hero narrative unit

12002 Secondary English LIG

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The Hero’s Journey

Stage 4, Year 7

Rationale

The Hero’s Journey, as experienced through a study of myths and legends,enables students to be exposed to particular cultural knowledge,recognise the functioning of narrative, and to explore the forms andstructures of narrative. In this unit students specifically learn torecognise the character traits of the archetypes of the hero’s journey,recognise the different types of heroes, and recognise the pattern of thehero’s journey or quest that is the basis of narrative. Students also learnabout:

• how narrative and metaphor are used to make sense of our world

• the cultural significance of myths and legends and the morals andvalues they present

• the basis of the hero’s journey in myths and legends in literature andfilm.

2 2002 Secondary English LIG

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Professional reading

Vogler, Christopher, 1999, The Writer’s Journey, Pan Books, London.

Cranny Francis, Anne, 1994, Popular Culture, Deakin University Press, Geelong. (EspeciallyChapter 1.)

Several teaching and learning models for gifted and talented students are referred to throughout this unit(usually indicated by name in brackets). These models include:

Other teaching resource materials

Rogers, Joan, 1997, “Heroes and Villains” in Language through Themes: Set 1, Macmillan, SouthMelbourne, Chapter 10.

Gowar, Mick, “Hero” in Baines, Richard, 2000, Beyond the Shadows, OUP, South Melbourne, poem,pp. 90-93

Davis, Sue; Everly, Christine and Hamston, Julie, 1998, Mulan: Secondary study guide, ATOM,Melbourne.

Student reading

Teachers can include any myths and legends from around the world.

See bibliography of stories at the end of the unit.

http://www.atfantasy.com/fiction/TheHerosJourney.phpThis web site provides a brief summary of the stages of the hero’s journey, as dealt with in Vogler,pages 12-27.

http://utd500.utdallas.edu/~hairston/mulan.htmlOne version of the poem Legend of Mulan.

http://www.atfantasy.com/fiction/TheHerosJourney.php

http://utd500.utdallas.edu/~hairston/mulan.html


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Teach

ing a

nd

learn

ing s

eq

uen

ce

Ou

tco

mes

ad

dre

ssed

Co

nte

nt

Pro

cess

an

d p

rod

uct

Reso

urc

es

5 7 11

Stud

ents

lear

n to

reco

gnis

e th

e ch

arac

ter

trai

ts o

f the

arc

hety

pes o

f the

her

o’s

jour

ney:

•he

ro

•m

ento

r

•vi

llain

•tr

icks

ter.

Bra

inst

orm

, as a

cla

ss, t

he c

hara

cter

isti

csof

a h

ero.

In g

roup

s stu

dent

s wri

tech

arac

teri

stic

s of t

he o

ther

thre

ear

chet

ypes

and

pre

sent

to th

e cl

ass

thro

ugh

•or

al p

rese

ntat

ion

•m

indm

aps f

or o

ther

stud

ents

to c

opy

into

boo

ks.

The

Arc

hety

pes s

ee V

ogle

r, 19

99 (

pp.

29–3

3)

7 11

Stud

ents

lear

n to

reco

gnis

e th

e di

ffere

ntty

pes o

f her

oes:

•w

illin

g an

d un

will

ing

hero

es

•an

ti-h

eroe

s

•tr

agic

her

oes

•gr

oup-

orie

nted

her

oes

•lo

ner h

eroe

s

•ca

taly

st h

eroe

s.

In g

roup

s stu

dent

s res

pond

to th

ede

finit

ions

of e

ach

hero

type

(Will

iam

s - a

ttri

bute

list

enin

g ac

tivi

ty)

Cut

-and

-pas

te a

ctiv

ity

for e

ach

grou

p to

link

defin

itio

n to

type

of h

ero.

Each

gro

up th

en p

repa

res a

sim

plifi

edde

finit

ion

for c

lass

dis

play

, wit

h as

man

yex

ampl

es a

s pos

sibl

e fr

om p

opul

ar fi

ctio

n,T

V o

r film

.

Cre

ate

post

ers f

or c

lass

dis

play

.

