Joseph Campbell's "Hero Journey"
Joseph Campbell, seen below in the 1950s, breaks reporter Bill Moyer’s brain in an interview about his “hero journey” concept. In class we watched the video linked below, and took notes on Haroun’s experiences, and how they fit into Campbell’s concept, the “monomyth.”
Week 4 Syllabus: September 11-15
HOW DOES HAROUN EXPERIENCE CAMPBELL’S hero journey? We will start the week by mapping out that journey, after watching a few selected examples of the hero’s stages—the call to adventure, crossing the threshold, descent/resurrection (death & rebirth), final battle. We will practice writing an analytical paragraph using argument for our organization, and will share that on Squarespace. And then we’ll move into our first unit of study, a selection of short stories that fall neatly into Campbell’s monomyth.
MONDAY, September 11
Reading assessment for 3 level English. All sections are taking this, and today it’s our turn.
Examining a few different film examples of hero journey stages: call to adventure, crossing threshold, rebirth (combined with departure)
Small group work on an illustration of Haroun’s hero journey, similar to those presented in class on Thursday.
HW: Watch this SHORT three minute video about visiting the NF library.
Create your illustration of Haroun’s hero journey on the BACK of the large, 11”x17” note sheet on Campbell’s hero journey. Use words. Use visuals. Make it your own interpretation of his journey! Due Wedensday, in class, on paper.
WEDNESDAY (anchor day)
Writing your paragraph about Haroun’s “monomyth” for class on Wednesday. You will want to have this PRINTED ON PAPER—TYPED that is, so that it can be passed around and read aloud by someone other than yourself.
Check for author-type-title in opening sentence, quote integration, vague language.
HW: Finish your draft of the paragraph and submit it into a text box in Canvas before class tomorrow.
THURSDAY, September 14
Read part one of “The Machine Stops” by E.M. Forrest for class on Thursday. In case you are absent, here’s the story.
We will listen to it and analyze the nature imagery in part one in small groups.
HW: Read parts two AND three of the story, using the questions distributed in class as a guide for your annotations.
Week 3 Syllabus: September 4-8
NOW THAT WE HAVE PRACTICED MOST of our classroom routines—annotation, discussion notes, publishing and discussing writing assignments on Squarespace, submitting homework on Canvas/Squarespace, and in class—we will begin digging into our curriculum. This week we will review Joseph Campbell’s hero journey (monomyth) and apply that overview to the summer reading. This will become particularly important as we consider the other readings we do in class, including Achebe’s Things Fall Apart, Homer’s Odyssey, and Shakespeare’s Romeo and Juliet.
TUESDAY, September 5
Defining “myth.”
Overview of Campbell’s “monomyth.”
Watching (and keeping notes on how the hero journey applies to Haroun) a documentary/interview between Campbell and Bill Moyers.
Ending by reviewing feedback for annotations (submitting chapter three in class on Thursday).
HW: Spend 15-20 minutes researching the “hero journey” as defined by Joseph Campbell, using both the internet (google) and NTHS library’s database. IF you haven’t finished annotating chapter three, review and complete those marginal notes.
THURSDAY, September 7
Finishing the documentary/interview by J. Campbell.
Shared reading on J. Campbell’s hero journey, in small groups.
Time permitting, starting hero journey map of Haroun’s hero journey.
HW: Finish your notes on the hero journey for Haroun. Do that on the large, 11x17 note sheet that we used in class on Thursday..
If you have NOT finished reading Haroun, or missed part of the Campbell interview, get both done this weekend.
BTW, here’s the four different ways of visualizing Campbell's hero journey we looked at in class. These might help you think about. how to take hero-journey notes for Haroun & the Sea of Stories.
Week 2 Syllabus: August 28-Septmeber 1
WE WILL FINISH GOING OVER some of the administriva of learning at New Trier this week. We will practice annotating by re-reading chapter three of Haroun and the Sea of Stories, “The Dull Lake.” We will vote on, discuss, and then rewrite the paragraphs on the poem, “Doors Opening, Closing.” We will also write our second paragraph, this one about Haroun and the hero journey. We will also review course expectations and discuss “academic integrity,” a phrase here which means, “cheating.”
