Teacher Work Sample

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Component One Worksheet

Description of Context
Student-teacher: Hannah Walker

Term/Year: Fall 2021
Supervising Teacher: Karen Sahaydak
School: Fleetwood Area High School
Subject: Gods, Goddesses, and Superheroes Minutes Teaching: 80 minutes
Number of Students: 23 Grade Level: 9-12 Ages: 13-18
Sex: Ethnicity: Students with: Grade Level:
Male: 14 White: 17 ELL: 0 Grade Nine: 7

Female: 9 Hispanic: 3 IEPs: 6 Grade Ten: 4
African-American: 1 504s: 3 Grade Eleven: 9
Native American: 1 Gifted: 1 Grade Twelve: 3
Asian: 1 Critical alerts in-file: 3
Other: 0 Students with health
conditions: 4
Student Characteristics and Classroom Environment:
Gods, Goddesses, and Superheroes is a semester-long elective course that students can opt to
enroll in at the beginning of the year, adding it to the mix of classes in their course load. While
elective courses fall outside of a school district’s required content area, they still function as
academic courses. However, due to their ability to choose which elective courses they’re taking,
many students in the class have a vested interest in the course curriculum and are actually excited
for class.
This elective course is offered to students of all grade levels and students of varying ability levels
meaning my first class of the day is perhaps my most diverse class in terms of academic ability.
Out of twenty-three total students, I have a classroom with six IEPs, six 504s, one gifted student,
three students with critical alerts in-file, and four students with critical health conditions. These
external factors directly and individually affect each student’s learning experience.
Because this is an elective course, there is generally no homework assigned, unless classwork
doesn’t get done during class due to distraction or a student was absent in class. The students
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work collaboratively during class to work on activities and handouts. Due to the diversity in
ability level, I also strive to incorporate elements of multimodality in my curriculum to appeal to
the learning styles and individualized needs of each student.
Some of the students in Gods, Goddesses, and Superheroes (GGS) are also former or current
Accelerated English 9 Students. In the accelerated classes, students work through a unit about
Joseph Campbell and the Hero’s Journey in conjunction with Star Wars: A New Hope. I
anticipate that the students who have previously worked through the Hero’s Journey will score
relatively well in the pre-test.
For those who have not been exposed to the Hero’s Journey before, I believe their scores will
accurately reflect in the pre-test. For students like these who might struggle more during the
lesson execution, I will incorporate appropriate differentiation and take specific and detailed
notes on how receptive students are to the approach. For the one student who is academically
gifted, I will provide options for him to do extra, challenging work, anticipating that he will
finish the activity before his peers.
During class, many students seem eager to participate. Some, however, are easily distracted and
may play video games during class or will frequently check their phones. To prevent further
distraction, I have started to confiscate phones and used an application called Hapara to disable
the use of video games and other inappropriate websites for class on the student’s computer
remotely.
GGS is the very first class of the day, meaning students report here for Homeroom by 7:30 each
morning. Students are typically sluggish in the morning, quiet when coming into the classroom.
Many are on their phones or listening to music while others groggily talk to the students around
them. I typically allow this time for them to use their phones and listen to their music, as I
believe the 15 minutes in Homeroom is theirs to prepare for the day. Students are generally on
time and are respectful during the National Anthem that plays each day, as well as the Pledge of
Allegiance.
The classroom is arranged in pods, with three to four students per cluster. This arrangement
encourages collaborative learning amongst their peers, pushing discussion and class
participation. At the beginning of the semester, students had the opportunity to choose where and
who they sat with, which had worked for the first few weeks, but as they grew more comfortable
with me, the more likely they were to push the envelope. I also noticed that there were a few
students with IEPs that sat in the back of the room who weren’t turning in classwork, so between
some of the mild behavioral issues and the IEP kids, I decided to change the seating chart.
Recently, I sat four of the IEP kids in the first four pods up in the front, separating them from one
another. They were paired with excelling upperclassmen and people who could keep them on
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task during group work. I also moved some of the students with phone problems away from their
original group and more towards the front so I can monitor productivity.
The updated seating chart, pictured below. It should give one a better understanding of the
classroom environment in terms of visualizing who sits where.
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Lesson and Plan Rationale:
In Gods, Goddesses, and Superheroes, we have focused on Ancient Greek and Norse mythology.
We’ve compared and contrasted creation myths from various cultures: Greeks, Hebrews,
Babylonians, and Hindu religions. We’ve discussed explanatory myths, zodiac signs, epic heroes,
and life in the 9th through 12th centuries BCE. We’ve explored ancient culture and society,
researched art, pottery, and architecture, and delved into societal customs with theater
productions and atmosphere and community feasts. Because this class is only a semester in
length, students only have a few short months left until they will be enrolled in another elective.
We’ve essentially had an abbreviated education on ancient mythology, but we need to start
making the transition to contemporary heroes before the semester comes to a close.
This lesson on the Hero’s Journey is the perfect transitional lesson. An American professor of
literature by the name of Joseph Campbell worked closely with ancient texts of mythology and
comparative religion and noticed that there was a blatant pattern exhibited in heroic stories.
Through his extensive research, he developed the theory of the monomyth or the Hero’s Journey,
a cycle that heroes and heroines experience on their expeditions.
The pattern essentially outlines the journey in which the protagonist of a tale embarks on an
adventure, proves to be victorious in a dogged crisis, and returns to their normal life changed or
transformed, sharing their wisdom with all. Joseph Campbell breaks down the journey into three
parts: initiation, departure, and return.
Students will first encounter the pre-test, prior to any introduction to the hero cycle. The primary
purpose of the pre-test is to accurately and quantifiably assess student knowledge before any
class exposure to the topic.
After taking the pre-test, students will have approximately sixty minutes to learn about the
different phases of the hero cycle. The presentation will take around fifteen to twenty minutes to
work through, including the video included. After the presentation, students will be asked to
work in their pods to complete the Choose Your Own Adventure activity. This activity
encourages students to think narratively, creating their own hero and walking them through the
cycle. It is a guided worksheet that breaks down each phase of the cycle, asking students to
consider the plot of their hero’s journey. Collaboratively, the students will determine the various
aspects of their hero’s journey and who helps them along the way.
After around twenty-five to thirty minutes of working through the Choose Your Own Adventure
handout, students will be reassessed, taking the post-test. The post-test is structured exactly the
same way as their pre-test, nineteen multiple choice questions, each the same, just in a different
order.
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While the Hero’s Journey has typically been applied to ancient tales of courageousness, the cycle
is a tale as old as time that still proves to be relevant in the construction of contemporary
literature and media today. In the effort to save time and to leave room for more content, I’ve
condensed the Hero’s Journey for more concise execution and application, however, the
knowledge acquired in the upcoming lesson will support students when looking at more
contemporary examples of heroism as we move on to epic stories of superheroes.
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Lesson Plan
Subject: Gods, Goddesses, and Superheroes

Grade Level: HS Blended
Title: Joseph Campbell’s Hero Cycle
Duration: 15 minutes for pre-test, 88 minutes for lesson, activity, and post-test
Objectives:
- Students will be able to gain exposure to the elements of a monomyth.

