Unit Plan: Archetypes of Literature

Unit Author
First and Last Name Alison Moore
Author's E-mail Address Alison.A.Moore@outlook.com
Course Name(s) Educational Technology
Course Number(s) 4372
Course Section(s) 5H2
School City, State, Zip University of Dallas, Texas, 75080
Instructor Name(s): Rhonda Christensen

Unit Overview

Unit Plan Title Archetypes of Literature

Curriculum-Framing Questions
Essential Question How are the archetypes of literature relevant to our lives?

What are the different elements in literature?

What is the difference between an emotional journey and physical
Unit Questions
journey?
Can you recognize the positive effects of a journey?
What roles do characters play in literature?
What motivates different characters?
Unit Summary

Students learn to identify the archetypes of literature by analyzing different character traits, emotional
and physical journeys, and other elements in literature. Students should feel this is relevant to their
lives by looking at various texts concerned with decisions, character motivation, and different themes.
Students will post their responses to these questions in various ways using technology. Students will
produce digital art and use creative writing. Students will also use their responses to form a short
Adobe Sparks movie in collaborative groups.
Subject Area(s): (List all subjects that apply)
Language Arts Grade Level 6-8

A D A P T E D F R O M I N T E L ® T E A C H T O T H E F U T U R E 1
© 2001 Intel. All rights reserved.
Student Objective/ Targeted State Standard/ Procedures and Activities: For the Three Weeks
Learning Outcome: Benchmark
Week One:
TEKS 7.1.A. B.C. D
The student is
expected to: listen
actively to interpret a
message and ask
clarifying questions
that build on other
ideas;
Week Two and Three:
Follow and give
complex oral
instructions to
perform specific tasks,
answer questions, or
solve problems;
Present a critique of
literary work, film, or
dramatic production,
employing eye
contact, speaking
rate, volume,
enunciation, a variety
of natural gestures,
and conventions of
language to
communicate ideas
effectively; and
Engage in meaningful
discourse and provide
and accept
constructive feedback
from others.
A D A P T E D F R O M
© 2001 Intel. All rights reserved.
Week One, two, and three:
7.1.A
Strand 1
Developing and sustaining
foundational language skills:
listening, speaking,
discussion, and thinking—
oral language. The student
develops oral language
through listening speaking
and discussion.
Week One, two, and three:
7.5.A
Comprehension skills:
listening, speaking, reading,
writing, and thinking using
multiple texts. The student
uses metacognitive skills to
both develop and deepen
comprehension of
increasingly complex texts.
I N T E L ® T E A C H
Monday
Action Is Character: Exploring Character Traits with
adjectives.
Session One:
Review adjectives
Share a list of character traits.
Demonstrate a character Traits Chart, showing students
how to add items to the chart and save it.
http://www.readwritethink.org/classroom-
resources/lesson-plans/action-character-exploring-
character-175.html
Tuesday:
Action Is Character: Exploring Character Traits with
adjectives.
Session Two
Demonstrate the use of online resources such as an
Internet dictionary and thesaurus.
Divide the class into pairs.
Choose a character from a book to become.
http://www.readwritethink.org/classroom-
resources/lesson-plans/action-character-exploring-
character-175.html
Wednesday:
Action Is Character: Exploring Character Traits with
adjectives.
Session Three
As students finish, post their work on the wall or board
until all lists are up.
http://www.readwritethink.org/classroom-
resources/lesson-plans/action-character-exploring-
character-175.html
Modification—technology allows for significant task
redesign. In the past, students have not collaborated
and contributed to online documents. The task requires
a basic understanding of technology that is essential.
T O T H E F U T U R E 2
Week Three:
Technology
Applications Grade 7
Knowledge and Skills.
(1) Creativity and
innovation. The
student uses creative
thinking and
innovative processes
to construct
knowledge, generate
new ideas, and create
products.
Week one, two, and
three:
(3) Research and
information fluency.
The student acquires,
analyzes, and
manages content
from digital resources.
A D A P T E D F R O M
© 2001 Intel. All rights reserved.
Week two and three:
Technology Applications
Grade 7
Creativity and innovation.
The student is expected to:
(B) create and present
original works as a means of
personal or group
expression.
I N T E L ® T E A C H
Extensions: Character diary entry.
Resource Students: I will provide a Power Point with
visuals to explain more complex character traits.
Thursday: I will assign the text.
I will read “The Three Questions,” by Leo Tolstoy.
The class will participate in a dialogical discussion. There
will be an assessment. I will provide feedback directly
from the site.
https://www.commonlit.org/en/texts/the-three-
questions
Friday: I will assign the text.
We will read, “The Hero’s Journey,” by Jessica Mc Birney
as a class. I will ask guiding questions. We will annotate
the text together and discuss. There will be an
assessment. I will provide feedback directly from the
site.
https://www.commonlit.org/en/texts/the-hero-s-
journey?search_id=19770766
Week two and three:
Extensions: Annotate the text in depth using
ratiocination techniques.
Resource Students: Provide a list of vocabulary words
with definitions, and then annotate the text. I will
provide visual Power Points for explaining character
traits and emotional journeys.
Substitution—technology acts as a direct tool substitute
with no functional change. Students annotate texts on
pdf files or google docs.
Monday: I will assign the text, “I Wondered Lonely as a
Cloud” by William Wordsworth. We will read this as a
class. Students will answer comprehension questions.
We will discuss what theme and mood are.
https://www.commonlit.org/en/texts/i-wandered-
lonely-as-a-cloud?search_id=19875038
T O T H E F U T U R E 3
 Tuesday: Students will create a sketch of the poem from
Monday, and then take a picture and upload it to Adobe
Photoshop. I will model how to use the site and show an
example.
https://www.adobe.com/creativecloud/students/make-
it-with-creative-cloud.html

