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HALL OF HEROES
A new museum is being opened. It is being dedicated to five heroes who have changed the world. You and your classmates have been selected to decide which five people will be inducted into The Hall of Heroes.
Each person will choose one hero to nominate. Discuss your choice with your group and explain why you chose that person. Each group will vote to choose one hero from the nominees in your group. Keep voting until you reach a consensus (that means everyone agrees).
REFLECTION
1. What were some of the different qualifications
used to justify your nominees?
2. Is there a quality every nominee has in
common?
3. Who are the heroes of your society? How do you
tell? Explain.
4. Are heroes born or made? Defend your answer.
WHAT MAKES A HERO?
http://
www.youtube.com/watch?v=Hhk4N9A0oCA
QUICK QUIZ!!!!
Take out a pencil
THE MONO-MYTH
Or the hero’s journey whichever you
prefer
HOW DOES A CHARACTER GO FROM…
The Mono-myth (aka. hero's
journey) is an ancient story pattern
that can be found in texts from
thousands of years ago or in newly
released Hollywood blockbusters.
WHAT IS THE MONO-MYTH?
EXAMPLES OF THE MONO-MYTH
http://www.youtube.com/watch?v=LxJdsqen20
M
1.Ordinary World - The hero's normal world before the story begins2.Call to Adventure - The hero is presented with a problem, challenge or adventure3.Refusal of the Call - The hero refuses the challenge or journey, usually because he's scared4. Meeting with the Mentor - The hero meets a mentor to gain advice or training for the adventure5. Crossing the First Threshold - The hero crosses leaves the ordinary world and goes into the special world6. Tests, Allies, Enemies - The hero faces tests, meets allies, confronts enemies & learn the rules of the Special World.
7. Approach - The hero has hit setbacks during tests & may need to try a new idea8. Ordeal - The biggest life or death crisis9. Reward - The hero has survived death, overcomes his fear and now earns the reward 10. The Road Back - The hero must return to the Ordinary World.11. Resurrection Hero - another test where the hero faces death – he has to use everything he's learned12. Return with Elixir - The hero returns from the journey with the “elixir”, and uses it to help everyone in the Ordinary World
DISCOVER A MONO-MYTH
http://www.readwritethink.org/classroom-resources/s
tudent-interactives/hero-journey-30069.html
Students will use the website above to create an
outline of the hero’s journey of a media source
(movie, book, or comic) of their choice.
OUTCOMES
5.1 Independently access and select specific
information to meet personal and learning needs
– select, from a wide range, sources appropriate
to their purposes
8.2 Use note-making to reconstruct knowledge
and select effective strategies appropriate to the
task
GRAPHIC NOVEL
Students will create an
adventure that follows
the Mono-myth pattern.
It will include a hero or
heroine and their hero’s
journey through a special
world.
Students will be assigned
small projects that will be
completed and handed in
throughout the project.
As a final product, the
students will create a
graphic novel story board
of their epic.
AN EPIC TALE
Mono-Myth Unit Project
DETAILS
Students will be placed in groups of three.
The group will decide on the details of the
story (hero, special world, villain) and how
to illustrate the story board.
Joseph Campbell’s Mono-Myth will be the
framework for the story’s details.
STEP 1 – THE CHARACTERS
Students will discuss the qualities and traits that
their characters should possess.
Student will then create a hero, a villain and a
mentor that will be used in their tale.
Each member of the group will hand in a
character sheet for one of these three
characters.
BORING V S . INTERESTING
Boring Character: Luna lives in
Philadelphia.
Interesting Character: 15-year-old Luna
just moved from her childhood home in
California to Philadelphia. She is having a
really hard time making friends at school.
Her strange name and the beat-up,
psychedelic-coloured van her dad drives her
to school in every morning have not made it
easy on her.
3 TYPES OF CHARACTERS
The Protagonist (HERO) - is the character
with the starring role in your book. In most
novels, the protagonist is on a journey to get
what he or she wants more than anything else
in the world.
The Supporting Characters (MENTOR) -
are characters who help the protagonist
achieve his or her goal.
The Antagonist (VILLAIN) - is the character
in a novel that is standing in the way of the
protagonist achieving his or her goal.
STEP 2 – PLOT OUTLINE
The students will use the mono-myth
template to create an outline of the plot of
their story.
The outline is intensive and will guide the
students with questions that will help them
create their hero’s journey.
One outline will be handed in for each
group.
PLOT ARC
P.O.V. and SETTINGEach student will create a short paragraph
describing a setting (a Village, a Castle, Dark
Forest) from a CHARACTER’S Point Of View.
The hero will see the world differently than the
villain would.
This is to be written in your character’s voice.
(Take time to imagine how your character
speaks; not just loud and in English but the
words they would choose and how they build
their sentences.
STEP 3 – LAYOUT
Students will create a layout for their graphic
novel. A layout will be constructed with two parts
for each panel.
1) Script – The words that will appear in panels.
2) Image – A brief explanation of the image inside
the panels.
The layout should contain at least 30 panels.
Each step of the hero’s journey must be
represented.
Boy (in the
foreground) sits at
desk writing, with a
girl(in the
background)
little heart in
between
LAYOUT EXAMPLE
Text
Image Description
Once, I had a crush on a girl.
STEP 4 – GRAPHIC NOVEL
Students will use the common conventions of
a graphic novel to construct a final draft of
one of their scenes from their graphic novel.
The scene should be at least 10 panels.
The conventions that should be present are
fonts, bubbles, transitions and perspective.
(not artistic talent)
The scenes will be collected on Monday 21st
CONVENTIONS
Fonts
Punctuation
Bubbles
Transitions
Perspectives
OUTCOMES ASSESSED
8.3 - Make informed choices of language to
create a range of interesting effects in
imaginative writing and other ways of
representing
9.1 - Demonstrate facility in using a variety
of forms of writing to create texts for
specific purposes and represent their ideas
in visual arts to achieve their purposes
Final Product
EXAMPLE