- Students will be able to apply the phases of the hero’s journey to multiple movies and
books.
- Students will be able to define what it takes to be a literary hero independently.
- Students will be able to work collaboratively to research varying phases of the hero cycle.
- Students will be able to demonstrate how to successfully participate in group discussions.
- Students will be able to relate the information presented to them in full-class discussions
and in videos.
Standards: (Standards vary on grade level due to GGS (Gods, Goddesses, and Superheroes)
being an elective course consisting of students in grades 9-12).
Standard - CC.1.4.9-10.D
- Organize ideas, concepts, and information to make important connections and
distinctions; use appropriate and varied transitions to link the major sections of the text;
include formatting when useful to aiding comprehension; provide a concluding statement
or section.
- Present information, findings, and supporting evidence conveying a clear and distinct
perspective; organization, development, substance, and style are appropriate to purpose,
audience, and task.
Standard - CC.1.5.9-10.A
- Initiate and participate effectively in a range of collaborative discussions on grades level
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
Standard - CC.1.5.11-12.A
- Initiate and participate effectively in a range of collaborative discussions on grade-level
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
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- Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning; ensure that the presentation is
appropriate to purpose, audience, and task.
- Present information, findings, and supporting evidence conveying a clear and distinct
perspective; organization, development, substance, and style are appropriate to purpose,
audience, and task.
Standard - CC.1.4.9-10.M
- Write narratives to develop real or imagined experiences or events.
Standard - CC.1.4.11-12.M
- Write narratives to develop real or imagined experiences or events.
Materials:
- GGS Google Classroom
- Chromebooks
- Writing utensil
- Introductory video: https://www.youtube.com/watch?v=d1Zxt28ff-E
- Introductory Presentation
- Google Forms Pre-Test
- Google Forms Post-Test
- Choose Your Own Adventure Handout
- Resource: The Hero with a Thousand Face, Joseph Campbell
Vocabulary:
- Hero’s Journey: a literary and cinematic pattern observed and developed by American
professor Joseph Campbell; a familiar and common template used by authors and writes
that involve the hero or protagonist to embark on an adventure, and while on the
adventure be met with a decisive predicament, ultimately leading the protagonist to be
transformed by their experiences
- Monomyth: the term coined by Joseph Campbell to describe the hero pattern; examines
the stages a hero goes through on their journey
- Archetype: a recurrent symbol or theme in a body of literature
- Elixir: a magical or medicinal potion; known as the final reward the hero receives after
completing their journey
- Herald: an official messenger who appears near the beginning to announce the need for
change in the hero's life; they are the catalyst that sets the whole adventure in motion
- Mentor: an experienced and trusted advisor
- Ordinary World: the world that the protagonist of the story lives in; the comfort and
stability of their home; familiar; the ‘world’ the hero must leave for the journey to truly
start; a venture into the unknown
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Resurrection: to come back from the dead (can be used both literally and figuratively in
the hero cycle); the element of rebirth
- Atonement: reparation for a wrong or an injury; often known as the atonement with the
father in the hero cycle- hero often learns from their death or near-death experience and
seeks to get back on track, make amends
- Rebirth: the process of being reincarnated and born again
- Apotheosis: the highest point in the development of something; culmination or climax;
reaching divine stature/rank
- Boon: a thing that proves to be helpful or beneficial; an advantage often bestowed by a
king or god (i.e. Harry’s invisibility cloak, Mulan’s honor, or Dorothy’s red slippers)
- Departure: the action of leaving, especially to start a journey
- Initiation: the hero finally enters the unknown world; facing a series of tasks
- Return: go back home, a changed being
Part 1: Taking a Pre-Test

Before students learn about the hero cycle, they will take a pre-test. This will assess their overall
understanding of the hero’s journey before we learn about it in the classroom.
Part 2: Frontloading
After taking the pre-test, students will be given the opportunity to watch a presentation, walking
them through the hero’s journey. They will watch a four-minute video introducing them to the
concept.
- Introductory video: https://www.youtube.com/watch?v=d1Zxt28ff-E
An American professor of literature by the name of Joseph Campbell worked closely with
ancient texts of mythology and comparative religion and noticed that there was a blatant pattern
exhibited in heroic stories. Through his extensive research, he developed the theory of the
monomyth or the Hero’s Journey, a cycle that heroes and heroines experience on their
expeditions.
The Slides presentation will provide some more insight to Campbell’s theory. We go step-by-step
with the hero cycle. The information outlined below is the information presented to them in the
multimodal Slides presentation:
I. Initiation
A. Ordinary World
1. This is where the protagonist exists before embarking on their journey.
2. Otherwise known as home, or their comfort zone
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3. Here is where the audience will begin to learn crucial details about the
hero- their true nature, capabilities, outlook on life
a) Example: Harry Potter living in the cupboard under the stairs at 4
Privet Drive, under the negligent care of his aunt and uncle
B. Call to Adventure
1. The first real step of the Hero’s Journey
2. This is where the protagonist begins and receives their call to action;
marking the beginning of the hero’s destiny.
3. The call to adventure is typically initiated through a blunder, or a mistake.
4. Some information is received that acts as a call to head off into the
unknown.
5. There is a direct threat to one’s safety, family and/or way of life.
6. The call disrupts the comfort of the protagonist.
a) Example: The Wizard of Oz, Toto escapes and runs from home.
This is the Call to Adventure because it calls Dorothy to embark on
her quest.
C. Refusal of the call
1. This step is otherwise known as the rejection to the call.
2. While the hero may be eager to accept the quest, there may be second
thoughts or doubts about his or her abilities.
3. There is a notion of reluctance, might be questioning themselves
a) Are they up for the challenge? Do they want to leave the comfort
or familiarity of their home?
4. The hero may refuse the call because staying in the comfort of their home
seems more appealing than risking their lives on the perilous road ahead;
afraid of the unknown
a) Example: In Percy Jackson, Percy's refusal to the call comes after
the whole situation with Mrs. Dodds. His refusal is that he doesn't
really believe any of the events really happened. Also, he doesn't
believe that he could be the descendant of a God.
D. Supernatural Aid or Helper
1. For heroes who have decided not to refuse the call, they will inevitably
encounter supernatural aid or helpers
2. Who or what are they? Otherwise known as a mentor; the mentor is often
characterized as an old man, but is not always, as in the case of Rapunzel.
3. The Hero desperately needs guidance; he meets a mentor figure who gives
him something he needs.
4. The protagonist may receive an object of great importance to help them on
their journey.
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5. They may also receive wise advice or practical training from supernatural
aid.
a) Example: In Tangled, Rapunzel's supernatural aid is her hair.
Throughout the movie, Rapunzel's glowing hair helps her in many
different situations. Her hair possesses supernatural healing
properties.
E. Crossing the First Threshold
1. In this stage, our hero has officially committed to the journey; ready to act
upon their call.
2. This crossing marks a physical step into the unknown- may go willingly,
may be forced.
3. It signifies the hero’s commitment to their journey and whatever is in store
for them, physically and emotionally.
a) Example: In The Hunger Games, Katniss physically leaves District
11, or the Ordinary World, to compete in The Hunger Games in her
sister’s place.
F. Belly of the Whale
1. In this stage, this is when obstacles are first thrown across their path.
2. There may be physical hurdles in the way, someone could be interfering
with the hero’s progress on their journey.
3. Belly of the Whale: symbolic of rebirth of the hero
a) Reference to the biblical tale of Jonah and the whale
4. It represents the final separation from the hero's known world and self.
5. The protagonist shows a willingness to undergo a transformation.
a) Example: In Finding Nemo, Marlin and Dory are actually in the
mouth of the whale once they set out on their journey to find
Nemo.
II. Departure
A. The Road of Trials
1. This step encompasses a series of tests that the hero must undergo to begin
the transformation or metamorphosis.
2. The hero often fails one or more of these tests, which often occur in threes.
3. Eventually, the hero will overcome these trials and move on to the next
step.
4. Known as one of the most difficult phases in the hero’s journey
5. A psychological and confrontational battle of the self
a) Example: In Rocky, the training montage.
B. Helpers
1. The hero needs to find people who can be trusted.
2. Along the way, they make friends and allies.
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3. They will also encounter enemies and those who cannot be trusted, which
means they will need help from others to get through.
4. These helpers help the hero prepare for obstacles to come.
5. Every obstacle faced helps to gain deeper insight into the protagonist’s
character.
a) Example: In The Lion King, Timon and Pumbaa, Simba’s trusted
sidekicks
C. Meeting with the Goddess
1. This is where the hero gains items given to him that will help him in the
future.
2. The ‘goddess’ represents all feminine figures, typically a maternal,
nurturing figure.
3. At the point where the hero meets a powerful female figure they help them
through their journey
4. Joining the goddess gives them unconditional love and protection.
5. The hero and goddess usually bond; the final test of the talent of the hero
to win the boon of love
a) Example: In Star Wars, Princess Leia helps Luke, gives him
unconditional love
b) Princess Leia in A New Hope could also be Temptress, but an
unknowledgeable temptress at that. The moment she is delivering
the holographic message to Obi-Wan, she unknowingly seduces
Luke. “Help me, Obi-Wan Kenobi, you’re my only hope.”
D. Woman as Temptress
1. In this stage, the hero faces those temptations, often of a physical or
pleasurable nature, that may lead him to abandon or stray from his quest.
2. Men who give into the women's temptations are punished, men who do
not give in to the women’s temptations are rewarded.
3. A woman is a metaphor for the physical or material temptations of life
since; often chasing the feeling of lust.
a) Example: In Disney’s Hercules, Megara tempts Hercules to stray
from his journey- lust
E. Atonement with the Father
1. The hero must confront and be initiated by whatever holds the ultimate
power in his life
2. In many myths and stories, this is the father or a father figure who has life
and death power
3. Although this step is most frequently symbolized by an encounter with a
male entity, it does not have to be a male—just someone or something
with incredible power
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a) Example: In The Lion King, Simba realizes during a heartfelt song

