•Students will be paired with one classmate to complete this project.
Standards •The paired students will need to review the two roles the project requires, decide which role you want
to play and follow the steps listed underneath your role.
Process
The Storyteller
Resources •As the storyteller students will need to know and summarize the steps of the hero’s journey.
•Students will need to be able to describe how Odysseus is able to complete each step within the
process through his adventures.
Evaluation •Combine both steps into 1 paragraph PER STEP!!!!
•Arrange the paragraphs in order of the steps of the Hero’s journey
Teacher Script
The Cartographer
Conclusion •Students will need to map out Odysseus’s journey by either drawing or finding another form of
representation for each setting in the story.
•The student’s representation and placement of each place should reflect a real map (so put the real
countries and real islands in their correct places, your map should not be a flat place 1 next to place 2
which is next to place 3!!!)
•Every place on the map should be titled and include a list of characters who were present at each
place. Also include the number of the step in the hero’s journey which was completed at the place
(this should go in parenthesis following the setting’s title).
To complete this task you may request that the “storyteller” goes to the lab to write
their paragraphs and the Cartographer remains in the class room working on the poster of the map.
However, teamwork would be ideal for this project and therefore it is recommended you have
computers available and the location the group work on the project is left to them to deiced.
Credits

13. [Student Page]
Teacher Page
Title Required Resources for this project:
Introduction
•Each group must have a copy of the text.
Learners •Computers/ internet access
•Poster bored/ butcher paper
Standards •Art supplies (glue, scissors, markers)
Process These basic websites may provide information surrounding the steps involved in the
Hero’s journey as well as several lists and descriptions of people and places in the
Resources Odyssey:
Evaluation
1. What is a Hero’s Journey?
Teacher Script 2. The Hero’s Journey
3. People and Places of the Odyssey
Conclusion 4. Monomyth Hero’s Journey
5. Helpful Maps
6. A simple Map of Odysseus’s adventure
Credits

14. [Student Page]
Teacher Page
Title
Introduction At the end of this project students should feel comfortable describing
Learners the steps of a typical Hero’s journey. As a follow up you can do what was previously
suggested and have them write a mini paper describing their Hero’s Journey. By
Standards doing this you would be able to identify if the lesson plan was successful.
Process When evaluating the student’s work and presentations their ideas and
explanation should break into a deeper connection. They should use relevant
Resources textual evidence to support their ideas to show critical thinking.
Evaluation Also it is important to see where students got their sources from. The
text should be often referenced but encourage your students to take advantage of
Teacher Script the websites you gave them and include that information within their presentation as
well. This shows their flexibility and skills at using several sources to gain valuable
Conclusion information.
Credits

15. [Student Page]
Teacher Page
Title Step one: Have the students divided into their groups and sitting next
Introduction to each other at computers. Have the students read the Title,
Introduction and Task slides silently. Ask for questions.
Learners
Step 2: Read the process slide out loud to the entire class while they
Standards follow along. When reading the roles tell students they will given an
opportunity to choose AFTER the entire project has been introduced.
Process Clarify the team members WILL WORK TOGETHER, while the parts
are different they will need to make sure that both parts are
Resources connected. Ask for any questions.
Evaluation Step 3: When looking at the rubric, read over the highest and the
lowest, it is a pretty basic rubric that doesn't need to be gone into in
Teacher Script great detail. Ask for question.
Conclusion
Step 4: Ask students to write you a note saying which role each has
take on and their goal to complete for the day. This should allow you
to keep track of progress.
Step 5: As students work in their pairs, walk around asking them
what point they are making, which step has been the easiest to
identify, just hit them with questions that keep them task oriented and
interested in perusing the topic. Encourage them to think critical and
stretch their point with good backup coming from their research.
Credits

16. [Student Page]
Teacher Page
Title
Introduction
The Hero’s Journey is a literary technique which is relevant in many
Learners other text outside the classics like The Odyssey, and therefore students need to be
taught how to identify the steps and the importance of each step. The Journey
Standards impacts not only the characters but the entire plot of the text. It also encourages the
students and readers alike to make a connection between fiction and reality.
Process
By doing the project in the format of a webquest student’s feel as if it is
Resources innovative and unique to their education. A webquest requires individual
responsibility and leads to better teamwork. If the project were presented in an
Evaluation everyday paper format, the lesson would not impact the students skills and
comprehension as well as a webquest does.
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page
Title
Introduction
Learners Images used in this Webquest presentation were found at:
Fliker
Standards Username: litmuse
Link to Picture
Process
Fliker
Resources Username: litmuse
Link to Picture
Evaluation
Additional Webquest sources can be found at these links:
Teacher Script
The WebQuest Page
Conclusion
The WebQuest Slideshare Group
Credits