Hn9 sb 6.8 archetype notes
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The document provides an overview of the day's lesson plan which includes continuing a discussion of Lord of the Flies as a psychological allegory, analyzing a passage about the beast, and comparing archetypes like the innocent, hero, and creator. Students are assigned to read the next chapter of Lord of the Flies and complete a graphic organizer about archetypes in the novel.
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This document discusses character development in fiction. It explains that believable, interesting characters are important to engage readers and viewers. Characters need to be distinguishable from each other and consistent, while also changing in response to plot events. The document explores how writers develop characters through descriptions, dialogue, actions under pressure, relationships to others, and "inciting incidents" that prompt change. It discusses dynamic characters that change significantly versus static characters. Examples are provided from works like Breaking Bad and The Walking Dead to illustrate character development techniques and how characters can be analyzed in essays.
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The document discusses Joseph Campbell's theory of the "monomyth" or the hero's journey. It explains that Campbell identified three main stages in myths and stories - a beginning, trials, and conclusion. Campbell believed that all myths and hero stories follow the same basic structure of the hero leaving their normal life, facing challenges and tests, confronting the ultimate evil, and returning as a master. The document provides an overview of the typical steps in the hero's journey according to Campbell's paradigm.
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This document discusses archetypes and provides examples of common archetypes seen in stories including Lord of the Flies. It identifies the hero archetype exemplified by Jack in Lord of the Flies who values the group over individuals. The anti-hero archetype, like Sawyer, lacks likable traits and only cares for himself. The damsel in distress archetype, like Kate, is a beautiful woman who needs rescuing. Common archetypes include the soldier, trickster, and examples of the hero's journey of spiritual growth on an island.
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This document provides information about the Honors English 9 course. It outlines the course throughlines, units of study, grading policy, and resources for students. The throughlines focus on developing reading, writing, speaking, listening and questioning skills. The units cover genre, author's style, poetry, drama, research and conflict. The grading policy details due dates, scales and rewrite options. Students can access the teacher's webpage, Jupiter Grades and Edline for course materials and grades. A Twitter feed also provides assignment reminders. Parents are encouraged to support students by providing time and space to work, checking assignments, and managing workload stress.
Cp9 u5 sb 22 april 2013
The document provides instructions for students to free write about events from the last week before beginning a new unit on To Kill a Mockingbird. It includes vocabulary words from the novel like "brethren", "contentious", and "impudent" and asks students to analyze photographs from the Civil Rights movement era in their journals by noting observations about the people and events depicted. Students are assigned vocabulary practice and journaling as homework.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 30 april 2013
Complete the vocabulary crossword on your desk. Today's class will analyze the characters of Scout, Jem, Dill and Atticus from To Kill a Mockingbird before beginning to read Chapter 4. Homework is to study for a quiz on Friday.
Hn9 s13 4.9.13 intros and conclusions
The document discusses the agenda for an English class. It states that they will discuss introductions and conclusions for persuasive essays after analyzing evidence in body paragraphs from a previous class. Students are asked to take out their three body paragraphs for review and write a character introduction in their journal as a writing exercise. The homework includes completing a rough draft of the essay, preparing a presentation, independent reading, and performing acts of kindness.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Cp9 u5 sb 8 may 2013
Students are instructed to review their adjective homework from the previous night and answer questions about an article on their desk. They will then review their homework on chapter 9 from the book and begin reading chapter 10, answering related questions for homework.
Cp9 u5 sb 26 april 2013
The document provides instructions for students for the day. It asks them to write about their first day of school in their journal and discusses that the previous class discussed Chapter 1 of TKAM. Today's class will cover Chapters 2 and 3, learning more about the main characters. The homework assigned is to finish reading Chapters 2 and 3 of TKAM and complete the study guide for those chapters.
Hn9 u5 sb 26 april 2013
The document provides instructions for a literature circle discussion of the novel Lord of the Flies. Students are asked to identify a symbolic object in the novel and discuss its importance, purpose, and potential representation. They will then participate in their first literature circle to discuss symbolism in the book and share their journal entries. Homework includes reviewing pronouns, reading the next chapter, and continuing their dialogue journal.