that he possesses the same power his father had to step up and be
the leader of Pride Rock.
F. Apotheosis
1. An apotheosis is an epiphany, a realization that grants the hero the power
they need to finally overcome their mighty foe.
2. The point of realization in which a greater understanding is achieved
3. Armed with this new knowledge and perception, the hero is resolved and
ready for the more difficult part of the adventure
a) Example: In Kung Fu Panda, Po’s master goes into the spiritual
realm. He describes it as “an undefined world.” It is an alternate
reality where there is no concept of time.
G. The Ultimate Boon
1. Boon, another word for blessing or godsend
2. The ultimate boon is symbolic of the achievement of the goal or the quest.
3. This is the “treasure” that the hero receives after their journey in the
extraordinary world, indicative of everything they’ve ever dreamed of.
4. The treasure doesn’t necessarily need to come in a physical form.
a) Example: In Mulan, after people discover her gender in the army,
they disown her. She’s not conforming to the traditional gender
roles. However, when she saves the day, she receives her family
and her community’s love and respect. “You’ll bring honor to us
all,” just not in the traditional form.
III. Return
A. Refusal of the Return
1. Having found bliss and enlightenment in the other world, the hero may not
want to return to the ordinary world to bestow the boon onto his fellow
man.
The hero might be happy in the new world, might reach a level of
comfortability.
2. The hero might have developed relationships with those who helped them
along the way and they don’t want to leave them.
a) Example: In Percy Jackson, Percy goes to a summer camp for
demigods called Camp Halfblood. During the series he habitually
goes there every summer to engage in magical adventures and
activities. However, it isn’t until in later books that he leaves camp
to return to a normal life. Percy eventually overcomes the refusal
of the return.
B. Magic Flight
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1. To finally escape the other world, the hero partakes in a sometimes

comedic chase to escape. The hero is often chased by monsters or, more
traditionally, gods.
2. The epic journey home
3. If the hero wins the blessing of the gods and is then explicitly
commissioned to return to the world with some elixir for the restoration of
society, the journey home is supported by supernatural forces.
4. If the elixir was attained against the opposition of its guardian, the journey
becomes more of a challenge.
a) Example: Coraline from the movie Coraline escapes the alternate
universe away from Other Mother through the portal, back to her
own life, the ordinary world. She escapes with her own eyes,
having defeated the evil mother from the alternate universe.
C. Rescue from Without and Threshold Struggle
1. Just as the hero may need guides and assistance to set out on the quest,
often he or she must have powerful guides and rescuers to bring them back
to everyday life, especially if the person has been wounded or weakened
by the experience.
2. The first threshold was a symbolic death from home life.
3. This final transition is a symbolic rebirth back into the 'real world'.
a) Example: In The Incredibles- The Incredible family literally makes
it back home to their house. On the road back, Mr. Incredible finds
out that Jack-Jack is in trouble and has been taken by Syndrome.
He chooses not to take out Syndrome because Jack-Jack would be
hurt too. Instead, he risks Helen’s life to save Jack-Jack.
D. Crossing of the Return Threshold
1. Campbell says in The Hero with a Thousand Faces that the hero returning
home, in order to complete the journey, they must be able to survive the
lasting impact the world has on them.
2. The trick in returning is to retain the wisdom gained on the quest, to
integrate that wisdom into human life, and then maybe figure out how to
share the wisdom with the rest of the world.
a) In Shrek, After rescuing the princess and delivering Fiona to Lord
Farquad, only to rescue her from marrying him, Shrek and Fiona
return to his swamp. Shrek learns he needs love and friendship,
and that love can conquer evil.
E. Master of the Two Worlds
1. For human heroes: achieving a balance between the material and spiritual
2. Joseph Campbell describes the master of the two worlds as when the
hero’s personal ambitions and agenda has completely disappeared. The
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protagonist no longer lives to satisfy or fulfill personal agendas, but

willingly allows whatever may come in their path, present or future, to
pass through them.
a) In Aladdin, Genie says that Aladdin has one wish left. He can
finally turn himself into the prince he has always wanted to be. But
Aladdin decides he can't continue lying about who he is anymore.
He's just gotta be him. Aladdin uses his final wish to set Genie
free.
F. Freedom to Live
1. Mission Success!
2. The hero’s mastery leads to freedom from the fear of death, which in turn
is the freedom to live.
3. Hero neither anticipates the future, nor regrets the past.
a) Example: Moana- After Moana restores Te Ka’s heart, Te Ka
embraces her for her kindness, transforming into the goddess Te
Fiti. She returns home and goes on with life on the island.
Part 3: Choose Your Own Adventure

This is a collaborative activity where students will use a guided worksheet to construct a tale of
their own where their hero or protagonist is following the cycle of the hero.
Guided activity listed below!
Choose Your Own Adventure Activity
Directions: You and your group members are tasked to create your own original hero quest based on
Joseph Campbell’s hero cycle pattern. You’ll be outlining your own original story. It can be whatever you
want it to be! Use the presentation from earlier to help create your own hero’s journey. Be creative and
have fun!
THE HERO: Who is the protagonist of your

story? What does your hero look like? What
makes your hero a hero? What is your
character’s background story?
DESCRIPTION:List anything else about

your character here!
STRENGTHS:What are some of your hero’s

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strengths? List them here!
WEAKNESSES:What are some of your hero’s

weaknesses? List them here!
TALISMAN:What is your hero’s good luck

charm? Is your hero given a special item for
their journey? How did they get it? Example:
Luke Skywalker’s talisman is his lightsaber.
ORDINARY WORLD: Where does your hero

live? What do they do? Where do they work?
Describe their ordinary life. Is this an exciting
place? Does the hero want to escape
normalcy?
THE CALL TO ADVENTURE: What event

breaks the hero away from their ordinary
world? Who or what notifies them about the
call? Was it by chance?
REFUSAL OF THE CALL: Is the hero

reluctant to accept the call at first? If so, why?
If not, why?
SUPERNATURAL AID/HELPER: Who

does the hero meet from the supernatural or
unknown world that helps them accept the
call?
CROSSING OF THE FIRST

THRESHOLD: What does this new world
look like? How is it different from the
ordinary world? What made the hero commit
to the journey?
BELLY OF THE WHALE: What obstacles

were immediately thrown in their path? What
was the thought process of the hero when they
encountered it? What was their “rebirth,” or
the final separation of the hero’s known
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world?
THE ROAD OF TRIALS: What were some

of the hardest obstacles the hero faced in
preparing for their journey? What did they fail
at? What kind of psychological and physical
tests did they have to navigate through?
HELPERS: Who are some of the people who

have helped the hero along the way? How did
they meet them? What did they help them
overcome?
MEETING WITH THE GODDESS: What

maternal figure did the hero meet that
provided them love and protection? What was
the final test the hero faced that determined
they were ready to face conflict?
WOMAN AS TEMPTRESS: Did your hero

meet a person that tempted them to stray from
the task at hand? How did the hero overcome
it?
ATONEMENT WITH THE FATHER: What

hard truths did the hero have to confront to
unlock the ultimate power in their life?
APOTHEOSIS: What grand epiphany did

your hero have?
THE ULTIMATE BOON: What was the

blessing or godsend given to your hero? This
is the “treasure” the hero receives in the new,
extraordinary world.
REFUSAL OF THE RETURN: Does your

hero refuse to return to the ordinary world? If
so, why? If not, why?
MAGIC FLIGHT: Explain the epic journey

home.
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RESCUE FROM WITHOUT/THRESHOLD

STRUGGLE: The climax of your story. Who
gets in the way of your hero’s trek home?
Why do they interfere? What is preventing
them from crossing that threshold and how do
they overcome it?
CROSSING THE RETURN THRESHOLD:

What was the wisdom gained from their epic
journey? How will they share this with
everyone in the ordinary world?
MASTER OF TWO WORLDS: How does

your hero achieve balance when combining
the parts of them from both the ordinary and
the extraordinary worlds?
FREEDOM TO LIVE: The ending, the

resolution. What do they do when they return?
Part 4: Taking a Post Test

After students learn about the hero cycle, they will take a post test. This will assess their overall
growth in the understanding of the hero’s journey after going through the lesson.
Assignment: Choose Your Own Adventure Handout is graded as classwork.

