This document outlines a lesson plan for teaching Homer's Odyssey to 10th grade students. The lesson uses a webquest format where students work in pairs to complete different roles - one as a storyteller and one as a cartographer. The storyteller will summarize the steps of the hero's journey and how Odysseus completes each step. The cartographer will create a map showing the places Odysseus traveled and include details connecting each place to a step in the hero's journey. The lesson is designed to teach students about the hero's journey concept and how Odysseus' adventures fit that structure.
The hero's journey follows a common pattern of a hero leaving their ordinary world and embarking on an adventure, facing challenges along the way, and returning home transformed. Some key elements include the hero receiving a call to adventure that disrupts their ordinary life, crossing a threshold into a special world where they face obstacles, overcoming temptations and challenges with help from guides and special items, achieving their goal, and returning home having learned lessons about themselves. This pattern reflects common stages of human growth and is seen in myths, stories, and modern movies.
The document discusses Joseph Campbell's theory of the monomyth or the hero's journey, which is a pattern of narrative archetypes that appears in stories across cultures. It describes the typical stages of the hero's journey as defined by Campbell, including the ordinary world, the call to adventure, crossing a threshold, trials and ordeals, and return with experience. The document also discusses related concepts from Carl Jung and James Joyce and examples of the hero's journey pattern in stories like Star Wars, The Wizard of Oz, and The Hunger Games.
The Hero's Journey - Using Shrek as an ExampleStephen Romary
1) Shrek begins as an ogre living alone in his swamp, disliked by others. He is called to go on a quest by Lord Farquaad to rescue Princess Fiona.
2) On his journey, Shrek faces various challenges including rescuing Donkey, fighting robbers, and confronting his inner fears and deepest fear.
3) With the help of his friend Donkey, Shrek overcomes these challenges and completes his quest, marking the completion of his hero's journey.
The document summarizes Joseph Campbell's concept of the monomyth, or the hero's journey, which describes the typical pattern of a hero narrative. It outlines the major stages of the hero's journey, including the call to adventure, crossing the threshold into a special world, trials and tests, and eventually returning home with experience. Key archetypes that often appear are mentors who guide the hero, allies who help, and thresholds or obstacles that must be overcome. The monomyth describes common story elements in myths and tales across cultures.
The document discusses the concept of the hero's journey, describing it as a journey from the ordinary world into a region of supernatural wonder where the hero faces challenges and gains new abilities or insights. It provides several quotes about the journey, including that it involves spiritual growth through confronting limitations, and finding meaning and purpose in life through seeking truth. The hero's journey involves phases of leaving the ordinary world, tests and allies/enemies, ordeals, rewards, and returning with new knowledge to benefit others.
This PPT was designed to help teach the concepts of Aristotelian 3-Act structure to high school students. Since the 1980's the writings of Joseph Campbell have been cited as the inspiration for the structure behind many successful films including Raiders of the Lost Ark, the Star Wars franchise as well as many of the popular comic book inspired films of today. For the classroom, The Wizard of Oz makes an excellent example of a film that fits the Hero's Journey model.
In 2020 as a result of the Coronavirus Pandemic, I recorded a video of this presentation. Here is the link: https://youtu.be/P3DLRw59TGw Please feel free to use it in your classrooms.
The document outlines Joseph Campbell's theory of the monomyth, also known as the hero's journey. It describes 8 stages of the typical hero's journey: 1) the call to adventure, 2) crossing the first threshold, 3) challenges, 4) meeting with the goddess in the abyss, 5) atonement with the father, 6) apotheosis, 7) the ultimate boon, and 8) return with the elixir. The hero's journey pattern is reflected in stories, movies, and individuals' real-life experiences as they face challenges and undergo personal growth.
The hero's journey follows a common pattern of a hero leaving their ordinary world and embarking on an adventure, facing challenges along the way, and returning home transformed. Some key elements include the hero receiving a call to adventure that disrupts their ordinary life, crossing a threshold into a special world where they face obstacles, overcoming temptations and challenges with help from guides and special items, achieving their goal, and returning home having learned lessons about themselves. This pattern reflects common stages of human growth and is seen in myths, stories, and modern movies.
