What motivates someone to be a hero? What are the most vital parts of the hero’s journey?
Throughout this six week unit, students will develop an understanding of the role of mentors, and how to gain independence from them in a gradual way. Students will be able to apply the concepts of the hero’s journey to many of the historical figures they encounter in the sixth grade Ancient Civilizations curriculum. Additionally, students will be asked to form evidence-based opinions on why individuals become heroes, how their journey sculpted what type of hero they became, and what stepping stones in their journey were the most pivotal to their survival, and eventual rise to hero status.
- RL.6.1/RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
- RL6.6: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
- W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W. 6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- W. 6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W. 6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
- SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
- L.6.2:Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.6.3 (b)Vary sentence patterns for meaning, reader/listener interest, and style.