- Forty points total
- Two points for each row
Assessment:
Pre and Post Tests are only assessed as participation, as there are many students with IEPs and
504s who would typically take the exams in another room. This class is also an elective course
and tests aren’t typically administered. The pre and post-tests are graded on participation. /20
points each
Reflection: is assessed based on if they write in complete and fully developed sentences. They
must answer at least one question in each category. Writing in complete sentences, and in
fully-formed paragraph format, reflect on the hero's journey lesson. This will be out of
twenty-five points, participation points.
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Pre- and Post-Test Descriptions
Goals and Objectives:

Students will utilize the last 15 minutes of our previous class period to complete the pre-test on
the hero’s journey with the knowledge that we would have a lesson regarding the content of the
test the following day during our block period. I understand that many students will not have
prior knowledge of the steps of the hero’s journey, but might be able to recognize that there may
be a familiar pattern in some of their favorite books and movies. The following day, we will
begin our lesson on Joseph Campbell with the Hero’s Journey. The first twenty-five minutes of
the class function as a front loading period, where we will watch a four minute Ted Talk video,
introducing the concept of the hero’s journey. This will function as their first exposure to the
monomyth and the elements involved.
After the short video, we will begin to walk through each of the steps in the cycle previously
mentioned in the video and break them down. I will provide to the best of my ability, relevant
examples from movies and books for each of the phases. With anticipation, this will help
students to further understand each step and independently define what it takes to be a literary
hero. The application of the hero cycle to relevant movie and book characters may also reinforce
the understanding of the pattern.
We will then shift gears and focus on collaborative learning. The presentation used in class will
be provided for them to use as an additional resource on Google Classroom. Through this,
students will work collaboratively to create an outline of a hero and their journey of their
creation. This activity will help students to discover and understand the varying aspects of the
hero cycle through self-discovery. I will walk around to ensure that students remain on task and
listen in to conversation. My consistent presence in the classroom and by their work areas will
further ensure that students are staying on task and are successfully participating in their small
group discussions.
We will then transition to taking the post-test. The exam will quantifiably evaluate each
individual’s personal growth. To further my understanding, I will ask students to reflect on the
unit afterwards.
Standards:
GGS is a blended class with students of varying grade and ability levels, meaning I must include
Standards that cover grades nine through twelve. I have eight Standards listed above, but I was
able to find Standards for grades nine through ten that were similar to standards eleven through
twelve, meaning that while I use eight Standards, I really only use four distinctive Standards in
my plan, Standards that unify the varying grades.
Walker 20
Standard - CC.1.4.9-10.D / Standard - CC.1.5.11-12.D

One set of standards covers the organization of concepts and information to make important
connections. Students will be tasked with creating their own hero and the journey they embark
on by using the graphic organizer I created for them. After my frontloaded lesson, they will have
the knowledge and the materials to refer back to when creating their hero cycle with their peers.
Not only would this be a demonstration of development, but a demonstration of understanding
the curriculum. While working through this graphic organizer, they’ll answer guided questions of
each phase of the Hero’s Journey that encourages students to reflect on the hero cycle and
categorize major events in their hero’s hypothetical expedition.
Standard - CC.1.5.9-10.A / Standard - CC.1.5.11-12.A

One of the major goals of teaching an elective class with no homework is the consistent
encouragement for peer collaboration. While this particular lesson doesn’t call for full-class
discussion, students will be discussing and making decisive decisions about their shared hero
within their pods. Smaller group collaboration and discussion tend to appeal to the shyer
students, who are more likely to share in class when they have a smaller audience. This gives
those quieter students an opportunity to express their own ideas and opinions freely.
Standard - CC.1.5.9-10.D / Standard - CC.1.5.11-12.D

Through the use of the graphic organizer, students will be able to refer back to their notes
regarding their constructed hero cycle and share it with the rest of the class. While sharing will
carry on into the following class period, their ability to organize their evidence or support clearly
and concisely will be put to the test during an informal presentation the following day.
Standard - CC.1.4.9-10.M / Standard - CC.1.4.11-12.M

While students are not going to be carefully constructing a fully-formed narrative piece, by using
the graphic organizer, they will begin to storyboard the sequence of events, customizing the
heroic tale of their envisioned hero. They’ll be using Joseph Campbell’s Hero’s Journey, a
nonfictional pattern used in literature and media to structure their story, much like George Lucas
did in the configuration of Star Wars.
Materials:
The district established a One-to-One program, where each school provides each student and
educator their own tablet or laptop for educational use through each academic year. In the
beginning of the year, students were each issued their own ChromeBooks. The majority of
classwork, both in and out of my class, is provided to them digitally. The school also uses
Google Classroom for class instruction, making classwork more accessible at home. Each class
period has their own digital classroom, so we have our own GGS Classroom online.
Walker 21
For the lesson, I found a short video called What Makes a Hero by Matthew Winkler. The video
is about Joseph Campbell and the Hero’s Journey through the channel TedTalk. Ted is a
wonderful and reliable resource that delivers analytical and interpretive material in an accessible
way. The video is short, only three to four minutes in length, but between the comprehensible
delivery and the visually stimulating animations, it is a quick and easy way to hook students on
the topic.
I also created a presentation, further breaking down the phases in the journey that Winkler
introduced in his video in a visually appealing and thought-provoking manner. The presentation
itself is a bit on the longer side, but it covers all of the steps of the hero’s journey in a condensed
or abbreviated version.
In addition to the introductory materials, students will then access the collaborative activity: the
Choose Your Own Adventure handout. This handout is to be completed through Google
Classroom and will be submitted into the turn-in box online.
The pre- and post tests are materials used in both class periods. Everything listed above will be
available to them on Google Classroom but will be printed out for them as per IEP mandates or
upon request. Students may use writing utensils if necessary, but during previous classes,
students refrained from the traditional way of taking notes and instead, opted to use their
ChromeBooks.
Test Items:
Students will take the same exam before and after the lesson. There are nineteen multiple choice
questions taken through Google Forms, but to make the score an even twenty points, students
will receive a point for their name.
For both the pre- and post examinations: While the questions are exactly the same, the questions
and the multiple choice options will be presented to them in a different order than before.
Questions will be regarding the different steps of the hero cycle, asking students to select the best
option to define each stage in the cycle.
Directions for Administering:

The pre-test will be given to the students a day prior to the lesson after completing a previous
lesson. Students will be given fifteen to twenty minutes at the end of the period to complete the
pre-test. On this day, students will also be given an agenda for the following day, so they are
aware of what to expect.
Tomorrow’s Agenda:
- Introductory video and Presentation
- Choose Your Own Adventure Activity
Walker 22
- Post-Test, the same questions as the questions you answered today, just in a different
format
The post test will be administered to them on day two, after the lesson has been delivered. Again,
students will be given fifteen to twenty minutes at the end of the period to complete the exam.
The questions will be in a different order than the pre-test, but they will be the same questions.
There will be a lock-down browser set in place when students enter the exam. This lock-down
will prevent students from opening other tabs and looking the answers up when once the test is in
process. The primary purpose of the lock-down browser is so that I can accurately gauge student
process and growth without the support of external resources.
Directions for Scoring:

Because this is an elective course, tests are not typically administered in the class. Their test
scores will be released after they take both the pre- and the post tests so that they can reflect on
their own personal growth.
Before students start taking their exams, I explicitly explain to them that the tests will be
evaluated based on participation points. I also explain to students that while they will only be
receiving participation points for the exams, they should still take the tests very seriously. I tell
students that as a student teacher, I myself am still learning. The pre- and post tests are more
used to evaluate how receptive students are to my lessons, telling them that they’re more so an
evaluation on my teaching style.
There are nineteen total questions, one point applied to each question. To make the score an even
twenty, students will be granted one point for filling their name out. While the tests are only used
for participation points, I also tell them that these points are great grade boosters and they will
still be able to see how they did and how they have grown. As long as they have taken the tests
seriously, they will be granted twenty participation points.
Other Assessment:
Both formative and summative assessments can be seen throughout the lesson. The pre-test
functions as a form of formative assessment, gauging the overall knowledge of each student
before entering the lesson. Another semblance of formative assessment is when I will walk
around the room and listen in to class discussion in their small groups. This will take place after
the introductory lesson and listening in to each small group conversation will allow me to see the
application of content to their own projects. Walking around and hearing the conversations will
also allow me to answer any questions students may have and redirect them, if necessary.
The summative assessment is primarily through the post test. The results from the post test will
calculate the overall growth of the class to see if they have learned anything from the lesson.
Walker 23
While actual point value students received from the post test will not be put into the grade book
as such, it will simultaneously inform students of their overall growth and me of their
understanding of the lesson.
Student Work:
Many students were absent between the two days of testing and lessons. While there are
twenty-three students in this class, six of them were absent either on day one, day two, or both of
the days. Out of seventeen total students assessed, I have chosen to include the pre- and post test
examples from four students.
Two students have displayed the highest margin of growth, one male and one female. Two
students displayed the lowest margin of growth, also one male and one female. I selected these
students because while their margin of growth is important to consider while reflecting on what
has truly been understood in a lesson, it isn’t the only thing to consider when reflecting on
lessons. For example, Student J had a great score to begin with, 17/20. His margin of growth was
only at 10%, but he received a 19/20 on his final exam.
Below, I have included student examples from Students G, V, F, and J. Student G is in the 10th
grade and is a female. Student V is male in the 11th grade. Student F is a female in the 11th grade
as well, and Student J is a male in the 12th grade. Interestingly enough, none of these students in
the highest and lowest margins of growth have an IEP or 504.
One thing to consider when looking at the student examples: Students originally took this exam
on Google Forms, however, in an effort to transfer test scores, I found the best way to do so was
to highlight the choices each student made on my original copies of the tests.
Please refer to page twenty-seven for student examples.