The document discusses Joseph Campbell's theory of the monomyth or the hero's journey, which is a pattern of narrative archetypes that appears in stories across cultures. It describes the typical stages of the hero's journey as defined by Campbell, including the ordinary world, the call to adventure, crossing a threshold, trials and ordeals, and return with experience. The document also discusses related concepts from Carl Jung and James Joyce and examples of the hero's journey pattern in stories like Star Wars, The Wizard of Oz, and The Hunger Games.
The Hero's Journey - Using Shrek as an ExampleStephen Romary
1) Shrek begins as an ogre living alone in his swamp, disliked by others. He is called to go on a quest by Lord Farquaad to rescue Princess Fiona.
2) On his journey, Shrek faces various challenges including rescuing Donkey, fighting robbers, and confronting his inner fears and deepest fear.
3) With the help of his friend Donkey, Shrek overcomes these challenges and completes his quest, marking the completion of his hero's journey.
The document summarizes Joseph Campbell's concept of the monomyth, or the hero's journey, which describes the typical pattern of a hero narrative. It outlines the major stages of the hero's journey, including the call to adventure, crossing the threshold into a special world, trials and tests, and eventually returning home with experience. Key archetypes that often appear are mentors who guide the hero, allies who help, and thresholds or obstacles that must be overcome. The monomyth describes common story elements in myths and tales across cultures.
The document discusses the concept of the hero's journey, describing it as a journey from the ordinary world into a region of supernatural wonder where the hero faces challenges and gains new abilities or insights. It provides several quotes about the journey, including that it involves spiritual growth through confronting limitations, and finding meaning and purpose in life through seeking truth. The hero's journey involves phases of leaving the ordinary world, tests and allies/enemies, ordeals, rewards, and returning with new knowledge to benefit others.
This PPT was designed to help teach the concepts of Aristotelian 3-Act structure to high school students. Since the 1980's the writings of Joseph Campbell have been cited as the inspiration for the structure behind many successful films including Raiders of the Lost Ark, the Star Wars franchise as well as many of the popular comic book inspired films of today. For the classroom, The Wizard of Oz makes an excellent example of a film that fits the Hero's Journey model.
In 2020 as a result of the Coronavirus Pandemic, I recorded a video of this presentation. Here is the link: https://youtu.be/P3DLRw59TGw Please feel free to use it in your classrooms.
The document outlines Joseph Campbell's theory of the monomyth, also known as the hero's journey. It describes 8 stages of the typical hero's journey: 1) the call to adventure, 2) crossing the first threshold, 3) challenges, 4) meeting with the goddess in the abyss, 5) atonement with the father, 6) apotheosis, 7) the ultimate boon, and 8) return with the elixir. The hero's journey pattern is reflected in stories, movies, and individuals' real-life experiences as they face challenges and undergo personal growth.
The document provides an introduction to Homer's epic poem The Odyssey. It discusses the epic genre and how it includes films, music, television and novels that tell stories of heroism. It defines an epic hero as a brave and noble character admired for great achievements. The document specifically discusses The Odyssey, noting that it begins in medias res with Odysseus trapped on the island of Calypso. It is written from a third person omniscient point of view that provides insights into the thoughts of characters.
This document discusses myths, heroes, archetypes, and approaches to studying mythology. It provides definitions for myth, the mythic hero, and archetype. It describes Jung's concept of the collective unconscious and Campbell's model of the mythic hero's journey, which involves stages of departure, initiation, and return. The document also outlines Freud, Jung, Levi-Strauss and Campbell's contributions to the study of myth and quotes Campbell on the value of studying myths and following one's bliss.
The document provides background information on Homer's epic poem "The Odyssey". It discusses how epics like "The Odyssey" were composed orally and passed down through storytellers before being written down. The main characters of the poem include Odysseus, the epic hero and king of Ithaca, who embarks on a long journey home after the Trojan War, as well as Zeus, Poseidon, Athena, Telemachus, and Penelope.
The document provides background information on Odysseus and events before The Odyssey. It describes how Odysseus was raised in Ithaca and became its king. It outlines the situation in Ithaca with the suitors overrunning Odysseus's house while he is away at the Trojan War for 20 years. The document also summarizes some of the major themes in The Odyssey, such as hubris, the roles of women and men, and loyalty.
Antinous was one of Penelope's suitors who disrespected Odysseus and attempted to kill Telemachus. He was the first suitor slain by Odysseus.
