1

Unit Plan #1- Archetypes in Literature

Grade 10-1 English
Chinook High school
 2

Table of Contents

Page 3 Unit Rationale

Page 4 Inquiry and Essential Questions

Page 5 General and Specific Learning Outcomes

Page 7 Annotated Resources

Page 20 Unit Overview

Page 23 Unit Assessment Plan

 3

Unit Rationale
The students in this Grade 10-1 English Language Arts class will be using various texts
throughout this unit to explore the concept of an archetypes, and how archetypes guide our
understanding of literature. The big idea of this unit is the concept of archetypes, and how
archetypes used in literature can teach us about the commonality of human experiences. An
archetype refers to, “the original form, thought or idea that is replicated in other images or
ideas.” This pattern occurs enough to be widely recognized by members of a society or an entire
culture. Carl Jung developed the idea of archetype as part of a shared human subconscious, and
argued that these archetypes can be seen in human belief structures, myths, and literature. This
unit will explore how archetypes are used to guide stories and convey universal human
experiences across different periods and cultures. The unit will be guided by the overarching
inquiry question, “How can language and stories transfer universal human experiences across
space and time?” This grade 10 class has a total of 36 students, and there are enough copies of
the resources for each student to have their own. There are 80 minute time blocks Monday-
Thursday, and 60 minute time blocks on Fridays. The unit will allow students to develop an
understanding of and explore instances of archetypes used in literature. Exploring universal
experiences such as “innocence lost to experience” or “the response of individuals to power and
control within their society” helps students to explore complex ideas, enhances student
engagement and takes students beyond English language arts to connect to other areas, such as
philosophy, the social sciences or fine arts.
In order to develop an understanding of archetype, a number of works such as myths
legends, and stories will be employed throughout this unit. Students will also take time to
establish the qualities of great literature, and the characteristics and importance of oral
storytelling across many cultures. We will initially be brainstorming a number of examples that
have been internalized from previous examples throughout their lives by establishing what the
students already know about heroes, villains, and journeys. The ultimate goal of this final
assessment is to encourage students to use a variety of skills to illustrate understanding of the
archetypes and to analyze what these similarities say about the common human experience.
 4

Unit Inquiry Question

 How can language and stories transfer universal human experiences across space and
time?
Essential Questions
 How do I see myself within global and historical contexts?
 What qualities make a good story?
 What are archetypes? Are they universal?
 Are archetypes essential to understanding both literature and the world around us?

Objectives:
 Students will read and analyze a variety of works to recognize patterns of archetype in
literature.
 Students will explore a larger text to exercise and show their understanding of archetypal
characters.
 Students will analyze and evaluate the use of archetype in literature.
 Students will identify instances of archetype in literature.
 Students will identify universal human experiences used in literature.
 5

General Learning Outcomes

General Outcome 1 Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
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.
General Outcome 5 Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others.

Specific Learning Outcomes

1.1.1 b. form tentative understandings, interpretations and positions on ideas and issues
communicated in literature and other texts by expressing own explorations and considering
others’ explorations
1.2.1 b. identify own ideas, perspectives and interpretations and evaluate them for depth of
explanation, evidence or support; and consider the ideas, perspectives and interpretations of
others to broaden own understandings when exploring and responding to texts
2.1.1 a. identify a variety of different kinds of texts, audiences and purposes for creating texts
[for example, purposes could include to inform, persuade, entertain or inspire; the purpose of a
print advertisement is to sell a product]
2.1.1 d. identify the impact that personal context—experience, prior knowledge—has on
constructing meaning from a text
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
2.1.2. d. describe the personality traits, motivations, attitudes, values and relationships of
characters developed/persons presented in literature and other texts; and identify how the use of
archetypes adds to an appreciation of text
2.2.2 e. recognize the use of motif and symbol in print and nonprint texts
4.1.3 a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is
personally meaningful and engaging
 6

4.1.4. c. develop and deliver oral, visual and multimedia presentations, using voice production
factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture, distance
and eye contact] and visual production factors [such as colour and contrast] appropriate to
purpose, audience and situation
5.1.3 a. use language and image to honour own and others’ accomplishments [for example,
celebrate together when classmates have accomplished a particular task or produced, published
or presented a particular text; or celebrate the completion of a portfolio with family and friends
by holding a “portfolio launch”]
 7