Walker 24
Hero’s Journey Pre-Test and Post-Test

ANSWER KEY
Directions for Pre-Test: Before we jump into our lesson on Joseph Campbell and the hero’s journey, I want to test your
knowledge! How much do you already know about the hero’s journey? Answer the following questions to the best of your
ability! You will be reassessed after the lesson is over to see how much you have learned. Good luck!
Directions for Post-Test: Now that you've learned more about Joseph Campbell and the Hero's Journey, try your hand at this
exam one more time. I'm gauging your progress and growth! Good luck!
First and Last Name: _______________________________
1. Where did the idea of a monomyth come from?

a. The Ancient Greeks
b. Joseph Campbell, American professor of literature
c. The Norsemen, the Vikings
d. The Jewish and the Christian faiths
2. The monomyth is otherwise known as the hero’s journey. What is the best way to define it?
a. The stages of the hero who goes on an adventure, faces a crisis and wins, then returns victorious.
b. The situation an individual puts themselves through to achieve the title of ‘hero.’
c. The expedition a hero embarks on to find a magical new world where he fights everything in his or her way
to one day rule the world.
d. After a hero achieves the status of hero, they miss their old life. The monomyth documents the hero’s trek
back to their old, ordinary life.
3. What are the three main phases of the Hero’s Journey?

a. Beginning, Middle, End
b. Introduction, Divergence, Arrival Home
c. Initiation, Departure, Return
d. Instigation, Disappearance, Reappearance
4. What are the two worlds of the Hero’s Journey?

a. Heaven and Hell
b. World of Good and World of Evil
c. Nature and Society
d. The Ordinary and the Supernatural
5. What causes a hero to start their journey?

a. An accident or the death of a loved one
b. The crossing of the threshold
c. A call to adventure, usually from a herald (messenger)
d. Serendipity; by chance
6. Which type of archetypal character does the hero meet before setting out on their adventure?
a. The shadow
b. Allies and friends
c. A trickster or scoundrel
d. A mentor
Walker 25
7. In which stage of a hero's journey does he set off to an unknown world?

a. Crossing the Threshold
b. The Return
c. The Road of Trials
d. Initiation
8. Rafiki, the baboon from Disney’s The Lion King, is representative of which of the following:
a. Ally
b. Shapeshifter
c. Trickster
d. Threshold Guardian
9. The Belly of the Whale is a phase the hero encounters in their journey. What is the best way to describe this?
a. The story of Jonah and the Whale. This biblical tale is mentioned in every great hero story
b. A symbolic death and rebirth of the hero; the lowest the hero feels- the final separation from the hero's known
world. By entering this stage, the person shows a willingness to undergo a transformation
c. The hero is being confined or trapped in a small space during this phase of the cycle- it is revealed here that
the hero is claustrophobic, or afraid of small spaces and has to overcome
d. When the hero learns of the true hardships and challenges to come. Here, he or she learns about the rules of
the new or unknown world
10. This is the first step of the second stage in the hero cycle: the hero faces series of tests, tasks, or ordeals that they must
undergo to begin the transformation. Often, the hero fails one or more of these tests, which often occur in threes. This is
known as:
a. The Ultimate Boon
b. The Meeting of the Goddess
d. Apotheosis
11. The next stage represents the point in the adventure when the person experiences a love that has the power and
significance of the all-powerful, all-encompassing, unconditional love that a fortunate infant may experience with his
or her mother, a maternal figure. Symbolizes unconditional love. What phase is this?
a. Apotheosis
b. Woman as Temptress
c. Unconditional Love / Unification
d. The Meeting with the Goddess
12. What happens in the phase categorized as the Woman as Temptress?

a. The hero falls head-over-heels, madly in love with a beautiful woman.
b. The hero experiences impulses that may lead the hero to abandon his or her quest. Does not have to be
categorized as a woman.
c. The hero encounters a beautiful woman that helps him with his journey. Through her enticing physical
qualities and her intelligence, she is able to fend off the antagonist, tempting them as they answer her siren
calls.
d. The woman as temptress is the “token woman” added to movies and books to satisfy the Smurfette Principle:
the goal is to have exactly one female amongst an ensemble of male characters.
13. What step does the hero must confront and be initiated by whatever holds the ultimate power in his or her life?
a. Apotheosis
b. Atonement with the Father
c. The Meeting with the Goddess
d. The Ultimate Boon
Walker 26
14. What is known as the god-like state? When someone dies a physical death or dies to the self to live in spirit, he or she
moves beyond the pairs of opposites to a state of divine knowledge, love, compassion, and bliss?
a. Apotheosis
15. What does boon mean in the Ultimate Boon?

a. A curse, disadvantage
b. Living in luxury
c. A blunder, mistake
d. A godsend, a blessing
16. Why do heroes often refuse to return back to their ordinary life?
a. They’ve achieved god-like hero status and want to boast about their victories
b. They’ve achieved newfound wisdom after accomplishing their goals; may not think that their return will
change anything
c. They’ve made an abundance of allies and friends and don’t want to leave them behind.
d. They’ve had a real taste of adventure and are looking to seek more.
17. What is the magic flight?

a. He or she masters a whole new world.
b. The hero, charmed with the wisdom learned, is light on his feet.
c. The hero's return home is marked by a chase as the gods seek to regain the elixir that has been stolen from
them.
d. The hero is soaring through the air on an enchanted vehicle.
18. At the return threshold, the hero faces a threshold struggle. The hero is then prepared to cross the gateway that
separates the Ordinary World from the Special World. Once they cross that threshold, they become the master of the
two worlds. True or false?
a. True
b. False
19. What is the final step in the Hero’s Journey?

a. Liberation
b. Freedom to live
c. Live and let die
d. Return to the ordinary
Walker 27
Student Examples:
The following twenty-three pages contain student examples from both the pre- and the post test. I
have selected four students, two female, two male to display. I have selected one female and one
male that have the highest margin of growth for their gender in the class and one female, one
male with the lowest margin of growth for their gender.
Skip to page fifty for full-class results.
Student G: Female
Pre-Test Score: 10/20
Post Test Score: 19/20
Margin of Growth: +45%
The following six pages belong to Student G. These were her responses for both the pre- and the
post tests. Student G is the female student with the highest margin of growth.
Student G: Hero’s Journey Pre-Test

Directions: Before we jump into our lesson on Joseph Campbell and the hero’s journey, I want to test your knowledge! How
much do you already know about the hero’s journey? Answer the following questions to the best of your ability! You will be
reassessed after the lesson is over to see how much you have learned. Good luck!
First and Last Name: Student G

Score: 10/20


Walker 28

a. Heaven and Hell

a. The shadow
d. A mentor

b. The Return
d. Initiation
a. Ally
b. Shapeshifter
c. Trickster
10. This is the first step of the second stage in the hero cycle: the hero faces a series of tests, tasks, or ordeals that they must
known as:
d. Apotheosis
a. Apotheosis
Walker 29

calls.
a. Apotheosis
a. Apotheosis

b. Living in luxury
change anything

them.
a. True
b. False

a. Liberation
Walker 30
b. Freedom to live
c. Live and let die
Student G: Hero’s Journey Post Test

Directions: Now that you've learned more about Joseph Campbell and the Hero's Journey, try your hand at this exam one more
time. I'm gauging your progress and growth! Good luck!
First and Last Name: Student G