The goddess Aphrodite was known for her beauty and granted Paris protection in exchange for choosing her the most beautiful. She had a festival called the Aphrodisia celebrated in Greece.
Calypso, a sea nymph, imprisoned Odysseus on her island Ogygia for seven years in an attempt to make him her immortal husband. She reluctantly freed him when ordered by Zeus.
1) Telemachus visits Nestor in Pylos and Menelaus in Sparta to ask about his father Odysseus, who has been missing since the Trojan War.
2) Nestor tells Telemachus he has no news of Odysseus but warns him about the suitors in Ithaca. Menelaus then shares his story of getting home, including being helped by a sea goddess, and reveals that Odysseus is trapped on an island by the goddess Calypso.
3) Meanwhile, back in Ithaca the suitors plot to ambush Telemachus when he returns, unaware that Athena is protecting him. Penelope grieves for her son's safety.
Campbell outlines 17 stages of the hero's journey monomyth: 1) The call to adventure where the hero is drawn into forces beyond their understanding. 2) Refusal of the call where the hero refuses to give up their own interests. 3) Supernatural aid is promised to help against the journey's ills. 4) Crossing the first threshold where the hero enters a zone of danger and magnified power. 5) The belly of the whale stage is a form of self-annihilation and rebirth. 6) The road of trials includes obstacles and dreams aided by supernatural helpers. 7) The hero meets the goddess representing life. 8) The woman as temptress represents the difference between how life
The Hero's Journey - Joseph Campbell's MonomythDavid Smeaton
This document outlines Joseph Campbell's model of the hero's journey monomyth as seen in stories like Star Wars, The Matrix, and Beowulf. It describes the three main parts of the journey - Departure, Initiation, and Return - along with common elements like the mentor, shapeshifter, and animal familiar. Key steps in the Departure include the call to adventure, crossing the threshold, and the belly of the whale. Initiation involves road of trials, meeting the goddess, and achieving apotheosis. Finally, Return consists of the refusal to return, magic flight, and mastering two worlds.
Theseus learns from his mother Aethra that King Aegeus of Athens is his father. To prove his lineage, Aegeus left a sword and sandals under a stone for Theseus to find. After lifting the stone and finding the items, Theseus journeys to Athens where he is recognized by his father. They free the city from tribute to King Minos by slaying the Minotaur that demanded human sacrifices.
Gon's father Ging left him in the care of his aunt Mito as a baby. To find Ging and learn why he chose being a Hunter over parenting, Gon vows to get a Hunter's License. After passing difficult trials and learning Nen, G
Joseph Campbell studied myths and legends from around the world and discovered that heroes in these stories all experienced similar journeys. He described this recurring archetype as "The Hero's Journey," which involves 12 stages: the hero leaves their ordinary world after receiving a call to adventure, crosses a threshold into an unknown world of trials and temptations, faces their greatest challenge/enemy in an ordeal, overcomes a crisis, receives a reward, and returns home a changed person who can navigate both worlds.
The document summarizes the typical stages of the hero's journey monomyth structure as described by Joseph Campbell, including the ordinary world, call to adventure, refusal of the call, meeting with the mentor, crossing the threshold, tests and trials, supreme ordeal, reward, flight, resurrection, and return with elixir. Key elements are presented for each stage, such as confronting fear and committing to the quest, receiving guidance from allies, facing dangers and overcoming the greatest challenge, claiming a reward or treasure, being pursued on the road back, undergoing transformation, and bringing lessons learned back to the ordinary world. Examples are provided from stories like Star Wars, The Wizard of Oz, and Indiana Jones.
This presentation explains the structure of a hero's journey explained in Joseph Campbell's Hero with a Thousand Faces, using examples from popular films.
The document summarizes the concept of the "Hero's Journey" as a metaphor for a student's experience in college. It describes key stages of the journey such as leaving familiar surroundings, facing challenges, gaining skills and insight, and ultimately obtaining a "boon" like a degree. It frames both traditional and non-traditional students as heroes and discusses how academic advisors can serve as guides to help students overcome obstacles and complete their journey through college.
This document outlines the twelve stages of the classic hero's journey monomyth described by Joseph Campbell: 1) The hero lives an ordinary life until receiving a call to adventure. 2) The hero initially refuses the call due to fears or doubts. 3) The hero finds a mentor to guide them. 4) The hero crosses a threshold by embarking on a quest. 5) The hero encounters allies and enemies. 6) The hero faces challenges and tests that make them stronger. 7) The hero enters a dark place and learns something valuable. 8) The hero gains the courage to face their enemy. 9) The hero undergoes their greatest challenge. 10) The hero dies and is resurrected in a new form.
