Lesson Title/Focus: The Human Teacher:

Year and The Four Ages Sabrina Kyle

Archetype
Date:
School: September 24,
Chinook High 2019
Classroom: 10-1 ELA School
Room 203
12:05-1:25 pm

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General General Outcome 1 Students will listen, speak, read, write, view and represent to explore
Learning thoughts, ideas, feelings and experiences.
Outcomes: General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend
literature and other texts in oral, print, visual and multimedia forms, and respond personally,
critically and creatively
General Outcome 4 Students will listen, speak, read, write, view and represent to create oral,
print, visual and multimedia texts, and enhance the clarity and artistry of communication.

Specific 1.1.1. b. form tentative understandings, interpretations and positions on ideas and issues
Learning communicated in literature and other texts by expressing own explorations and considering
Outcomes: others’ explorations
2.1.2. a. use a variety of strategies to comprehend literature and other texts [for example,
reading passages out loud, forming questions, making predictions, using context to determine
the connotative meanings of words, using graphic organizers and making annotations], and
develop strategies for close reading of literature in order to understand contextual elements [for
example, understanding subtext]
2.1.2. b. paraphrase a text’s controlling idea, and identify supporting ideas and supporting
details
4.1.3. a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is
personally meaningful and engaging

LEARNING OBJECTIVES

 Students will be able to identify The Four Ages of Man.

 Students will be able to identify the characteristics that are associated with each of The Four
Ages.
 Students will be able to create an oral/visual/multimedia representation of one of The Four
Ages.
 Students will be able to identify the similarities between the Four Ages and Human Year
archetype.
 PRIOR KNOWLEDGE

- Students will be engaging with prior knowledge that we have built throughout the
semester. The first portion of this unit look at the idea of universal human experiences
such as love, death, hate, family, and friendship. We talked about how the experiences
associated with being human can be considered universal, as they are experiences that
most of us have in our lifetime. We then took some time to understand stories, and to
consider the role that stories play in our lives and how they fit into our prior discussion
about universal or shared human experiences. Students then brought these two ideas
together to introduce the idea of archetype. The key question we used to guide our
thinking was- What are archetypes, and what role do they play in literature? In order to
understand the concept of archetypes, students must first understand the concept of
humans having shared experiences that permeate across space, time and culture. Having a
solid foundation and understanding of the role that archetypes play in our world is integral
to understanding the larger guiding inquiry question of our course, “What is my
understanding of heroism, and how does it fit with examples from literature and
archetypes?”

ASSESSMENTS

Visual  The Four Ages/ A Human Year Visual Graphic Organizer

Key  What are the Four Ages?

Questions  What are some of the characteristics of the Four Ages archetype?
 What are the similarities/differences between the Four Ages and the Human
Year archetypes?

Performances Formative Assessment.

PRE CLASSROOM SETUP MATERIALS AND

TEACHER WILL … EQUIPMENT

 Write the daily agenda on the board: -Poster Paper

- The Four Seasons: Carousel -Markers
-Graphic Organizers
- The Four Ages and A Human Year -Story Packet
- Visual Graphic Organizer Activity -Pencil Crayons
- Summative Oral/Visual/Multimedia Project -Assignment Outline and
rubric

CLASSROOM PROCEDURE
 INTRODUCTION TIME

Initial - Greet students and welcome them into the classroom. 5 min
Instructions - Introduce students to my University Consultant who will be joining
us for the period, Carole Goodman.
- Recap what we covered in our previous class. We looked at one of
the four main archetypes we will be covering this week (Creation, A
Human Year/ The Four Ages, and End of Childhood)
- Yesterday we covered creation archetypes, today we will be looking
at The Human Year and The Four Ages archetype.