Score: 19/20



a. Heaven and Hell

a. The shadow
d. A mentor
Walker 31

b. The Return
d. Initiation
a. Ally
b. Shapeshifter
c. Trickster
known as:
d. Apotheosis
a. Apotheosis

calls.
a. Apotheosis
Walker 32
a. Apotheosis

b. Living in luxury
change anything

them.
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Student V: Male
The following six pages belong to Student V. These were his responses for both the pre- and the
post tests. Student V is the male student with the highest margin of growth.
Walker 33
Student V: Hero’s Journey Pre-Test

First and Last Name: Student V

Score: 8/20



a. Heaven and Hell

a. The shadow
d. A mentor

b. The Return
d. Initiation
Walker 34
a. Ally
b. Shapeshifter
c. Trickster
known as:
d. Apotheosis
a. Apotheosis

calls.
a. Apotheosis
a. Apotheosis
Walker 35

b. Living in luxury
change anything

them.
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Student V: Hero’s Journey Post Test

First and Last Name: Student V

Score: 16/20
Walker 36


a. Heaven and Hell

a. The shadow
d. A mentor

b. The Return
d. Initiation
a. Ally
b. Shapeshifter
c. Trickster
known as:
Walker 37

d. Apotheosis
a. Apotheosis

calls.
a. Apotheosis
a. Apotheosis

b. Living in luxury
change anything

them.
Walker 38
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Student F: Female
The following six pages belong to Student F. These were her responses for both the pre- and the
post tests. Student F is the female student with the lowest margin of growth.
Student F: Hero’s Journey Pre-Test

First and Last Name: Student F

Score: 9/20

Walker 39


a. Heaven and Hell

a. The shadow
d. A mentor

b. The Return
d. Initiation
a. Ally
b. Shapeshifter
c. Trickster
known as:
d. Apotheosis
Walker 40
a. Apotheosis

calls.
a. Apotheosis
a. Apotheosis

b. Living in luxury
change anything

them.
Walker 41
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Student F: Hero’s Journey Post Test


Score: 10/20



a. Heaven and Hell

Walker 42

a. The shadow
d. A mentor

b. The Return
d. Initiation
a. Ally
b. Shapeshifter
c. Trickster
known as:
d. Apotheosis
a. Apotheosis

calls.
Walker 43
a. Apotheosis
a. Apotheosis

b. Living in luxury
change anything

them.
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Student J: Male
Walker 44

The following seven pages belong to Student J. These were his responses for both the pre- and
the post tests. Student J is the male student with the lowest margin of growth.
Student J: Hero’s Journey Pre-Test

First and Last Name: Student J

Score: 17/20


a. Heaven and Hell

Walker 45
a. The shadow
d. A mentor

b. The Return
d. Initiation
a. Ally
b. Shapeshifter
c. Trickster
known as:
d. Apotheosis
a. Apotheosis

calls.
Walker 46
a. Apotheosis
a. Apotheosis

b. Living in luxury
change anything

them.
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Student F: Hero’s Journey Post Test

Walker 47

Score: 19/20

c. The expedition a hero embarks on to find a magical new world where he fights everything in his or
her way to one day rule the world.
d. After a hero achieves the status of hero, they miss their old life. The monomyth documents the
hero’s trek back to their old, ordinary life.


a. Heaven and Hell

a. The shadow
d. A mentor

b. The Return
d. Initiation
a. Ally
Walker 48
b. Shapeshifter
c. Trickster
9. The Belly of the Whale is a phase the hero encounters in their journey. What is the best way to describe
this?
b. A symbolic death and rebirth of the hero; the lowest the hero feels- the final separation from the
hero's known world. By entering this stage, the person shows a willingness to undergo a
transformation
c. The hero is being confined or trapped in a small space during this phase of the cycle- it is revealed
here that the hero is claustrophobic, or afraid of small spaces and has to overcome
d. When the hero learns of the true hardships and challenges to come. Here, he or she learns about
the rules of the new or unknown world
10. This is the first step of the second stage in the hero cycle: the hero faces a series of tests, tasks, or ordeals
that they must undergo to begin the transformation. Often, the hero fails one or more of these tests, which
often occur in threes. This is known as:
d. Apotheosis
11. The next stage represents the point in the adventure when the person experiences a love that has the power
and significance of the all-powerful, all-encompassing, unconditional love that a fortunate infant may
experience with his or her mother, a maternal figure. Symbolizes unconditional love. What phase is this?
a. Apotheosis

b. The hero experiences impulses that may lead the hero to abandon his or her quest. Does not have
to be categorized as a woman.
c. The hero encounters a beautiful woman that helps him with his journey. Through her enticing
physical qualities and her intelligence, she is able to fend off the antagonist, tempting them as they
answer her siren calls.
d. The woman as temptress is the “token woman” added to movies and books to satisfy the Smurfette
Principle: the goal is to have exactly one female amongst an ensemble of male characters.
13. What step does the hero must confront and be initiated by whatever holds the ultimate power in his or her
life?
a. Apotheosis
Walker 49
14. What is known as the god-like state? When someone dies a physical death or dies to the self to live in spirit,
he or she moves beyond the pairs of opposites to a state of divine knowledge, love, compassion, and bliss?
a. Apotheosis

b. Living in luxury
b. They’ve achieved newfound wisdom after accomplishing their goals; may not think that their
return will change anything

c. The hero's return home is marked by a chase as the gods seek to regain the elixir that has been
stolen from them.
18. At the return threshold, the hero faces a threshold struggle. The hero is then prepared to cross the gateway
that separates the Ordinary World from the Special World. Once they cross that threshold, they become the
master of the two worlds. True or false?
a. True
b. False

a. Liberation
b. Freedom to live
c. Live and let die
Walker 50
Test Results
While the pre-test and the post-test was only nineteen questions and worth one point each, to
even the score out, students received one point for filling their name out. Below are the test
results for both the pre-test and the post-test, listing the point value out of twenty points.
Student Name Pre-Test Score Post Test Score Margin of

Growth
Student A 9 15 + 30%
Male
Student B 11 15 + 22%
Female
Student C 14 18 + 20%
Male
Student D 14 Absent n/a

Male, 504, gifted, health
condition (ADHD)
Student E Absent Absent n/a

Male, IEP
Student F 9 10 + 5%
Female
Student G 10 19 + 45%
Female
Student H 11 18 + 35%
Male, IEP (Autism)
Student I 9 15 + 30%
Female
Student J 17 19 + 10%
Male
Student K Absent Absent n/a

Female
Student L 10 15 + 25%
Male, IEP
Student M 3 8 + 25%
Male, IEP
Student N 10 15 + 25%
Male, 504 (ADHD)
Walker 51
Student O 4 10 + 30%
Male, Critical alert
Student P 6 13 + 35%
Male, IEP
Student Q 11 Absent n/a

Male, IEP, critical alert,
Health condition (severe
asthma, history of OCD,
anxiety, PTSD,
depression)
Student R 15 Absent n/a

Female
Student S 10 17 + 35%
Female, 504, health
condition (asthma,
hearing impaired)
Student T 13 Absent n/a

Female
Student U 17 19 + 10%
Female, Critical alert
Student V 8 16 + 40%
Male
Student W 6 15 + 35%
Male, Health condition
(frequent headaches)
Student Average: Student Average: +24%

52% 76%
Walker 52
Pre-Test Results:
Total Points Distribution
As you can see from the bar graph above, the results for the post test are far more divergent than
the results pictured in the bar graph below.
Post Test Results:

Total Points Distribution
After looking over the pre- and post test results, every student exhibited individual growth,
meaning there were no students who regressed to a less developed state after encountering the
lesson.
Walker 53
Assessment Analysis
Whole Group:
The graphs listed above report the outcomes for both the pre- and the post examinations. As one
would observe, each student had a margin of growth, meaning no students regressed in
knowledge, according to the examinations. While initially, the class average of comprehension
was 52%, through frontloading and class activities, students were able to better their class
average by 24%, bringing the class average after the post test to a 76%. While this may be a C+
average, I was proud to see the overall growth of the class.
While reviewing the pretest, I noticed that many students struggled with the same couple
questions. Some of the questions students struggled with are as follows:
What step does the hero must confront and be initiated by whatever holds the ultimate power in his or her
life?
I had more students present during the day we took the pretest, so out of twenty-two responses,
only six students answered correctly.
What is the magic flight?
Only five students answered correctly.
The next stage represents the point in the adventure when the person experiences a love that has the power
and significance of the all-powerful, all-encompassing, unconditional love that a fortunate infant may
experience with his or her mother, a maternal figure. Symbolizes unconditional love. What phase is this?
Only four students answered correctly.
After taking a look at their post tests, some of the questions the class as a whole were struggling
with shifted. Some of the questions students struggled with are as follows:
What is the final step in the Hero’s Journey?
I had less students present during the second day, when the post test was administered, so out of
seventeen responses, only seven students answered correctly.
Why do heroes often refuse to return back to their ordinary life?
Only four students answered correctly.