MONDAY, August 28
Voting on and selecting the three best paragraphs about the poem. Check your school email accounts for a link to the ballot.
“Academic Integrity.” We will review the student handbook and talk about cheating. After, students will sign off on the official, “I know where the policy is” handouts.
HW: Using your notes on what a) writers do well, and b) what writers could do to improve, revise your paragraph on the poem and post the new draft AS A COMMENT TO YOUR ORIGINAL PARAGRAPH.
Wednesday, Anchor Day
Practice annotating. Students will listen to the audio from the novel (click here) while re-annotating chapter three of the novel. (Chapter three begins at 42:30 in the above track, and goes until 1:04:30)
When annotating, students should a) circle vocabulary words—not just words you don’t know, but also words that Rushdie is carefully choosing for a purpose; b) write our questions that you have, as a reader, about what you’re reading—preferably about theme, not plot; and c) how Haroun responds to the coming adventure.
Afterword, students will work on study guide questions on that chapter, writing answers on paper. You will work individually or in small groups, at substitute’s preference.
HW: Spending an additional 20 minutes working on the study guide questions for chapter three.
THURSDAY, August 24
Starting class by listening to an NPR interview about Salman Rushdie, the author of our summer novel. That story is here.
Reading aloud a NYT article on the attack on Rushdie, practicing annotation technique.
HW: Finish writing your paragraph at the end of the article for class on Tuesday. Remember, include at least one quote from the article, and at least one from the novel.
Paragraph on "Doors Opening, Closing Upon Us..."
As a comment, post your entire paragraph about the aforementioned poem, one that explains what the poem means. Remember, your paragraph should include a direct quote! After posting, read other students’ paragraphs, selecting the three best paragraphs (IYO).
Week 1 Syllabus: August 21-27
WELCOME TO NEW TRIER HIGH SCHOOL ENGLISH. Each weekly syllabus will begin with a short paragraph that describes where we’ve been, what we’ve learned, where we’re headed, what’s coming next, and what’s the big picture. This week we will establish routines—how to annotate, how to participate in discussions, how to submit writing here on Squarespace or on Canvas. I will also include reminders—such as this: bring your copy of Haroun & the Sea of Stories to class starting this Thursday. If you haven’t finished it, get it read by next Monday, August 28.
MONDAY: Anchor Day Schedule
Introduction to Canvas & Squarespace.
How to read a poem.
Reading and annotating, “Doors Opening, Closing.”
HW: re-read the poem, and annotate for a) What do I notice? and b) What does it (the poem) mean?
TUESDAY, August 22
Picture day!
Reviewing poetry rules.
Discussion of poem (practicing routines, pre-post discussion writing, note taking)
Time permitting, writing your paragraph. (What does Marge Piercy want us to better understand about a) doors and b) life?
HW: If you have not done so, finish reading Salman Rushdie’s novel by class on Monday.
Finish writing your ¶ and have it typed for class on Thursday.
THURSDAY, August 24
Reviewing course expectations, and posting your signed form into Canvas, as an assignment.
Killer Kane and the growth mindset.
How we share (and comment upon) writing, publicly: using Squarspace to submit your (and to read others’) writing.
HW: Use “Genius Scan” after taking a picture of your signature of the Course Expectations, to submit the assignment into Canvas. More on “Genius Scan” and how to use it can be found here.
Also, post your paragraph on “Doors Opening, Closing” onto Squarespace. Read ALL the paragraphs, and choose the three best (in your opinion—from either 1st or 4th period).
Audio for Haroun and the Sea of Stories
Click on the image above to access the audio files for the novel. If not already complete, you should have the summer reading finished by our first class next week.
Audio for Final: Arthur C. Clarke's "History Lesson"
If you so desire, feel free to listen to this audio version of the short story while annotating. It is a dramatic interpretation, not a straight reading. So use as you best see fit. You many ONLY use this IF you have headphones or earbuds.