This document outlines a webquest lesson plan for 10th grade literature students to analyze Homer's Odyssey. Students are paired up and assigned roles of storyteller or cartographer. The storyteller summarizes the hero's journey steps Odysseus completes in the story. The cartographer creates a map showing Odysseus' journey and marking where he completes each step. Students use resources to complete their tasks and present their work, demonstrating their understanding of the hero's journey concept and how it relates to the text.
This document presents a webquest lesson plan for 10th grade literature students about Homer's Odyssey. The lesson involves students working in pairs to analyze Odysseus' hero's journey by having one student create paragraphs summarizing each step and the other create a map showing the places Odysseus traveled. Students will use the text and online resources to complete their projects, which will teach them about the hero's journey structure and how it relates to events in The Odyssey.
This WebQuest guides students through summarizing events from Homer's epic poem The Odyssey. Students work in groups to summarize a specific event or location, including key details, characters, themes, and quotes. They then plot their summary on a virtual map of Odysseus' journey using Google Earth. By combining individual group work, students collaboratively build a digital map chronicling the events and locations from the story.
863 Leadership Paper Fortier E Aspen Walker8.8.08AspenWalker
This document outlines the author's preparation to teach a class on communication skills as part of the Leadership Journey program at Douglas County Libraries. The Leadership Journey is a two-year internal leadership development program that aims to develop skills for participants to lead themselves and others. The author will discuss their lesson plan focusing on emotionally intelligent learning techniques to improve the students' written communication skills through hands-on practice and feedback. The class is an opportunity for both the students and instructor to stretch their skills and grow as leaders.
Stimulating Brain Compatible Learning Questioning And Visual Aidspilibarrera
The document discusses brain-compatible learning and the importance of visual aids and questioning. It states that optimal learning involves relaxed alertness, immersing students in complex experiences, and regularly processing experiences to make meaning. The teacher's role is to orchestrate these experiences and encourage students to form their own questions using stems like who, what, where, how and why. Graphic organizers are also discussed as visual aids that can help students focus on main points and show logical arrangements of ideas.
The document discusses differentiated instruction, an educational approach that recognizes students learn in different ways. It begins by describing traditional classrooms and argues for change. It then explains differentiated instruction allows various pathways for students to demonstrate mastery based on their strengths. Examples show a student creating games, dioramas and presentations to illustrate comprehension. The document advocates for differentiated instruction and assessment to improve learning for all students.
The document provides an introduction to Homer's epic poem The Odyssey. It discusses the epic genre and how it includes films, music, television and novels that tell stories of heroism. It defines an epic hero as a brave and noble character admired for great achievements. The document specifically discusses The Odyssey, noting that it begins in medias res with Odysseus trapped on the island of Calypso. It is written from a third person omniscient point of view that provides insights into the thoughts of characters.
This document discusses myths, heroes, archetypes, and approaches to studying mythology. It provides definitions for myth, the mythic hero, and archetype. It describes Jung's concept of the collective unconscious and Campbell's model of the mythic hero's journey, which involves stages of departure, initiation, and return. The document also outlines Freud, Jung, Levi-Strauss and Campbell's contributions to the study of myth and quotes Campbell on the value of studying myths and following one's bliss.
The document provides background information on Homer's epic poem "The Odyssey". It discusses how epics like "The Odyssey" were composed orally and passed down through storytellers before being written down. The main characters of the poem include Odysseus, the epic hero and king of Ithaca, who embarks on a long journey home after the Trojan War, as well as Zeus, Poseidon, Athena, Telemachus, and Penelope.
The document provides background information on Odysseus and events before The Odyssey. It describes how Odysseus was raised in Ithaca and became its king. It outlines the situation in Ithaca with the suitors overrunning Odysseus's house while he is away at the Trojan War for 20 years. The document also summarizes some of the major themes in The Odyssey, such as hubris, the roles of women and men, and loyalty.
Antinous was one of Penelope's suitors who disrespected Odysseus and attempted to kill Telemachus. He was the first suitor slain by Odysseus.