Walker 54
As I was preparing the lesson, I wanted to make the exam challenging. I know we only had a
limited amount of time to cover the lesson, however, I know that many of them are always up for
the challenge. I was, however, concerned that some of my students, especially those with notes
like IEPs, 504s, critical alerts and health conditions, would struggle more with this lesson. Due to
their track record of not handing in classwork in a timely fashion, struggling with group work or
collaborative work, and missing a lot of class time, I was anticipating a little pushback with the
lesson from them.
However, after looking over their exams, walking around during the creation of their hero and
his journey, and taking a look over their class activity after handing it in, I’m noticing that more
students without notes in their files actually struggled with the lesson more. Admittedly, I was
fully anticipating using some of the IEP/504/Critical alert students in my sub-group analysis, as I
was expecting a more jarring conclusion, but each student showed growth, even if it was a
smaller percentage.
Below, you will find multiple graphs that display the overall growth of each student.
Sub-Group:
For the subgroup, I decided to instead, analyze the difference between males and females. While
there is a disproportionate amount of boys to girls in this class, I believe it will make for an
interesting set of statistics.
Because the girls are outnumbered in this class, many of them fade into the back and choose to
remain quieter as more of the boys actively participate in full class discussions. This could be
due to the disproportionate numbering. Based on observation alone, girls and boys alike do,
however, participate in small group discussions. While generally, more of the boys will volunteer
to participate in full class discussions, many of the girls’ grades are higher.
Walker 55
Student Pre Post Margin Student Pre Post Margin

Name Test Test of Name Test Test of
Score Score Growth Score Score Growth
Student B 11 15 + 22% Student A 9 15 + 30%

Female Male
Student F 9 10 + 5% Student C 14 18 + 20%

Female Male
Student G 10 19 + 45% Student D 14 Absent n/a

Female Male, 504,
gifted, HC
Student I 9 15 + 30% Student E Absent Absent n/a

Female Male, IEP
Student K Absent Absent n/a Student H 11 18 + 35%

Female Male, IEP
Student R 15 Absent n/a Student J 17 19 + 10%

Female Male
Student S 10 17 + 35% Student L 10 15 + 25%

Female, Male, IEP
504, HC
Student T 13 Absent n/a Student M 3 8 + 25%

Female Male, IEP
Student U 17 19 + 10% Student N 10 15 + 25%

Female, CA Male, 504
Female Female +20% Student O 4 10 + 30%

Average: Average: Male, CA
59% 79%
Student P 6 13 + 35%
Male, IEP
Student Q 11 Absent n/a

Male, IEP,
CA, HC
Student V 8 16 + 40%
Male
Student W 6 15 + 35%
Male, HC
Male Male +22%

Average: Average:
47% 69%
Walker 56
After calculating the averages for both the boys and the girls of the class, it was evident that the
girls of the class tested better than the boys. For the pre-test, the average for the girls was 59%.
The boys’ pre-test average was at 47%. When the girls took the post test, their average came to
79%, where the boys’ average was 69%. However, after calculating the margin of growth for
both the boys and the girls, the girls were at 20% growth rate, where the boys were at 22%. After
looking over the data, the boys had grown more than the girls had.
There are a total of ten boys in my class that have IEPs, 504s, critical alerts, or notes in-file,
where there are only two girls with anything in-file. This could be a factor to consider why the
girls generally outperform the boys in this classroom.
Individual:
I decided to compare a male and a female student. Student S, a female student in 12th grade, is a
student with a hearing impairment. She has an A average and has never turned in any class work
late. Student M, however, is a male student with an IEP who is in the 9th grade. He currently
holds a D average for the class. Look below to view the scores of both students.
Student Name Pre-Test Post-Test Margin of Growth
Student S 10 17 +35%
Female, 504, health
condition (asthma, 50% 85%
hearing impaired)
Student M 3 8 +25%
Male, IEP
15% 40%
Walker 57
Both students, S and M alike, choose not to participate in full class discussions unless called
upon. Student S will happily contribute when called upon and will typically add something
insightful to the mix, where when I call on Student M, he clams up and usually responds with I
don’t know. Student S will actively participate in small group discussions and will take a
leadership position and try to keep her group members on task, while Student M will carry on
with side conversations and hand in half completed work. Student S never gets their phone
confiscated in class, while Student M frequently gets his phone taken from him, as he is always
on it.
Looking at the scores, I was not surprised to see that neither one of them did particularly well on
their pre-tests. After all, nothing on the exam had been introduced to them before, so I couldn’t
expect high scores from any of them. Looking at their post-test scores, however, I could see that
both of these students have had quite the margin of growth.
I was not at all surprised by Student S and her post test scores. I was, however, happy to see that
Student M was receptive to my lesson, even if he only bettered his final score to a 40%. Because
this class is so divergent, in terms of ability and grade level, disabilities, and impairments, health
conditions, and critical alerts, it is sometimes difficult to feel like I am reaching everyone. Some
students, like Student M, need alternative approaches to reel them in. So far, it’s been a semester
full of trial-and-error, but I feel confident after looking at these scores that I will one day find
something that works for every student.
Student Reflections:
After students took the post-test, I released the results of both exams. I asked students to reflect
on their overall experiences with the lesson. I gave students a list of questions to consider when
writing their reflection. Directions listed below:
Writing in complete sentences, and in fully-formed paragraph format, reflect on the hero's journey lesson.
Consider the following questions when writing your reflection:
Personal Growth:
- Now that both scores for the pretest and the post test have been released, write about your growth.
- How much did you know when taking the pre-test?
- What did you learn after the lesson?
Materials:
- Do you think the Slides presentation was a useful tool?
- Were the examples used in the presentation relevant?
- Did the movies in the presentation appeal to you?
- Did they help you to understand the phases in the hero's journey?
Overall Lesson:
Walker 58
- What did you enjoy about the lesson?

