| 9 |
Respect, Responsibility, and Compassion |
The Odyssey |
My Character Odyssey
Students will write a biographical or autobiographical narrative based on the hero journey of Odysseus and the archetype of a hero according to Joseph Campbell. Students will reflect on their own trials, boons, and growth as a person of character as well as consider who has influenced them and who they have influenced. They will work collaboratively with classmates to respond to each other’s writing. In order to complete this assignment, students need to have read The Odyssey and be familiar with the hero journey archetype. (Two to four 50-minute class periods) |
| 9 |
Respect, Responsibility, and Integrity |
Romeo & Juliet |
Romeo and Juliet: Exploring Timeless Social Issues
This lesson contains pre-reading and post-reading activities for Shakespeare’s Romeo and Juliet. Collaboratively students will evaluate, rank, and discuss timeless moral and ethical events central to the play. Students will reflect upon and defend their own thinking and beliefs. They will compare their responses before and after reading the play. (Two 50-minute class sessions) |
| 9 |
Responsibility |
Romeo & Juliet |
Romeo: Rash or Responsible?
This lesson focuses on Romeo’s decisions in Shakespeare’s Romeo and Juliet. After reading the play, students will work collaboratively to analyze the choices Romeo makes and the consequences that his decisions have on himself and other characters in the play. In preparation for writing an essay of literary analysis, students will differentiate between responsible and irresponsible decisions, propose alternative decisions, and explore the impact of their suggested alternatives upon the characters in the play. Students will reflect upon their own personal experiences making a difficult decision and its outcome (at least two 60-minute class sessions). |
| 9 |
Integrity |
"Thank You, M'am" By: Langston Hughes |
Integrity and "Thank You, M'am"
Students will examine, discuss, and write about their own views on integrity as a preparation for reading the Langston Hughes story "Thank You, M'am." This lesson offers several variations for studying this story and examining the integrity of the main characters (i.e., interactive reading, and a Socratic Seminar approach). (Two or three 50-minute class periods depending on the activities used.) |
| 9 |
Honesty |
The Glass Slipper |
The Glass Slipper Shatters
Students will analyze the relationship between the two main characters in the short story “The Glass Slipper”. The lesson explores the role of honesty as each character in the story tries to impress each other by lying. Students practice note taking and forming opinions based on evidence from the text in preparation for writing an essay of literary analysis. (50-60 minutes) |
| 9-10 |
Integrity, Responsibility, and Respect |
Any. This lesson presents examples from the novel To Kill a Mockingbird by Harper Lee. |
The Hero: Writing and Responding
This lesson is a culminating activity at the end of a unit, quarter, or semester. Collaboratively, students identify and discuss the heroic and non-heroic traits of characters from the literature in your curriculum. To prepare for writing an essay, students use a graphic organizer about a character whom they consider heroic and support their thesis with evidence from the text. In small groups, students are engaged in a “writing and responding” process to edit their essay. (Two to four 50-minute class sessions.) |