The goddess Aphrodite was known for her beauty and granted Paris protection in exchange for choosing her the most beautiful. She had a festival called the Aphrodisia celebrated in Greece.
Calypso, a sea nymph, imprisoned Odysseus on her island Ogygia for seven years in an attempt to make him her immortal husband. She reluctantly freed him when ordered by Zeus.
1) Telemachus visits Nestor in Pylos and Menelaus in Sparta to ask about his father Odysseus, who has been missing since the Trojan War.
2) Nestor tells Telemachus he has no news of Odysseus but warns him about the suitors in Ithaca. Menelaus then shares his story of getting home, including being helped by a sea goddess, and reveals that Odysseus is trapped on an island by the goddess Calypso.
3) Meanwhile, back in Ithaca the suitors plot to ambush Telemachus when he returns, unaware that Athena is protecting him. Penelope grieves for her son's safety.
Campbell outlines 17 stages of the hero's journey monomyth: 1) The call to adventure where the hero is drawn into forces beyond their understanding. 2) Refusal of the call where the hero refuses to give up their own interests. 3) Supernatural aid is promised to help against the journey's ills. 4) Crossing the first threshold where the hero enters a zone of danger and magnified power. 5) The belly of the whale stage is a form of self-annihilation and rebirth. 6) The road of trials includes obstacles and dreams aided by supernatural helpers. 7) The hero meets the goddess representing life. 8) The woman as temptress represents the difference between how life
The Hero's Journey - Joseph Campbell's MonomythDavid Smeaton
This document outlines Joseph Campbell's model of the hero's journey monomyth as seen in stories like Star Wars, The Matrix, and Beowulf. It describes the three main parts of the journey - Departure, Initiation, and Return - along with common elements like the mentor, shapeshifter, and animal familiar. Key steps in the Departure include the call to adventure, crossing the threshold, and the belly of the whale. Initiation involves road of trials, meeting the goddess, and achieving apotheosis. Finally, Return consists of the refusal to return, magic flight, and mastering two worlds.
Theseus learns from his mother Aethra that King Aegeus of Athens is his father. To prove his lineage, Aegeus left a sword and sandals under a stone for Theseus to find. After lifting the stone and finding the items, Theseus journeys to Athens where he is recognized by his father. They free the city from tribute to King Minos by slaying the Minotaur that demanded human sacrifices.
Gon's father Ging left him in the care of his aunt Mito as a baby. To find Ging and learn why he chose being a Hunter over parenting, Gon vows to get a Hunter's License. After passing difficult trials and learning Nen, G
Joseph Campbell studied myths and legends from around the world and discovered that heroes in these stories all experienced similar journeys. He described this recurring archetype as "The Hero's Journey," which involves 12 stages: the hero leaves their ordinary world after receiving a call to adventure, crosses a threshold into an unknown world of trials and temptations, faces their greatest challenge/enemy in an ordeal, overcomes a crisis, receives a reward, and returns home a changed person who can navigate both worlds.
The document summarizes the typical stages of the hero's journey monomyth structure as described by Joseph Campbell, including the ordinary world, call to adventure, refusal of the call, meeting with the mentor, crossing the threshold, tests and trials, supreme ordeal, reward, flight, resurrection, and return with elixir. Key elements are presented for each stage, such as confronting fear and committing to the quest, receiving guidance from allies, facing dangers and overcoming the greatest challenge, claiming a reward or treasure, being pursued on the road back, undergoing transformation, and bringing lessons learned back to the ordinary world. Examples are provided from stories like Star Wars, The Wizard of Oz, and Indiana Jones.
This presentation explains the structure of a hero's journey explained in Joseph Campbell's Hero with a Thousand Faces, using examples from popular films.
The document summarizes the concept of the "Hero's Journey" as a metaphor for a student's experience in college. It describes key stages of the journey such as leaving familiar surroundings, facing challenges, gaining skills and insight, and ultimately obtaining a "boon" like a degree. It frames both traditional and non-traditional students as heroes and discusses how academic advisors can serve as guides to help students overcome obstacles and complete their journey through college.
This document outlines the twelve stages of the classic hero's journey monomyth described by Joseph Campbell: 1) The hero lives an ordinary life until receiving a call to adventure. 2) The hero initially refuses the call due to fears or doubts. 3) The hero finds a mentor to guide them. 4) The hero crosses a threshold by embarking on a quest. 5) The hero encounters allies and enemies. 6) The hero faces challenges and tests that make them stronger. 7) The hero enters a dark place and learns something valuable. 8) The hero gains the courage to face their enemy. 9) The hero undergoes their greatest challenge. 10) The hero dies and is resurrected in a new form.