- What would you suggest changing?
The reflective process is crucial for students to consider their own growth and understanding of
material, while simultaneously informing the teacher on how the lesson was received, aiding
them in the refinement of future lessons. Some of the student responses are listed below:
Student H:
This is about my time doing the Hero journey and what i learned from it. I think the slide presentation was
a useful tool because it gave examples for movies that applied to the hero journey. I enjoyed think of ideas
for the hero i would make and also thinking of the adventure he would go on. After the lesson i learned that
a hero in a story can go through many different phases in the hero's journey. These were the things i
did/learned from doing the heroes journey assignment.
Student J:
Yes I think it was a useful tool, I was able to remember everything I learned about the hero's journey in
freshman year. I thought that the examples in the presentation were relevant. They all fit the cycle of the
hero's journey. I have seen all the movies in the presentation already. Since I have seen them already, they
helped me understand the phases in the hero's journey. I enjoyed that we were able to express our creativity
with our group members. There isn't really anything that I would suggest changing.
Student L:
The hero journey lesson was really enjoyable. I enjoyed learning more about how a hero goes through a
journey and his difficult task to find a reward. It's really interesting how many movies there are that follow
these rules and difficult tasks. I liked making our own story and hero journey because it shows what we can
imagine as our own tale. Since this lesson was really enjoyable, I wouldn't change anything about this
project.
Student O:
When I did the pretest it was definitely harder but then for the post test I learned a lot more and it was a
little easier to do. The slides help because it was useful to go look bad on them when I would forget a step.
I also liked the movie because it was entertaining and fun to watch. The movie was also informative and
helped explain the hero's journey. The only thing I would change about the project is to take out some of
the steps that make every story "the same". I like the creative features of the project, it made it enjoyable to
do.
Student P:
When I took the pretest I didn't know anything. After getting taught the lesson I learned how a story is
made and how the story is put into place. The slide presentation helped the most cause it had everything I
needed to know for the lesson. the movie I forgot about completely but the slide presentation helped a lot.
overall the lesson was fun making our own story was really fun and I don't think you need to change it.
Student S:
I was able to improve my score after hearing about the hero's journey. It was a bit hard to retain all the
information that quickly, but I was able to get the basics. I knew that the hero had a call to the adventure,
but that's was all I basically knew. I learned the order of the hero's journey and the steps in each journey.
The example used in the slides was relevant, but I personally think that sticking to one story as an example
would've been easier for me. The movies definitely helped me for examples because I knew the movies
Walker 59
and the plot, so I could associate the step with the movie. I understood the hero's journey with the movies
until the end because I just personally got confused. I enjoyed the entire lesson because it helped me learn
the key points in movies and overall an interesting topic. What I would change about the lesson is that to
use one movie for all the examples.
Student W:
My growth from the pre-test to the post-test has a significant difference. When I started with the pre-test, I
didn't know much, and a lot I got wrong. After the lesson though, I learned more about the hero's journey
and I had an improvement on the post-test. I believe that the slide presentation was a useful tool and the
examples are good because they didn't all come from one movie or thing. The movies in the presentation
were mostly known and did appeal to me because it clicks to you when you have seen that movie before.
They helped me to understand, most times I need an example or two to understand. I enjoyed creating a
little theme for a story and I would say the lesson is good like it is and wouldn't change a thing.
After reading over the students’ reflections, I feel confident that my lesson was well-received. It
is always reaffirming when students seem to enjoy a lesson and that they’re able to connect with
it. I really enjoy being able to get feedback from my students; it makes them feel like they have a
sense of agency with their learning experiences and I get to hear from each student, even if they
don’t participate in class.
Walker 60
Reflection on the Lesson
Looking back to the planning and preparation of my lesson, I feel confident that this was perhaps
one of my best lessons created for the class. It was a very short lesson, but through listening to
the discussions in their pods and reading their reflections, I feel strongly that my lesson was
interesting and engaging. The incorporation of interactive activities also helped to reinforce
overall understanding.
Michael Smith and Jeffrey Wilhelm’s Going with the Flow: How to Engage Boys (and Girls) in
their Literacy Learning, introduced the concept of frontloading to me. For me, the word
frontloading, was putting a face to the name, so to speak, as I was already familiar with the
practice but was unaware of what to call it. The creation of my presentation in conjunction with
the TedTalks video was my version of frontloading. It provided the necessary information for
students before they do independent or collaborative practices.
In Making the Journey by Leila Christenbury and Ken Lindblom, they focus on trying to make
the lesson yours, trying to make it accessible. “Many of our students have had very bad
experiences with English and feel that they and their language are not good enough, are not
correct, are not acceptable” (16). While this is not a core English Language Arts class, it
certainly revolves around English Language Arts. After all, the hero’s journey is a literary
pattern. Some students are just automatically turned off when it comes to writing-intensive
assignments.
One thing I was sure to focus on was how to make my lesson accessible, how to make it relevant.
In my presentation, I decided to incorporate popular books and movies for each step of the
journey, hoping that students would be able to make connections to those stories and associate
the curriculum to something fun, relevant. I was also sure to ask students in their reflections to
see if the examples I used were relevant enough for them to relate to. The verdict is in, and the
examples were!
Looking into the Choose Your Own Adventure activity: students were asked to work
collaboratively in their pods to create a hero story, following Joseph Campbell’s hero pattern.
The students worked together to outline a narrative piece. In Nancie Atwell’s In the Middle: A
Lifetime of Learning About Writing, Reading, and Adolescents, she discusses the importance of
proximity and conferencing. This was accomplished more informally as I walked around the
room, checking in with each group and listening in to each small discussion. Proximity alone can
keep students on-task, but a simple redirection when necessary also helps. Nancie Atwell also
stresses about encouraging students to dig deeper with their topics and suggest taking a new
direction if something isn’t working out.
Walker 61
While providing this feedback during my walkaround, I was sure to also incorporate Atwell’s
signature warm and nurturing body language. While Atwell primarily worked with elementary
schoolers, high schoolers still appreciate the warmth and respect. Some of these subtleties
include smiling, maintaining eye contact, and sitting shoulder-to-shoulder contact.
Smith and Wilhelm, authors of Going with the Flow: How to Engage Boys (and Girls) in their
Literacy Learning also introduced the concept of flow state. Flow and flow experience is
essentially the state people enter when they are in the zone. This is typically accessed when
people are doing things they love or are invested in what they're doing. Flow state is often
described as something athletes, musicians and artists experience when it's game time or they're
performing or practicing. This can also be accomplished in the classroom by introducing topics
that students actually find interesting. By giving students a sense of agency in what they learn
(i.e. allowing them to create their own story following the outline of the hero’s journey), students
are more likely to enter a flow state of mind.
As teachers, we can constantly gauge whether students are engaged in the material or not based
on body language and physical cues. If students aren't jumping into discussion or they're slumped
in their seats, these are indicators that they aren't invested. A simple survey asking students what
piques their interest could be an easy way to incorporate content that they're passionate about
with the curriculum required. As I started walking around the room, I noticed that students
seemed to have perked up after the presentation and were eager to work on the activity together. I
also decided to quietly add heroic music to create a bit of an ambiance for the writers, hopefully
giving them some inspiration when constructing their own heroic stories.
As mentioned before, because of how diverse this class is, I am always concerned with being
able to reach all of my students all of the time. Because this class is only a semester long, I
always feel as if I am crunched for time, trying to squeeze in as much material as possible, but
because of how divergent the class is, I also recognize that it is okay to slow down from time to
time. Looking at the scores of the pre- and post tests, I am overall happy with them, but feel
strongly that if I stretched the lesson out for a couple days, the scores would be even better.
I do think, however, in the limited time provided, I had timing down. I feel that students had an
appropriate amount of time with the material to do well on the exams. My classroom
management and overall command over the room was also up to par, students were generally
on-task and the background music did seem to motivate my students and brighten spirits. Of
course there is always room for improvement and I will always welcome the feedback from my
students, in addition to my own self-reflection. The ultimate goal after all, is to reach all of my
students and I am a perpetual learner, learning from my experiences, mistakes, and from my own
students.

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Walker 2

Component One Worksheet

Student-teacher: Hannah Walker

Sex: Ethnicity: Students with: Grade Level:

Male: 14 White: 17 ELL: 0 Grade Nine: 7

Student Characteristics and Classroom Environment:

Lesson and Plan Rationale:

Subject: Gods, Goddesses, and Superheroes

- Students will be able to gain exposure to the elements of a monomyth.

Part 1: Taking a Pre-Test

a) Example: In The Lion King, Simba realizes during a heartfelt song

1. To finally escape the other world, the hero partakes in a sometimes

protagonist no longer lives to satisfy or fulfill personal agendas, but

Part 3: Choose Your Own Adventure

Guided activity listed below!

Choose Your Own Adventure Activity

THE HERO: Who is the protagonist of your

DESCRIPTION:List anything else about

STRENGTHS:What are some of your hero’s

strengths? List them here!

WEAKNESSES:What are some of your hero’s

TALISMAN:What is your hero’s good luck

ORDINARY WORLD: Where does your hero

THE CALL TO ADVENTURE: What event

REFUSAL OF THE CALL: Is the hero

SUPERNATURAL AID/HELPER: Who

CROSSING OF THE FIRST

BELLY OF THE WHALE: What obstacles

THE ROAD OF TRIALS: What were some

HELPERS: Who are some of the people who

MEETING WITH THE GODDESS: What

WOMAN AS TEMPTRESS: Did your hero

ATONEMENT WITH THE FATHER: What

APOTHEOSIS: What grand epiphany did

THE ULTIMATE BOON: What was the

REFUSAL OF THE RETURN: Does your

MAGIC FLIGHT: Explain the epic journey

RESCUE FROM WITHOUT/THRESHOLD

CROSSING THE RETURN THRESHOLD:

MASTER OF TWO WORLDS: How does

FREEDOM TO LIVE: The ending, the

Part 4: Taking a Post Test

Assignment: Choose Your Own Adventure Handout is graded as classwork.

Pre- and Post-Test Descriptions

Goals and Objectives:

Standard - CC.1.4.9-10.D / Standard - CC.1.5.11-12.D

Standard - CC.1.5.9-10.A / Standard - CC.1.5.11-12.A

Standard - CC.1.5.9-10.D / Standard - CC.1.5.11-12.D

Standard - CC.1.4.9-10.M / Standard - CC.1.4.11-12.M

Directions for Administering:

Directions for Scoring:

Please refer to page twenty-seven for student examples.

Hero’s Journey Pre-Test and Post-Test

First and Last Name: _______________________________

1. Where did the idea of a monomyth come from?

3. What are the three main phases of the Hero’s Journey?

4. What are the two worlds of the Hero’s Journey?

5. What causes a hero to start their journey?

7. In which stage of a hero's journey does he set off to an unknown world?

12. What happens in the phase categorized as the Woman as Temptress?

15. What does boon mean in the Ultimate Boon?

17. What is the magic flight?