Her

o, se

e V

ogle

r (pp

. 40–

44)

App

endi

x 1

Rec

ogni

sing

the

diffe

rent

type

sof

her

oes

Stud

ents

lear

n to

:

13

45

67

89

11

Stud

ents

lear

n to

reco

gnis

e th

e pa

tter

n of

the

hero

’s jo

urne

y th

at is

the

basi

s of

narr

ativ

e.

Bra

inst

orm

: Wha

t is n

arra

tive

?

Intr

oduc

e W

ide

read

ing

proj

ect (

shee

t) a

ndR

esea

rch

assig

nmen

t.

App

endi

x 2

Wid

e re

adin

g pr

ojec

t: T

heH

ero’

s Jou

rney

App

endi

x 3

Res

earc

h as

signm

ent:

The

Her

o’s

Jour

ney.

Ass

essm

ent t

ask:

Rea

ding

/ w

riti

ng.


Q u a l i ty

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Ou

tco

mes

ad

dre

ssed

Co

nte

nt

Pro

cess

an

d p

rod

uct

Reso

urc

es

As a

bove

As a

bove

Issu

e st

uden

ts w

ith

a co

py o

f The

Her

o’s

Jour

ney

Mod

el

As a

cla

ss, r

ead

Ody

sseu

s m

eets

the

Mon

ster

and

stud

ents

resp

ond

to q

uest

ions

expl

orin

g th

e te

xt.

Teac

her m

odel

s for

stud

ents

the

orga

nisa

tion

of V

ogle

r’s m

odel

to sh

ow th

ehe

ro’s

jour

ney

in th

is st

ory

(Mak

er).

App

endi

x 4

The

Her

o’s

Jour

ney

Mod

elfr

om T

he W

riter

’s Jo

urne

y, C

hris

Vog

ler,

p .1

2.

Inde

pend

ent a

pplic

atio

n of

lear

ning

Stud

ents

cho

ose

ON

E of

the

stor

ies t

hey

have

read

as p

art o

f the

wid

e re

adin

gpr

ojec

t and

pro

duce

thei

r ow

n gr

aph

orch

art,

for d

ispl

ay, w

hich

refle

cts t

he h

ero’

sjo

urne

y.

Her

o, se

e V

ogle

r (pp

. 40–

44)

App

endi

x 1

Rec

ogni

sing

the

diffe

rent

type

sof

her

oes

App

endi

x 5

Myt

hs a

nd L

egen

ds u

sed

in th

isun

it

As a

bove

Usi

ng th

e m

odel

of T

he H

ero’

s Jou

rney

,st

uden

ts c

onst

ruct

thei

r ow

nN

AR

RA

TIV

E us

ing

the

narr

ativ

est

ruct

ure

mod

el fo

r the

ir d

raft

.

EXT

ENSI

ON

:St

uden

ts p

rodu

ce a

com

ic st

rip

of a

t lea

stei

ght f

ram

es fr

om th

is n

arra

tive

,in

corp

orat

ing

the

feat

ures

of c

hara

cter

and

arch

etyp

es (

Blo

om’s

Taxo

nom

y).

App

endi

x 6

Nar

rativ

e st

ruct

ure:

The

Her

o’s J

ourn

ey


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Ou

tco

mes

ad

dre

ssed

Co

nte

nt

Pro

cess

an

d p

rod

uct

Reso

urc

es

1 2 3 4 5 6 7 8 11

Stud

ents

lear

n ab

out h

ow to

use

nar

rati

vean

d m

etap

hor t

o m

ake

sens

e of

our

wor

ld.

Teac

her e

xpla

nati

on o

f poe

tic

term

s:si

mile

, met

apho

r.

Stud

ents

com

plet

e la

ngua

ge sh

eets

, Her

oes

and

Vill

ains

.

Stud

ents

read

the

poem

Her

o by

Mic

kG

owar

.

•C

ompl

ete

ques

tion

s on

unde

rsta

ndin

gth

e po

em.

•B

reak

dow

n th

e po

em in

to n

arra

tive

stru

ctur

e of

The

Her

o’s

Jour

ney,

usi

ngth

e na

rrat

ive

stru

ctur

e sh

eet

Teac

her e

xpla

nati

on o

f how

to w

rite

afe

atur

e ar

ticl

e th

roug

h an

alys

is o

f a m

odel

.