This document outlines a webquest lesson plan for 10th grade literature students to analyze Homer's Odyssey. Students are paired up and assigned roles of storyteller or cartographer. The storyteller summarizes the hero's journey steps Odysseus completes in the story. The cartographer creates a map showing Odysseus' journey and marking where he completes each step. Students use resources to complete their tasks and present their work, demonstrating their understanding of the hero's journey concept and how it relates to the text.
This document presents a webquest lesson plan for 10th grade literature students about Homer's Odyssey. The lesson involves students working in pairs to analyze Odysseus' hero's journey by having one student create paragraphs summarizing each step and the other create a map showing the places Odysseus traveled. Students will use the text and online resources to complete their projects, which will teach them about the hero's journey structure and how it relates to events in The Odyssey.
This WebQuest guides students through summarizing events from Homer's epic poem The Odyssey. Students work in groups to summarize a specific event or location, including key details, characters, themes, and quotes. They then plot their summary on a virtual map of Odysseus' journey using Google Earth. By combining individual group work, students collaboratively build a digital map chronicling the events and locations from the story.
863 Leadership Paper Fortier E Aspen Walker8.8.08AspenWalker
This document outlines the author's preparation to teach a class on communication skills as part of the Leadership Journey program at Douglas County Libraries. The Leadership Journey is a two-year internal leadership development program that aims to develop skills for participants to lead themselves and others. The author will discuss their lesson plan focusing on emotionally intelligent learning techniques to improve the students' written communication skills through hands-on practice and feedback. The class is an opportunity for both the students and instructor to stretch their skills and grow as leaders.
Stimulating Brain Compatible Learning Questioning And Visual Aidspilibarrera
The document discusses brain-compatible learning and the importance of visual aids and questioning. It states that optimal learning involves relaxed alertness, immersing students in complex experiences, and regularly processing experiences to make meaning. The teacher's role is to orchestrate these experiences and encourage students to form their own questions using stems like who, what, where, how and why. Graphic organizers are also discussed as visual aids that can help students focus on main points and show logical arrangements of ideas.
The document discusses differentiated instruction, an educational approach that recognizes students learn in different ways. It begins by describing traditional classrooms and argues for change. It then explains differentiated instruction allows various pathways for students to demonstrate mastery based on their strengths. Examples show a student creating games, dioramas and presentations to illustrate comprehension. The document advocates for differentiated instruction and assessment to improve learning for all students.
Reflections from the Non-Traditional Road to a Doctorate: Adult Learner Pract...Melanie Booth
1. The document discusses reflections from non-traditional adult learners pursuing doctoral degrees, including themes around imposter syndrome, struggling through unclear periods of learning, and the importance of support structures.
2. It provides an overview of the doctoral programs at Walden University and Fielding Graduate University, which utilize distributed learning models with online and residency components.
3. Key lessons from the experiences of adult learners in doctoral programs include the need to address periods of unclear learning, provide both support and challenge, and receive feedback to continually improve programs.
Here are 22 photos for your AVID Kodak Moments:
1. Individual student photos with items representing themselves
2. Creative team photo
3. Team spelling out school name with bodies
4. Team photo in front of library
5. Team with counselor
6. Team with AP Art History teacher
7. Multi-person chair photo
8. Balancing books on heads
9. Showcasing organized notebooks
10. Scary faces
11. School theme photo
12. Upside down head stands
13. Juggling
14. Piggy back ride pyramid
15. Human knot
16. Limbo line
17. Trust fall
18. Back to back
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Our school has been selected as one of the Sports and Wellness schools in TDSB. I was thinking that this assignment will be a perfect opportunity for me to design a WebQuest on living a healthy life. Summer Olymipic Games is a good start point. Students can research the Canadian athletes, the main events, and create a poster on Olympic Spirits that we need in our daily life.
This document provides tips and guidance for outdoor educators leading snow-based activities with students. It discusses developing lesson plans with clear themes and objectives. Experiential activities should take up most of the time to actively engage students in learning. Starting and ending activities should hook students into the theme and allow them to share what they learned. Educators should take advantage of teachable moments in nature by framing activities for students in a structured way.
