Make-A-Hero Finale


§  ELAGSE9-10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Learning Target: I will work with a partner or individually to create a hero and hero’s journey of my own devising, using various media formats of my own choice.

 Opening Session: A little Gilgamesh review  We’re not done with this guy, don’t forget him!

Work Session:  Today, I would like for you to continue to work on your hero project. YOUR FINAL PROJECT IS DUE TODAY!!!

Closing Session: Turn in project, volunteers present.

Assessment: Make-A-Hero Project

Differentiation: Students have choices in their partners or to work alone, students may work in various media formats to create their final product.




Learning Target: I will work with a partner or individually to create a hero and hero’s journey of my own devising, using various media formats of my own choice.

Opening Session: Another example of a hero that might inspire you 

Work Session: We will be continuing our hero projects from Tuesday! Get with your partner and get to it!

-You may present your hero’s journey story in any of the following formats:
-A short story (500 word minimum)
-A comic – 8 FULL COLOR, hand-drawn panels.
-Compose an “epic” poem about your hero – 40 lines minimum and must have a rhyme scheme. Use Microsoft Word to write.
-Record a song or rap telling your hero’s story – 2 verses and a chorus minimum.

Today, I would like for you to continue to work on your hero project. You do not need to turn in a final product today, but I will be checking you off to make sure you’ve been working and not slacking!

Closing Session: Check-off of current work; Book talk – Memoirs of a Teenage Amnesiac

Assessment: Final product

Differentiation: Students have choices in their partners or to work alone (process), students may work in various media formats to create their final product.


Body Bio Coloring!

Standard: SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I will continue working on my body biography, integrating multiple sources of information into a polished finished product.

Opening Session: TEDx Hero’s Journey Talk

Work Session: Today we’re going to get back with your groups and continue working on our body biographies. I will give you guys back the brainstorming sheets and posters from yesterday. You can decorate your chalk-outline body in the same way that you worked on your brainstorming sheet yesterday, as well as adding additional decorations and color and AWESOMENESS!. You’re welcome to any of the resources we have in class – markers, crayons, wallpaper books, and so on.

Remember to include the quotes and MLA citations you found in the book yesterday!!! You should have at least 5 quotes – one for each heart, head, spine, feet, and hands!

Closing Session: Hang your posters in the hallway!

Assessment: Posters will be graded

Differentiation: Learning style, process


Body Biography!


§  ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I will collaborate with my peers to make a body biography of Gilgamesh.

Activator: The Hero’s Journey

Work Session: Today we’re going to start out the day by arranging the desks into groups of four. Everyone should be working in a group of four! With your group, we’re going to start a project called the body biography. The body biography is a giant visual representation of everyone’s favorite hero archetype, Gilgamesh! I’m going to give everyone a brainstorming/drafting sheet with an outline of a body on it, but here’s the skinny:


Body Biography Brainstorming

Today we will start by making your rough draft for the body biography that your group is making. You are making a body biography for Gilgamesh. Remember to include the following elements:

§  Heart: What does Gilgamesh want most? What is his heart’s desire? Find a quote from the story to prove it!

§  Backbone: What drives the character? What is his main motivation? Find a quote from the story to prove it!

§  Hands: What does Gilgamesh hold in his hands? What physical or metaphorical possessions does he have? Find a quote from the story to prove it!

§  Feet: What does Gilgamesh stand for? What are his most fundamental beliefs? Find a quote from the story to prove it!

§  Head: What does Gilgamesh say? What does he see? What does he think? Write direct quotations in or around the head that represent these things. Find a quote from the story to prove it!

Next, decorate your Gilgamesh to make him look how you think he looks. Use the descriptions from the story – remember things like feathers, how big Gilgamesh is, how beautiful he is, and the sorts of things he wears.

After you finish your draft, you will work with your group to make a BIG version of this poster. Don’t worry about getting everything perfect on the draft – the final poster is what I’m grading.

 Today, your group should turn in a body biography brainstorming sheet with all your quotes and MLA citations written on it. We will continue to work on the art project side of things tomorrow, so if you would like to use your own art materials, bring them from home tomorrow for use in class.

Closing Session: Book talk – Little Brother

Assessment: Body bio will be graded

Differentiation: Process (flexible grouping); learning style


True Life: Flood Stories


§  ELAGSE9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

Learning Target:  I will analyze various accounts of modern floods and use that information to create a survivor’s journal or a flood safety pamphlet.

Opening Session: A look back: Hurricane Katrina News Coverage

Work Session: Welcome to Monday, everyone!

Before we get started today, let me draw your attention to today’s bell schedule – you might notice it’s all kinds of weird. We will be doing weird bell schedules for the rest of the semester, so my recommendation to you is to bring snacks, because you’re probably not going to eat lunch at the time you’re used to.


As you might have guessed from the daily video, today we’re going to continue talking about flood stories. The difference today, though, is that we’re talking about floods that actually happened. We’re going to talk a bit more about Hurricane Katrina, as well as the Japanese tsunami of 2011, and the Indian Ocean Tsunami (the Christmas Tsunami) of 2004. All these massive floods are pretty close to current, right? So I thought these articles and pictures might hit home for you guys.

After we read the articles together as a class and have a bit of discussion about what it might have been like, I would like for you guys do to a bit of narrative writing for me in the form of a journal.

Flood Journal Assignment

1.     Choose one of the modern flood stories we talked about in class – Hurricane Katrina, the Japanese Tsunami, or the Christmas Tsunami.

2.     Pretend you’re in the middle of that flood as it’s happening.

3.     IN PEN, write three journal or diary entries from three days as you experience what it was like to live through that flood. Each entry should be about 2 paragraphs long. Don’t forget to sign your name at the end.

4.     When you’re finished, turn in your journal to me.


Flood Safety Pamphlet Assignment

1.     Pretend you’re on the city committee for public safety.

2.     Think about an “action plan” for your city if a mega flood happens

3.     Draw a brochure to be distributed to the people of your city that will give them important safety info on what to do in the event of a flood

4.     Make it creative, neat, and colorful!

5.     Turn it in when you’re done 

…And that’s that! Be creative with your journal entries, guys! After I grade them, we’re going to have some fun making them into “flood” artifacts.

I’ll see y’all tomorrow!!

Closing Session: Book Talk – The Hunger Games

Assessment: Flood journal or pamphlet will be graded

Differentiation: Product (student choice); process (partners allowed).

© Osborne 10th Grade World Literature