Stud

ents

wri

te a

feat

ure

arti

cle

titl

edD

rugs

in S

port

, usi

ng th

e po

em a

s sti

mul

us

EXT

ENSI

ON

:St

uden

ts u

se th

e In

tern

et to

rese

arch

the

impo

rtan

ce o

f her

oes i

n ou

r liv

es. T

hey

coul

d in

corp

orat

e th

eir f

indi

ngs i

nto

thei

rfe

atur

e ar

ticl

e.

From

Lan

guag

e th

roug

h th

emes

: Set

1 (

see

teac

hing

reso

urce

mat

eria

ls li

sted

at

begi

nnin

g of

uni

t).

See

App

endi

x 5

for s

ourc

e.

App

endi

x 6

Nar

rativ

e st

ruct

ure:

The

Her

o’s

Jour

ney.

App

endi

x 7

How

to w

rite

a fe

atur

e ar

ticle

.

See

also

http

://w

ww.

wri

te-i

t-do

wn.

com

/

http://www.write-it-down.com/


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Ou

tco

mes

ad

dre

ssed

Co

nte

nt

Pro

cess

an

d p

rod

uct

Reso

urc

es

1 2 3 4 5 6 7 8 9 11

Stud

ents

lear

n ab

out t

he c

ultu

ral

sign

ifica

nce

of m

yths

and

lege

nds a

nd th

em

oral

s and

val

ues t

hey

pres

ent.

Stud

ents

read

and

resp

ond

to th

ree

myt

hsor

lege

nds f

rom

diff

eren

t cul

ture

s e.g

.In

dia:

Kal

i, M

istr

ess o

f Dea

thN

orse

: Dea

th o

f Bal

dor

Aus

tral

ia: T

he F

low

er o

f Blo

od(o

r oth

er m

yths

or l

egen

ds).

Teac

her e

xpla

nati

on o

f wri

ting

in a

diffe

rent

gen

re; s

how

vid

eo o

n ge

nre.

Stud

ents

com

pose

a st

ory

set i

n th

epr

esen

t day

, in

the

genr

e of

a c

hild

ren’

sst

ory

(aim

ed a

t 6-1

0-ye

ar-o

lds)

whi

chpr

esen

ts a

sim

ilar m

oral

or v

alue

as

pres

ente

d in

a m

yth

or le

gend

they

hav

ere

ad fo

r the

ir w

ide

read

ing

(Blo

om).

Stud

ents

read

the

stor

y to

the

clas

s as

asse

ssm

ent f

or p

repa

red

read

ing.

EXT

ENSI

ON

:B

road

en th

e au

dien

ce to

a lo

cal p

rim

ary

scho

ol.

Stud

ents

shou

ld n

ow b

e re

ady

to b

egin

wor

k on

the

final

stag

e of

thei

r res

earc

hA

ssig

nmen

t, us

ing

tech

nolo

gy to

pre

sent

thei

r ana

lysi

s of o

ne o

f the

myt

hs th

eyha

ve re

ad.

For s

ugge

stio

ns se

e A

ppen

dix

5B

iblio

grap

hy o

f myt

hs a

nd le

gend

s us

ed in

this

unit.

Vid

eo: s

ee li

st o

f tea

chin

g re

sour

cem

ater

ials

at b

egin

ning

of t

he u

nit.

App

endi

x 8

Ass

essm

ent t

ask:

Writ

ing

and

spea

king

.


Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

Ou

tco

mes

ad

dre

ssed

Co

nte

nt

Pro

cess

an

d p

rod

uct

Reso

urc

es

Stud

ents

lear

n to

:1 3 4 5 6 7 10 11

Stud

ents

lear

n ab

out t

he b

asis

of T

heH

ero’

s Jou

rney

in m

yths

and

lege

nds i

nfil

m a

nd li

tera

ture

.

Rea

d th

e po

em L

egen

d of

Mul

an to

the

clas

s.