Hn9 s13 3.2 hero's journey and archetype
The document provides an overview of different archetypal characters that often appear in stories, including the innocent, the everyman, the hero, the caregiver, the wanderer, the destroyer, the lover, the creator, the ruler, the magician, the sage, and the jester. For each character type, it lists defining qualities, their quest or motivation, and their defining virtue. It then assigns reading of the prologue and first scene of Antigone for homework.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
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Welcome to honors english 9 open house presentation
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Cp9 u5 sb 30 may 2013
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Cp9 u5 sb 23 may 2013
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The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
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Hn9 u6 sb 17 may 2013
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Cp9 u5 sb 17 may 2013
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Cp9 u5 sb 13 may 2013
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Hn9 u5 sb 7 may 2013
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Cp9 u5 sb 1 may 2013
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Hn9 u5 sb 30 april 2013
The document provides an overview of the day's class activities and assignments. It will include an examination of internal conflicts in Lord of the Flies using Freudian theory to analyze characters. Students will take a reading quiz, discuss reactions to being dismissed in the film Battle Royale, and review Freudian concepts of the id, ego and superego. Homework includes reviewing pronouns, reading a short story, and completing a dialogue journal.
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Hn9 sb 6.8 archetype notes
- 1. 4 January 2013 Good Morning! Yesterday we continued to analyze Lord of the Flies as a psychological allegory and discussed "Beast from Water." Today we will continue to discuss "Beast from Air" before learning about universal characters, or archetypes. Do Now: Analyze the following passage from last night's reading. Who does this passage describe? What does this passage reveal about the character? What does it reveal about the nature of the beast? "They were waiting behind him in the long grass, waiting to see what he would do. He noticed that the sweat in his palm was cool now; realized with surprise that he did not really expect to meet any beast and didn't know what he would do about it if he did."
- 2. Journal: Compare and contrast the three images below. It's okay if you're not familiar with these films, just focus on the how the characters are portrayed in the images.
- 4. The Innocent Qualities: Spontaneous Trusting Child-like Can't make the journey on his or her own, but is willing to take risks Quest: To stay safe Virtue: Optimism
- 5. The Everyman Qualities: The "Joe Schmo" or "Plain Jane" Often an orphan Believes that everyone matters Unpretentious Street-smart Quest: To recover something Virtue: Realism
- 6. The Hero Qualities: Saves the day just when you think all is lost Resilient Courageous Quest: To overcome Virtues: Bravery and Persistence
- 7. The Caregiver Qualities: Motivated by compassion and generosity Selfless Often becomes a martyr ("No good deed goes unpunished") Quest: To help others Virtue: Compassion and Selflessness
- 8. The Wanderer Qualities: Leaves home to discover Fascinated by the unknown Values discovery and learning over companionship Quest: A better life Virtue: Ambition
- 9. The Destroyer Qualities: Rejects societal expectations Willing to wreak havoc in order to make a point or bring change Quest: Justice Virtue: Commitment
- 10. The Lover Qualities: Motivated by love, whether it is romantic, spiritual, parental, or platonic Quest: Contentment Virtue: Humility
- 11. The Creator Qualities: Imaginative Constantly changing or revising Quest: To gain identity Virtue: Individuality
- 12. The Ruler Qualities: Inspires others to take responsibility Overcomes the temptation to abuse power Respects his or her subjects' autonomy Quest: Order Virtue: Responsibility
- 13. The Magician Qualities: Learns the laws of society in order to transform situations and persuade others Tempted to manipulate situations and people in order to accomplish selfish ends Quest: Transformation Virtue: Power
- 14. The Sage Qualities: Seeks freedom through truth Helps others to become wise Sees self and the world objectively Considers consequences before acting Quest: Truth Virtue: Wisdom
- 15. The Jester Qualities: Urges others to enjoy life and pursue pleasure Prone to laziness Attempts to make every situation humorous or light-hearted Quest: Pleasure Virtue: Joy
- 17. Homework: 1. Read "Shadows and Tall Trees" (chapter 7) 2. Complete "Archetypes in Lord of the Flies" graphic organizer