Annotated Resource List:

Ashenputtle by The Grimm Brothers
During the 1800s, the Grimm brothers put their own spin on the folk legend Cinderella, called
“Aschenputtel” In the Grimm Brother’s version of what we would consider ‘Cinderella,’ the plot
for the most part is maintained but several elements are altered. This shift away from the
traditional understanding of the story may help students to understand that there is nuance to the
way a story is told and retold. We will be examining three different versions of how the story of
“Cinderella” has been told throughout history. This will showcase how universal story
archetypes can be, and how they are transferred across space and time.

Cinderella by Charles Perrault

This traditional telling of this classic fairy tale, will serve as the introduction to our survey of
fairy tales. This story is the basis for many adaptations and retellings, but more importantly this
version of the story is widely known and understood.

Yeh-shen by Tuan Ch’eng-shih

The story of Yeh-Shen is a version of the story Cinderella that dates back to China in the ninth
century. In Ch’eng-shih’s version, Yeh-shen, the heroine of the Chinese story, doesn’t have a
fairy godmother. Instead, she has a magical fish as a helper. The shoe by which the prince
identifies her is golden, not glass.
Man the Myth Maker Text (Second Edition) by W.T. Jewkes
This text explores a number of different archetypes in literature such as The Earth Belonged to
Them All, The God-Teacher, The End of Childhood, The Cataracts of Heaven, Changes, and a
Human Year. The text includes a number of different myths from a variety of different cultures,
however, its main focus revolves around Greek Mythology. We will use this text throughout the
unit to explore a number of different stories in order to gain a deeper understanding of
archetypes, and the integral role they have played in literature throughout the course of history.
Stories we will be exploring from the text include: The Four Ages, Heaven and Earth and Man,
Pandora, It Is Better To Die Forever, Athene and Arachne, and Demeter and Persephone.

The Songs of Innocence and Experience by William Blake: “The Lamb” and “The Tyger”
In William Blake’s Songs of Innocence and Experience, he creates a series of poems that
contrast one another such as “The Lamb”, which describes an innocent child-like view of the
world, and the The Tyger, which presents a more mature version. It also invites a contrast
between the perspectives of “experience” and “innocence”. Both the Lamb and the Tyger are
 8

faces of human nature. As we gain life experience, we gradually give up that simple way of
looking at things, leaving our childhood behind. These poems will be taught in our End of
Childhood Archetype section in order to help students gain a greater understanding of some of
the themes present within the literature.

Blackfoot Digital Library Website

The Blackfoot Digital Library project was created in 2006, with a digitization venture originally
started by Ryan and Adrienne Heavy Head. It was designed to support community efforts in
locating and repatriating Blackfoot materials. In addition to artifacts, oral history is also being
preserved through the project. Existing interviews from older formats are being digitized, and the
Kainai Studies Department at Red Crow College collects new videos of elders sharing their
knowledge and stories. These invaluable experiences could otherwise be lost with their passing.
Students will be listening to a recording of Earl Willows telling the story of The Warrior that Are
the Horned Snake.

The Glenbow Museum Niitsitapiisini: Our Way of Life website.

In the Traditional Stories section of the website, there are six stories we will explore (Six
Neglected Boys, Iniskim (Buffalo Calling Stones, Katoyissa (Blood Clot), Ksistsiikoom
(Thunder), Makoiyohsokoyi (The Wolf Trail), Napi and the Black Birch, Napi and the Bull
Berries, Napi (The Old Man). Students will have the opportunity to read the stories, and listen to
the stories in Black foot.

Creative English Teacher: Reaching Olympus: Heroes, Beasts, and Monsters (Digital
Download)
The Reaching Olympus series uses classroom-tested script-stories specifically designed for 6th-
12th grade students to re-tell the great myths and legends of world mythology. Script-stories are
an innovative and powerful teaching tool that allows students to break away from silent reading
and actively participate in an "acting out" experience where words and myth come to life.
Students will use the scripts in this book to participate in an interactive Readers Theatre class.
This process can only improve their reading fluency through oral reinforcement and will most
definitely increase their comprehension of the course material. If a student can make a reading
entertaining, through the use of a funny accent or personal wit, then they are furthering the goal
of education by helping the teacher capture the students’ interest. Reader’s Theater is a great way
to give readers confidence in their own abilities.