Stud

ents

wri

te th

e na

rrat

ive

of th

e po

emin

abo

ut 1

0 lin

es.

Expl

anat

ion

of st

ruct

ure

of a

film

revi

ewvi

a te

ache

r-le

d an

alys

is o

f a sa

mpl

e fil

mre

view

.

Stud

ents

bra

inst

orm

and

cre

ate

min

dmap

son •

form

al la

ngua

ge

•in

form

al la

ngua

ge.

Stud

ents

wat

ch th

e fil

m M

ulan

and

wri

te a

film

revi

ew, u

sing

the

film

revi

ewst

ruct

ure.

In g

roup

s, st

uden

ts p

repa

re a

n in

terv

iew

of

two

oppo

sing

cha

ract

ers f

rom

the

film

, in

whi

ch th

ey ju

stify

thei

r act

ions

, usi

ngfo

rmal

or i

nfor

mal

lang

uage

, dep

endi

ng o

nth

e vo

ice

of th

eir c

hara

cter

.

Ora

l pre

sent

atio

n of

rese

arch

ass

ignm

ent

to c

lass

for f

orm

al a

sses

smen

t.

Lege

nd o

f Mul

an

The

re a

re v

ario

us v

ersi

ons o

f thi

s poe

min

tran

slat

ion.

See

teac

her r

esou

rce

mat

eria

ls a

t beg

inni

ng o

f the

uni

t.

Sele

ctio

n of

film

revi

ews c

hose

n by

teac

her f

rom

sour

ces a

ppro

pria

te fo

r the

stud

ents

.

Mul

an v

ideo

.

App

endi

x 9

Film

rev

iew

str

uctu

re.

App

endi

x 10

Ass

essm

ent t

ask:

List

enin

g/vi

ewin

g/re

pres

entin

g.

App

endi

x 11

Her

oes

wid

e re

adin

g lis

t.


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Appendix 1Recognising the different types of heroes

(Adapted from Vogler, 1999, pp. 41–44)

Willing, active, gung-ho heroes:• committed to the adventure• without doubts• always bravely going ahead• self-motivated

Unwilling heroes:• full of doubts• hesitant• passive• needing to be motivated or pushed into the adventure by an outside force• usually change at some point and become committed to the adventure

Anti-heroes:• specialised kind of hero• may be outlaws or villains from the point of view of society• audience is in sympathy with them• they may win in the end over society’s corruption• rebels

Tragic heroes:• flawed heroes• never overcome their inner demons• brought down and destroyed by inner demons• may be charming• their flaw wins in the end

Group-oriented heroes:• are a part of society at the beginning• journey takes them to unknown land far from home• separate from group – have lone adventure in the wilderness away from the group which they

eventually rejoin

Loner heroes:• story begins with hero apart from society• natural habitat is the wilderness• natural state is solitude• journey is one of re-entry into the group, an adventure within the group, then a return to isolation

Catalyst heroes:• central figures who act heroically• don’t change much themselves• main function is to bring about change in others


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Appendix 2Wide reading project: The hero’s journey

Throughout this unit you will be continually reading myths and legends from around the world. You willneed to read texts from at least five different cultures, including Indigenous Australian cultures. Recordyour wide reading on this sheet.

Wide reading: myths and legends

Name: ......................................................................................................................................................

The five cultures I have read are:

..............................................................................................................................................................

..............................................................................................................................................................

..............................................................................................................................................................

..............................................................................................................................................................

Date Title of myth or legend Culture Signature


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Appendix 3Research assignment: The Hero’s Journey

Assessment task: Reading and writing

All cultures have stories about heroes who save the day when they undertake a quest. Here is your task:

1. From your wide reading choose 5 stories about heroes from 5 different cultures and do an analysisof each. For each story present

• a brief overview

• a brief outline of the character traits of the archetypes used

• why you think this story was told

• what you consider this story has told you about the culture from which it comes.

2. Choose one of these analyses and make a presentation to the class using technology. You couldword process and digitally illustrate your analysis, or create a PowerPoint presentation which couldbe used to introduce other Year 7 learners to an understanding of the importance of myths andlegends to our lives.