Attention A Human Year: The Four Seasons: Students will take part in a carousel 10 min
Grabber activity in which four posters will be hung up around the room. Posters will be
provided, and students will be asked to visit each station in groups, and write
down thoughts, feelings, and words that they associate with each season.
Students will be given time to visit each station and write down their thoughts

(Engaging Prior Knowledge)

Transition to - Collect markers from students, ask everyone to return to their seats.
Body

BODY TIME

Teacher will …

Learning - Mini Lesson (A Human Year and The Four Ages) 5 min
Activity #1 PowerPoint
- A Human Year: Provide a brief overview of the archetype
“A Human Year.”
- The human year depicts various stages in a person’s life.
The changes in life are generally associated with the four
seasons; spring, summer, autumn and winter.
- The Four Ages: Provide a brief overview of the archetype
“The Four Ages”
- Hesiod’s writings explored not the individual stages we go
through in life, but how humanity develops over time.
- He believed there were four ages of humankind named after
metals–gold, silver, bronze, and iron–each one less
harmonious than its predecessors.
- Human Year/ The Four Ages Visual Graphic Organizer 40 min
and Story:
- Students will each be given a copy of “The Four Ages”. They
 will use this story to learn a little bit more about the
characteristics of each of the Four Ages in a discovery-based
process.
- This story will highlight the characteristics of each of the
Four Ages. Students will read through the story individually
and are encouraged to use marginalia to annotate the story.
- In order to help students, understand all the characteristics
of each age, students will then record their findings from the
story onto a visual graphic organizer sheet.
- Students will brainstorm words, emotions, or pictures
associated with each of the ages onto their visual sheet.
- Students are encouraged to use a variety of methods to
make connections with each of the four ages: words, song
lyrics, pictures, definitions, items, emotions etc.
- Introduce the Concept of Sketch Notes: For this activity,
students are encouraged to use sketch notes. Sketch notes
are a type of note taking activity where students are
encouraged to create visuals and pictures in order to help
them remember concepts they are learning. Research shows
that drawing concepts is better than simply writing notes,
viewing images, or listening to lectures.
- Video: Why Kids Should Draw More
https://www.youtube.com/watch?v=hntHGr8JR7o
- Hand out copies of the Four Ages story and the Visual
Graphic Organizer to each student.

Learning - Four Ages Assignment 15 min

Activity #2 - Students will be given the opportunity to demonstrate their
understanding of the Four Ages Archetype through an
oral/visual/multimedia representation.
- Give each student a copy of the assignment outline and
rubric. Go through the assignment outline and rubric
together on the board.
- Students are to create an oral/visual/ multimedia
representation of one or all the Four Ages. Students are
encouraged to use the visual representations they made
today to guide their thinking through the assignment.
- This assignment is set to be due next Tuesday, October 1st.
- Students will have the remainder of the class to brainstorm
 ideas for their representation assignment.

CLOSURE OR CLIFF HANGER Time

Closure of - Closing Discussion Question: (Think/Pair/Share)

Lesson/ Lead - Which of the four ages most closely models the 5 min
in to next
world we live in today?
lesson.
- Reminder that this assignment is due next Tuesday,
October 1st.

Assessment of - Four Ages Oral/Visual/Multimedia Assignment

Learning:

Transition To - During our next class, we will be focusing on a new archetype, “The
Next Lesson End of Childhood” Archetype.

Rationale

- How does this - Students will be engaging with prior knowledge that we have
individual lesson
scaffold learning
opportunities for
students?
built throughout the semester. The first portion of this unit look
at the idea of universal human experiences such as love, death,
hate, family, and friendship. We talked about how the
experiences associated with being human can be considered
universal, as they are experiences that most of us have in our
lifetime. We then took some time to understand stories, and to
consider the role that stories play in our lives and how they fit
into our prior discussion about universal or shared human
experiences. Students then brought these two ideas together to
introduce the idea of archetype. The key question we used to
guide our thinking was- What are archetypes, and what role do
they play in literature? In order to understand the concept of
 archetypes, students must first understand the concept of
humans having shared experiences that permeate across space,
time and culture. Having a solid foundation and understanding of
the role that archetypes play in our world is integral to
understanding the larger guiding inquiry question of our course,
“What is my understanding of heroism, and how does it fit with
examples from literature and archetypes?”

How are we differentiating
for all students in our
classroom?
 Written visual agenda/organizer for the day for
students to reference throughout class. This provides
structure and organization for all students.
 Verbal transition time warnings to give students
adequate time to prepare for transition into the next
activity.
 Individual, partner, group, and whole class
discussions.
 Variety of visual representations used such as
pictures, videos, and graphic organizers.
 PowerPoint without the inclusion of red or blue font
or background for a colour-blind student.
 Chunking and scaffolding learning opportunities.