TEACHING THE HERO’S JOURNEY (OR OTHER DIFFICULT CONTENT) THROUGH KID LITErin Wooten

Timberland High School, St. Stephen, SC

Courses Taught: English I, II, and IV CP; AP Literature and Composition; Public Speaking; Creative Writing; Teacher Cadets

QUICK WRITE

• Choose one of these two topics to write about.

• What is your favorite memory of being read to as a child?

• What is your favorite children’s book? Why?

CHILDREN’S LITERATURE

THESIS STATEMENT

• We can use children’s literature in a variety of ways to enhance the secondary classroom experience• Through read-alouds• Through creative writing exercises

• Reading and writing children’s literature is a valuable way for high schoolers to gain a number of complex skills.

ROLE OF CHILDREN’S LITERATURE

-Teaches new information-Allows children to explore their world through the eyes of a narrator/speaker who is a child, or has childlike qualities-Provides moral guidance and the development of a sense of self-Inspires creativity, fun beyond what other kinds of projects can offer-Read-alouds reinforce Speaking/Listening, the early childhood reading experience, and provide early close reading opportunities

ROLE OF CHILDREN’S LITERATURE

•“Children’s literature, compared to adult literature, has arguably simpler language, fewer lengthy stories, fewer abstract ideas, less complicated themes, and offers just as wide a variety of stories. “ – Laina Ho

READING KID LIT-- TOVANI EXAMPLE

• “To make my students aware of what it is like to infer, I read a story by James Marshall (1976) from his children’s series about two charming hippos named George and Martha.” –Chris Tovani, p. 102

• Read a children’s book to discuss literary elements• Move on to more complex texts

LEARNING BY TEACHING

• “Teaching begets learning for the teachers.” – Sarah D. Sparks

• “The act of teaching spans the entire range of Bloom's taxonomy, from the acquisition of foundational concepts up through evaluation and synthesis. Students build important skills as they plan how to approach a given learning task, monitor comprehension, and evaluate progress toward completing the task.” –Yvette Jackson, et al.

WRITING KID LIT—A PROCESS• Step 1: Review new concept or standard in detail. Review

plot diagram.

• Step 2: Ask students to create a storyboard outline for a story, using the concept as a main idea throughout the storyboard. Include a child-like protagonist.

• Step 3: Ask students to transfer the storyboard into a full-length children’s book with illustrations (I use a ten-page maximum).

WRITING KID LIT—A PROCESS

• Step 4: Have students present books to the class, read-aloud style.

• Variation: If they have access to a local elementary school or a Special Ed class, they can present their read-aloud books to one of these classes.

• Variation: If your school hosts a carnival, science day, or other event where feeder schools will be present, have students present their books.

PROOF OF CONCEPT•Creative Writing– The Hero’s Journey book projects• Level: 10th-12th Grade College Prep

•No planned curriculum for this course; freedom to choose meaningful assignments

•Objective: SWBAT write a short story for an elementary-school-aged audience that follows the patterns of the “Hero’s Journey” monomyth.

WRITING KID LIT—A PROCESS• Step 1: Review the steps of the Hero’s Journey storytelling

archetypes. Review storytelling basics—plot structure, characterization,dialogue, audience.

• Step 2: Have students recall an important milestone in their early childhoods. Use possible examples: their first day of kindergarten; their first time riding a bicycle; or their first time confronting a bully.

• Step 3: Ask students to storyboard this experience, in 6 or so frames, using a guide.

WRITING KID LIT—A PROCESS• Step 4: Using their Hero’s Journey notes and their outlines, have

students label their storyboard with many of the hero’s journey parts.

• Step 5: After scaffolding with the above steps, students will be able to create their own, fully illustrated Hero’s Journey children’s books, using their own life stories OR fictional/fantasy-based stories. They will read their stories aloud.

---Examples---

Follow-up: Apply to The Odyssey, King Arthur stories, Beowulf, or other literature classics.

STANDARDS

• CCSS.ELA-LITERACY.W.9-10.3: write narratives

•CCSS.ELA-LITERACY.W.9-10.3.C: use a variety of techniques to sequence events

•CCSS.ELA-LITERACY.W.9-10.3.E: Write a conclusion that follows from and reflects on what is experienced

•CCSS.ELA-LITERACY.W.9-10.4: Produce clear, coherent writing appropriate to the task, the purpose, and the audience

CONSIDERATIONS• To what age group are you directing your story?• Content• Vocabulary• Illustrations• Prior knowledge and allusions to other texts

• Content mastery of the student -- Risk of including wrong information

• Honors/Advanced Level students --“Why are we doing this?”

• Supplies, resources• Well-stocked art closet; binding and laminating materials;

computers?

ANOTHER EXAMPLE• Teacher Cadets – Barriers to Learning book projects• Level: 12th Grade Dual Credit• Part of the TC Curriculum• Objective: SWBAT present information about special

education or a barrier to an age-specific audience

Standards: • Identify the special needs and exceptionalities of learners and

determine how these needs affect the learning process.• Examine major physical, social, and personal challenges that

can impede successful learning.• Examine and appreciate others’ diversity.

IN THE CONTENT AREAS

• Write and illustrate a children’s guidebook on the parts and functions of a cell, simple machines, chemical properties, or lab safety.

• Use an Eric Carle-style artistic rendering and simple language to discuss parts of a circle or the formula for area or volume.

• Retell a historical narrative or biography in a way that a __-year-old will be able to understand the significance of the major themes and plot points.

• Aim for a younger audience, and go for simplicity.

WHY CHILDREN’S LIT

• It’s simplified!• It’s creative!• It’s collaborative!• It hits on many different standards!• It integrates multiple intelligences and learning styles!• It’s fun!

CURTAINS!

• Thanks! Any questions?

• Please see handout for extensive bibliographical information.