(Maker. Transformational)


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Appendix 4

The Hero�s Journey Model

Act I Act II Act III

Ordin

ary w

orld

Call to

adven

ture

Refusa

l of t

he call

Men

tor

First T

hresh

old

Tests,

Alli

es, E

nemies

Approac

h to in

most

cave

Ordea

lRew

ard (s

eizin

g the s

word

The road

back

Resurre

ction

Return

with

the E

lixir

Crisis Climax

Approx. 30 screenplay pages 60 pages 30 pages

The Hero�s Journey Model

Act I Act II Act III

Ordin

ary w

orld

Call to

adven

ture

Refusa

l of t

he call

Men

tor

First T

hresh

old

Tests,

Alli

es, E

nemies

Approac

h to in

most

cave

Ordea

lRew

ard (s

eizin

g the s

word

The road

back

Resurre

ction

Return

with

the E

lixir

Crisis Climax

Approx. 30 screenplay pages 60 pages 30 pages


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Appendix 5Myths and legends used in this unit

“Odysseus Meets the Monster”, in English Experience I, 1998, by Rex Sadler and Tom Hayller, Macmillan.

“The Trojan Horse”, in Close Encounters with Texts, 1995, by Elaine and Peter Robins, OUP.

Any of the stories in:

Myths and Legends, 1994, by Anthony Horowitz, Kingfisher Books.

Timeless Truths, 1997, Eva Gold (ed.) , St Claire Press, Rozelle, a photocopiable book of Creation mythsand Dreamtime stories including:

• “Kali, Mistress of Death” (India)

• “The Death of Baldor” (Norse)

• “The Flower of Blood” (Australian)

• “Prometheus and Pandora” (Greece)

• “Orpheus and Eurydice” (Greece)

“The Approach of Shiva” in Shiva: An Introduction, 1997, by Devdutt Pattanaik, Vakils, Feffer andSimons Ltd., Mumbai.

“Esther saves her people” and “David and Goliath” or any other stories in The Golden Bible: Stories fromthe Old Testament, Elsa Werner (ed.), The Golden Press, Sydney.

Stories from:

The Great Deeds of Superheroes, 1993, Maurice Saxby and Robert Ingpen, Millennium Books, Alexandria,Australia, such as:

• “Gilgamesh: The Epic Hero of the Sumerians” (Sumeria and Babylon)

• “Beowulf the Dragon Slayer” (Old England)

Poem:

“Hero” by Mick Gowar in Richard Baines, Beyond the Shadows, 2000, OUP, South Melbourne, pp. 90–93.


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Appendix 6Narrative structure: The Hero’s Journey

Narrative: The Hero’s Journey Your ideas

ACT I – Within the hero’s “normal” world

The ordinary world:The normal world – setting, characters, beliefs,that the hero inhabitsCall to adventure:The hero is presented with a problem, challengeor adventureRefusal of the call:The hero hesitates because of fear – somethinghappens to further tempt the hero to take up thechallengeThe mentor:Someone to advise or guide the hero is introduced

ACT II – Outside the hero’s “normal” world

The first threshold:The hero commits to undertaking the challengeand agrees to face the consequencesTests, allies, enemies:A series of further problems to test the hero alongthe wayApproach the inmost cave:The edge of the most dangerous place in this otherworldOrdeal:The hero confronts her/his greatest fear – theheight of suspense and tension in the storyReward:The hero seizes the object of the quest e.g.Knowledge that leads to a better “ordinary” world,a magic key or grail or an insight

ACT III – Return to the “ordinary” world

The road back:The hero still has to deal with the consequencesof the reward: evil forces might pursue him/herResurrection:The turning point for the hero who is forced touse this new knowledge or magic object to preventhis/her own “death”

Return with the elixir:

The hero returns to the ordinary world with newknowledge, or object to heal or benefit theordinary world


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Appendix 7The feature article

A feature article is usually about a topic of general interest to the target audience of the newspaper ormagazine in which it appears. For example, it could be about a person, a topic in the news, a particularissue etc. It is a background piece which provides information and often a range of opinions or points ofview about the topic. Here is a list of features of a feature article:

• The style is individual and often quite personal, where the writer might offer details from his orher personal experience.