The students visited Niagara Falls and had an amazing experience riding on the Maid of the Mist ferry that took them extremely close to the gigantic falls. They were in awe of the deafening sound and feeling of the cold mist on their faces. They learned that Niagara Falls is made up of three waterfalls and forms an international border between Canada and the United States. The scenic beauty and opportunity to learn more about the falls made their visit truly memorable.
This lesson plan teaches second and third grade students about the history and origins of the first Thanksgiving. The teacher will use a KWL chart to engage students in sharing what they already know and what they wonder about the first Thanksgiving. Then students will read a story about the first Thanksgiving from a child's perspective and learn new vocabulary. The teacher will utilize a SMART board lesson to teach interactively about the Pilgrims, Mayflower, and Native Americans. Students will also learn about Thanksgiving traditions and share one of their family's traditions. Finally, students will revisit the KWL chart to fill in what they learned.
- The second day of the Camp Invention program saw students generating innovative ideas and solutions to global challenges involving traffic, living space, and converting marine debris into power.
- Students explored ocean navigation using SONAR and retrieved a message in a bottle clueing them into tomorrow's activities. They also scaled K2 and built structures to retrieve dropped supplies.
- The program focuses on developing students' creative thinking, problem solving, teamwork and collaboration skills through hands-on activities.
Achievement First is a growing network of non-profit, high-performing, college-preparatory, K to 12 public charter schools in Connecticut, New York and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America's children. We believe that all children, regardless of race or economic status, can succeed if they have access to a great education. Achievement First schools provide all of our students with the academic and character skills they need to graduate from top colleges, to succeed in a competitive world and to serve as the next generation of leaders in our communities.
Achievement First was established in 2003 by the founders of Amistad Academy, a nationally acclaimed public charter school in New Haven, CT. Amistad Academy, which was founded in 1999 to prove that urban students can achieve at the same high levels as their suburban peers, enabled its students to achieve at such extraordinarily high levels that the founders were asked to use Amistad Academy's knowledge and best practices to have a greater impact. Achievement First has grown into a network that includes 25 public charter schools in five cities.
Achievement First will continue to create public charter schools that close the achievement gap, while also looking to partner with other like-minded, reform-oriented organizations and traditional school districts to maximize our collective impact. Our theory of change is that by creating the equivalent of an urban public school "district," Achievement First can serve as proof that closing the achievement gap is possible at district scale and inspire broader reform. Achievement First is focused on continuing to close the achievement gap and serving as an example for other public charter schools and traditional public school districts. We will continue our work until every child is given access to a great education and enjoys the real freedom that flows from that opportunity.
Students will work with a partner to complete a geography task where they explore resources to define geography, explain map projections, locate and name the seven continents and five oceans, identify countries within each continent, and research one country to share with the class. The activity is evaluated based on an organized plan, insightful research questions, delegated responsibilities, and knowledge of geography definitions and locations taught. The goal is to help students better understand the spatial organization and environments of Earth.
Naturalists at Large: The Employer of Choice for the Traveling Naturalist!NaturalistsAtLarge
Naturalists at Large is an outdoor education program that provides educational trips to schools throughout California. They offer a variety of multi-day trips focused on environmental science, team building, and outdoor skills. Instructors are responsible for small groups of 9-14 students and lead hands-on lessons while on trips ranging from 1-6 days.
This document provides instructions for a Filipino language assignment. It asks students to provide an example from their life that can be compared to something. It then provides three Filipino words - Ikit, Dagitin, and Guryon - and asks students to identify the letter corresponding to the definition of any unfamiliar words.
The passage is about a paper kite called a guryon that has the student's name written on it. It tells the student to carefully launch the kite and let it fly but hold the string tightly in case the strong wind carries it away. It says the kite represents life - fragile, movable, darting here and there wherever it goes. It instructs the student to kiss the
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
5 Tips for Creating Standard Financial ReportsEasyReports
Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
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Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.
Understanding how timely GST payments influence a lender's decision to approve loans, this topic explores the correlation between GST compliance and creditworthiness. It highlights how consistent GST payments can enhance a business's financial credibility, potentially leading to higher chances of loan approval.
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Improving the quality and accessibility of job postings is one way to reduce employment barriers for neurodivergent people.
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
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