Augmentation—technology acts as a direct tool,

substitute with functional improvement. Students are
typically asked to create visuals for assignments, but they
are not usually asked to make it digital and many of them
already do this.

Wednesday: Students will share their digital art from

Tuesday. I will print copies of the poem, “Books are
Open-shaped Doors” by Margarita Engle. We will
interpret the poem as a class.

https://www.poetryfoundation.org/poems/141835/tula-
books-are-door-shaped

Thursday: I will assign the short story, Mother and

Daughter.” We will read it as a class and discuss
emotional journeys. We will discuss the elements in an
emotional journey. I will create a Power point with
visuals to explain this concept.

https://www.commonlit.org/en/texts/mother-and-
daughter

Friday: We will continue discussing emotional journeys.

The students will write a paragraph a paragraph (6-8
sentences) about an emotional journey they had. I will
provide a rubric. Students will peer review each other’s
paragraphs for grammatical errors and then use the
Hemmingway App to check for mistakes.

http://www.hemingwayapp.com/

Augmentation—Tech acts as direct tool substitute, with

functional improvement. Instead of printing out copies,
the students answer questions online. The site provides a
more efficient way to provide feedback to students.

A D A P T E D F R O M I N T E L ® T E A C H T O T H E F U T U R E 4
© 2001 Intel. All rights reserved.
 Monday: Assign collaborative groups for Adobe Sparks
movie explaining the elements of literature. Suggest the
site--
https://examples.yourdictionary.com/archetype-
examples.html
There are many elements to choose from. Students are
free to explore various options.
I will show mine as an example. I will go over the rubric
and model the various features that can be used on the
site. Students get with their groups and write down
their ideas on an index card for an exit ticket.

Tuesday: I will approve the students’ topics, and they

will begin working on their movie.

Wednesday: Students continue to work on their movie.

Thursday: Students continue to work on their movie.

Friday:
Student groups present their movies. I will assign grades
based off the rubric we discussed on Monday.

Redefinition-- technology allows for the creation of new

tasks, previously inconceivable. Students can make a
movie which was previously inconceivable.

Include the SAMR level for each of the technology-enhanced activities. Is it substitution, augmentation, modification
or redefinition and why

A D A P T E D F R O M I N T E L ® T E A C H T O T H E F U T U R E 5
© 2001 Intel. All rights reserved.
 Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
50 minutes
Prerequisite Skills
Skills from sixth grade:
6.7A, B, C, D 6.8 B, D Multiple genres: listening, speaking, reading, and writing, and thinking using
multiple texts—literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts.
6.10. D Composition: listening, speaking, reading, writing, and thinking using multiple texts—writing
processes. The student uses the writing process recursively to compose multiple texts that are legible
and uses appropriate convention.

Materials and Resources Required for Unit (Include technology tools including apps, hardware, software,
etc. and printed materials.
Chromebooks, word lists, and a visual representation of character traits Power Point, visual
representations of emotional journeys Power Point, and a print out on how to annotate a text.

Readwritethink, Commonlit, Hemmingway app, Poetry

Internet Resources Foundation, Adobe Sparks, and Your dictionary.

Accommodations for Differentiated Instruction

Resource Student Sentence starters, word lists, and visuals.
Enrichment activities such as ratiocination for paragraphs
during peer review.
Gifted Student

Student Assessment (rubrics, quizzes, products, etc.)

Assessments are online comprehension questions, digital art, a creative writing paragraph, and a
movie. There will be a rubric for the final Adobe Sparks video the students create with their
collaborative groups. The rubrics are based off the TEKS.

A D A P T E D F R O M I N T E L ® T E A C H T O T H E F U T U R E 6
© 2001 Intel. All rights reserved.