¶ on "Those Who Walk Away From Omelas"
As a comment, post your entire paragraph about the aforementioned short story. Remember, your paragraph should include a direct quote! After posting, read other students’ paragraphs, selecting the THREE (3) best paragraphs (IYO) for class on Tuesday, 10/18.
Remember, you should have revised for the following issues:
Paragraph on "Haroun and the Sea of Stories"
As a comment, post your entire paragraph about the aforementioned novel, one that explains how Haroun’s identity changes over the course of the novel, AND how storytelling plays a role in that transformation. Remember, your paragraph should include a direct quote! After posting, read other students’ paragraphs, selecting the THREE (3) best paragraphs (IYO) for class on Friday, 9/9.
Sign up for a FREE Squarespace Account
Today, students should enroll for a FREE account on squarespace using your New Trier email address. Start by going to this link . Once there, enter your school information:
Enter your first and last name
Enter your NEW TRIER email address
Create a password that only YOU will know.
From there, you can log into squarespace, and should easily be able to post comments to my public squarespace account.
Hero with 1,000 Faces: The Hero's Adventure
Click on the image of Joseph Campbell above to access the video of the Moyers interview.
The Attack on Salman Rushdie & Haroun's Defense of Storytelling
Start by listening to the following story from NPR about the recent, violent attack against the author of Haroun and Sea of Stories:
Nigeria: Journey of an African Colony
Click on the image above to access the film clip from the documentary.
This documentary provides an interesting counterpoint to our textbook’s view of the western imperialism that dominated Africa in the 19th century, and the ensuing independence movement in the later 20th century. Remember, Things Fall Apart is published in 1959.
"Chelkash" Paragraph
Now that you have recorded yourself reading your paragraph, and have revised your paragraph, it’s ready to be shared with other students at New Trier and the larger academic community.
What does Gorky want the reader to realize or learn as a result of “Chelkash”?
Post your paragraph here as a comment to this blog post. Remember, if you sign in as a guest, include your first and last name, but also use your New Trier email address for the contact information. Please leave the URL prompt BLANK.
Once posted, begin reading other students paragraphs.
¶ on "By the Waters of Babylon" by Stephen Vincent Benét
Scholars: Discuss (with your parent(s)/guardian(s)) the aformentioned story. What is the MOST important, LESS obvious lesson for the reader?
After discussing, write an argumentative paragraph that a) states your claim, b) sets up your claim with one sentence of plot summary, c) includes a fitting direct quote, and d) explains your idea (your commentary—this can include additional examples IYOW, alternative interpretations, connections to our lives).
Remember to write this elsewhere, on paper or on a google doc. THEN copy and paste it into the HTML comment box below. (And check punctuation before posting!)
Modern Times
A link to the scenes from the film, to be watched in class.
After reading Roger Ebert’s 1972 film review of the re-release, watch the followng scenes from Charllie Chaplin’s iconic 1936 American film Modern Times (to watch, click on the image to the left).
While watching, take notes on a blank sheet of paper. How does the main character interact with “the machine”?
Finally, when done watching, write a poem that answers this question: How do machines effect [our] lives? Use the imagery of the film as a basis for your poem.
The criterea for your poem, which is due Tuesday, 10/4, is as follows. The poem should:
contain sensory images (descriptions the reader can see/hear/feel/taste/smell)
use connotative language (words that have a feeling that matches your tone—and similar to what you want your reader to feel)
show distillation of language (get rid of small words that add little, i.e.: articles, conjunctions, pronouns)
be at least 20 lines long, but shorter than one page (each line must be at LEAST 8 words each)
These are to be typed and stapled to your notes on Modern Times, to be collected Tuesday 10/8.
Paragraph on "The Ones Who Walk Away from Omelas"
After revising your body paragraph using the “What’s YOUR problem?” feedback on the last paragraph, post a new draft here.
Remember to post with your first and last names, and your New Trier email address, should you need to post it as a guest.
documentary on ursula k. le guin
Click on the author’s image above to access the documentary, “The Worlds of Ursual K. Le Guin”