Persephone - Poem by Walter Wykes

 9

Persephone is the daughter of Demeter, the goddess of the corn and harvest. She is kidnapped by
Hades, the god of the Underworld. This poem is based on Persephones experience of being
kidnapped to be paired with the myth. The poem brings us closer to her experience and the
emotions associated with it.

Day 1 (Wednesday Sept 4): Human
Experiences
The human experience in literature contains
themes about life and society that are relatable to
readers.
Mind Map: What does it mean to be human?
(Write students answers on the board)
On the board, write “Human” and open the
conversation up to the classroom. What makes us
human? What does it mean to be human? What
characteristics are associated with being human?
*Give an explanation of Quick Write Journals, and
how these journals will be used throughout the
semester.*
Quick write Activity: What are all the good and
bad things about being a human? (Students will be
given a scrap piece of paper in which they will
create two columns listing the good and bad things
about being human) Model writing for students by
writing some of your own answers on the board.
Walk around and talk with students, include some
of their answers up on the board.
- Once they have completed their lists, ask
the students to circle the one thing on their
list that is the most relevant or important
in their lives right now.
- They will then use this answer to guide
their writing prompt.
- Students are to write a piece about this
particular word that is at least three lines
long. This may be in any form they wish,
such as a poem, a three line short story, or
other.
- Students will have time to complete their
pieces, then have the opportunity to share
what they wrote about in groups.
- Guiding Question: Did any members of
the group write about similar ideas? Were
Day 2 (Thursday, Sept 5): Our Lives in Stories
Opening Hook: Turn to a partner, and take turns
telling each other a quick story (Something you did
this summer, what you ate for breakfast, something
that happened over the weekend)
Write the following quote on the board, “stories are
fundamental to human understanding.”
Think Pair Share: Read this quote aloud to the class.
Have them discuss its meaning and relevance with an
elbow partner. Open the conversation up to the class.
Quick write Activity: Have students think of their
all-time favourite story (whether it be a book, short
story, film, or story passed down in your family).
What qualities made that story so enjoyable? Why has
this particular story stuck with you for so long?
Guiding Questions: What defines a piece of writing
as great literature?
Place Mat Activity: Students will be placed into
groups and given one large sheet of paper and
markers. Together they will brainstorm what qualities
make a piece of literature stand the test of time.
Mini Lecture: Universal Human Experience in
Stories.
Give a mini lecture on the history of oral storytelling,
and the importance that it has had across space and
time. Discuss different types of universal experiences
that are relayed in stories. Why are stories so
important to us as human beings?
Why do we tell stories? What is their purpose?
(To break up the mini lecture, include a segment
where students are asked to brainstorm all the
different forms of communication/story telling you
can think of. Talking, writing, plays, novels, tweets,
texting.)
Oral Storytelling Jigsaw:
Distribute a number of stories throughout the class.
Have students group together based on which story
10
Day 3 (Friday, Sept 6): Archetypes
Mind Map: What elements are included in a
story?
Have students brainstorm all of the elements they
can think of that are included in stories
(characters, hero’s, villains, animals, setting, plot,
conflict, themes, words)
Mini Lecture: Using a PowerPoint presentation,
give students a brief overview of archetypes and
how they are important to storytelling and
literature. Introduce Carl Jung, his backstory, and
his contribution to the coining of the term. Briefly
cover the three types of archetypes (Situational,
Character, Symbolic) with examples from pop
culture, movies, and well known stories.
Establishing Archetype: Create a class definition
of “archetype” that will be referred to throughout
the remainder of the semester. Understanding
archetypes is the basis of this course.
“Archetypes are an image, story pattern, or
character type which recurs frequently and evokes
strong associations in the reader.”
12 Archetypes Carousel Activity (Activating
Prior Knowledge): 12 posters will be set up
around the room that each display one of the 12
Archetypal Personalities listed on them. (Ruler,
Creator, Innocent, Sage/Mentor, Explorer,
Champion, Magician, Outlaw, Every Man, Jester,
Lover, Caregiver) In small groups, students will
brainstorm words, images, stories, and characters
they associate with each of them. They will rotate
through the carousel, exploring and adding to
other ideas. When they return to their original