• First person is often used.

• It includes direct quotations from witnesses, experts or people personally involved.

• The pyramid structure is used, rather than the inverted pyramid which is typical of news reports.The pyramid structure follows this pattern:

For further information and guidance on how to write a feature article, see the following web site whichwas developed by an English Extension 2 student for her 2001 HSC Major Work:


The article is often introduced witha relatively insignificant orapparently unimportant detail, suchas information about the subject’sappearance, or how the writer firstmet or became interested in thesubject. The important backgroundinformation and interesting detaildevelops as the article proceeds.Newspaper reports follow anopposite pattern, where the mostimportant information is at thebeginning. Less significant detail isleft until the later sections, whichcan easily be deleted if thenewspaper needs the space for otheritems.



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Appendix 8Assessment task: Writing and speaking

You are to compose and illustrate a narrative, set in the present day, as a children’s picture book suitablefor ages 6–10, which presents a similar moral or value as presented in a myth or legend that you have readfor your wide reading.

You will read your story to the class as a prepared reading.


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Appendix 9Film review structure

This format provides one way of writing a film review. You should include all the topics listed in the grid,but you can arrange them in any order that suits your writing style and your response to the film. Use thegrid to make notes for your review.

Title of film:Director:Censorship rating:

Paragraph 1: How does the film compare with other films of the same genre?

Paragraph 2: A brief plot summary

Paragraph 3: Who is the target audience? What aspects of the film will appeal to this audience?

Paragraph 4: How effective are the actors (voices) for their roles? Do they make the characters cometo life?

Paragraph 5: How good are the film techniques, such as animation, music, creation of tension, soundand other special effects?

Paragraph 6: What messages does the film convey? How does it do this?

Paragraph 7: Sum up your view of the film

You may use a chatty, informal tone and some colloquial language, but make sure that your sentences aregrammatically correct and that you use proper paragraphs.

REMEMBER: Who is your audience?What is your purpose?

You will find a range of film reviews at the following web sites:http://www.imdb.com/http://www.sbs.com.au/movieshow/movieshow_set.htmlor check Saturday’s Sydney Morning Herald (Metropolitan section); The Weekend Australian (Reviewsection); The Sun Herald.

http://www.imdb.com/

http://www.sbs.com.au/movieshow/movieshow_set.html


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Appendix 10Assessment task: Listening, viewing and representing

After watching the film Mulan, you will work in groups and prepare an interview, for presentation to theclass, of two opposing characters from the film. In the interview your characters must justify the actionsthey took in the film.

You must try to use the correct voice of your character, that is, convey to your audience the thoughts andfeeling of your character by using language that your character would use. You also need to show yourknowledge of the whole film by having your characters refer to their actions, and the actions of others,that occur throughout the film.


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Appendix 11Heroes

Wide reading list

Alexander, Pat & Kerins, Anthony, The Young Puffin Book of Bible Stories.

Bailey, John, McLeish, Kenneth & Spearman, David, Gods and Men: Myths and Legends from the World’sReligions

Branston, Brian & Caselli, Giovanni, Gods and Legends from Viking Mythology

Garfield, Leon & Blishen, Edward, The God Beneath the Sea

Garfield, Leon & Blishen, Edward, The Golden Shadow

Gates, Doris, Athena the Warrior Goddess

Gates, Doris, Zeus Lord of the Sky

Harris, Geraldine & O’Connor, David, Gods and Pharaohs from Egyptian Mythology

Gibson, Michael & Caselli, Giovanni, Gods, Men and Monsters from the Greek Myths

Johnston Phelps, Ethel, The Maid of the North: Feminist Folktales from around the World

Picard, Barbara, The Odyssey of Homer

Picard, Barbara, Tales of Norse Gods and Heroes

Picard, Barbara, German hero Sagas

Sutcliff, Rosemary, Dragon Slayer: the Story of Beowulf

Thompson, Thomas, The Story of Prince Rama

Wood, Marion & Sibbick, John, Spirits, Heroes and Hunters from North American Indian Mythology

From the Dreamtime: Australian Aboriginal Legends

Documents

hero narrative unit