you able to relate to any of their
experiences?
Review Types of Shared Human Experiences:
Love, friendship, death, relationships, family,
sorrow.
Question: How can using these themes in
literature help readers identify with the story?
“Who Am I?”
Self Portrait: Students will be given a blank sheet
of paper with the outline of a head on it. On this
head, they should quickly brainstorm qualities and
words they associate with themselves and who
they are. What are your likes/dislikes? Interests
and hobbies? Personality traits? Family members?
Favourite sports, artists, or bands?
Bio Poem Activity: On the opposite side of the
sheet will be a template for a bio poem. Students
will use the visual mind maps created in the
previous activity to guide their creation of the
poems. This activity will help students reflect on
who they are as individuals, and people and
experiences that are important to them. This will
also allow me to get to know them better. Poems
will be collected at the end of class.
SLOS: 1.1.1 b 1.2.1 b.
2.1.1 d
4.1.3.a
they received. Students should read the story together
in their groups. After they have finished reading the
story, they should fill out a Narrative Criteria sheet.
Each student will partner up with someone who read a
different story and re-tell the story he or she read. The
key of this exercise is NOT that they summarize the
story, but rather that they re-tell the story. Remind
students to keep some of the qualities that make for a
great story in mind as they retell their stories (voice,
tone, expression).
SLOS: 1.1.1 b 1.2.1 b.
2.1.1 a. 2.1.1 d
2.1.2. a. 2.1.2. b.
2.2.2 e
11
poster, they will re-examine what was added, and
present their character personality to the class.
12 Archetypal Personalities Mini Lecture: The
previous activity is meant to show students that
they already have quite a bit of knowledge on
these characters since they are so engrained in our
society and literature. After the activity has
concluded, show a presentation on each of
archetypes to solidify learning. Archetype theory
says that all characters can be understood relative
to a universal system of 12 personality types*. For
centuries archetypes have been used by writers,
philosophers and psychologists to make sense of
the variations in human personality traits.
Exit Slip: Provide a one sentence explanation of
one of the character types. Which were you most
familiar with prior to this class?
SLOS: 1.1.1 b 1.2.1 b.
2.1.1 a. 2.1.1 d
2.1.2. a. 2.1.2. b.
2.2.2 e

Day 4 (Monday, Sept 9): Fairytales/Fables
Mind Map: Have students brainstorm as many
fables and fairy tales as they can think of. Write
their answer up on the board.
 Have your students share fairy tales that
they have read in the past.
 Ask your class to compare and contrast
these stories. For example, What's similar
about these fairy tales? What's different?
 Have your students reflect on common
themes amongst fairy tales.
Moving Forward: “The purpose of this unit will
be to examine how story archetypes have
transferred across space, time, and cultures around
the world. We will specifically be looking at
examples in fables, legends, and mythology. The
next few lessons will allow us to examine the use
of archetypes through familiar fables and fairy
tales. It will also allow us to see how these story
and character archetypes have been used time and
time again through history in many different
cultures to tell similar stories.”
Mini Lecture: What is fairy tale/fable?
This mini lecture will explain the history and
function of fairy tales and fables across space and
time. We will briefly look at examples, and
examine their purpose throughout history.
The Multiple Versions of Cinderella:
We will be examining three different versions of
how the story of “Cinderella” has been told
Day 5 (Tuesday, Sept 10): Fairytales and
Fables
Introduction: Turn to your partner and give
them a one minute recap of what we learned
yesterday in class. “What is a fairytale/
fable?”
“Today students will be examining a fairy
tale of their own. They will be asked to
research what time and place their story
was written in, as well as archetypes
present within their story.”
Group Organization: As students enter the
room, give them a card (random groupings)
and have students arrange themselves by suit
into groups.
Story Distribution: Once in their groups,
students will come to me to collect an
envelope. In that envelope will be copies of a
fairy tale that they have been assigned to
deconstruct. They are to read and examine the
story as a group. Students are encouraged to
highlight, circle, and annotate the text as they
read through together.
Stories: Hansel and Gretel, Little Red Riding
Hood, Snow White, The Little Mermaid
Graphic Organizer Activity: Each group
must present their story in poster form. Their
poster should include the title and author of
12
Day 6 (Wednesday, Sept 11): Greek Mythology
Hook: References to Greek Mythology in Today's
World. Show students examples of how aspects of
Greek Mythology have influenced modern marketing
and brands (Nike, Pandora, Dove, Starbucks, Trident)
KWL Chart on Greek Mythology: Students will fill
out a KWL chart throughout the course of the lesson.
At the beginning of the lesson, students will fill out
the first two sections of the chart “What do I already
know” and “What would I like to know” about Greek
Mythology. At the end of the lesson, students will take
a few moments to fill in the last section, “What have I
learned”
Learn the Greek Mythology: IntroBooks
Education (Video)
“Greek gods and heroes are the subjects of some of
the great myths in history. Their exploits have been
shared for centuries through spoken word, written
poetry and prose, and even stage and film productions.
The classic tales of good versus evil are timeless, as is
the public’s thirst for exciting narratives about heroes
and their triumphs. The Titans (the most well-known
of the Greek gods and goddesses) laid the foundation
for the superheroes we enjoy today.”
Establish Definition of a Myth: Myths are stories
that are based on tradition or legend and carry
symbolic meaning. The word myth comes from the
Greek word 'mythos' which means 'to tell a story'.
Myths are used to share universal truths or ideas. They
often carry an important message for a culture or

throughout history. Ask if everyone is familiar
with Disney’s version of Cinderella.
Read a brief version of Disney’s Cinderella if
some aren’t familiar with it. If all are familiar,
have students turn to a partner and quickly recap
the story of Cinderella to one another. Explain that
our version of Cinderella actually holds its roots in
many different languages and variants across
cultures. At least 350 telling of the tale exist, the
first one dating back to China in the ninth century.
Venn Diagram Story Charting Activity: In
groups, students will compare/contrast various
versions of the Cinderella story using think-pair-
share and story charting on a Venn Diagram.
Distribute a copy of the story Yeh-Shen by Tuan
Ch’eng-shih to students to read.
After they have finished reading, have the students
fill one section of their Venn Diagrams,
highlighting aspects of character and plot in the
story.
The next version of the story is called
“Ashcenputtel” and is an adaption of the tale
written in the 1800s in Germany by the Grimm
Brothers.
Distribute a copy of the story Aschenputtel by the
Grimm Brothers to students to read.
After they have finished reading, have the students
work together to fill in the other section of their
Venn Diagram.
Once students have read both stories and filled in
the two sections of their Venn Diagrams, we will
work together as a class to fill in the middle
section and identify overlapping elements between
the two stories. Identify archetypes present in both
stories.
13
their story, the main characters, the setting, group. Some myths give the official view of creation,
when and where the story was written, and others are a way to explain natural events
examples of archetypes they were able to find
within the story. They will then present their Introduction to Greek Mythology Mini Lesson:
This mini lesson will give students an overview of
poster to the class in a quick pitch style,
Greek Mythology in order to prepare them for the
explaining the archetypes they were able to myths we will be studying throughout the remainder
identify within it. of the unit. They will be introduced to the main
players in Greek Mythology, and will also look at
their influence in literature.
Exit Slip: List one example of an archetype you
found in your story. Extension Activity:
Biopoems: After becoming somewhat familiar with
the characters and their relationships, we write bio
poems about each of them. We already used bio
poems at the beginning of the year when we wrote
them about ourselves, so the format is familiar to the
students and easily modified to use with mythology.
Exit Slip: Create a tweet about one of the Greek
gods or goddesses you learned about today. What is
something they might tweet in our time?
SLOS: 1.1.1 b 1.2.1 b.
2.1.1 a. 2.1.1 d
SLOS: 1.1.1 b 1.2.1 b.
2.1.2. a. 2.1.2. b.
2.1.1 a. 2.1.1 d
2.2.2 e 4.1.4.c
2.1.2. a. 2.1.2. b.
2.2.2 e 4.1.3.a
 14

SLOS: 1.1.1 b 1.2.1 b.

2.1.1 a. 2.1.1 d
2.1.2. a. 2.1.2. b.
2.2.2 e

Day 7 (Thursday, Sept 12): Symbolism of
Colour
Think/Pair/Share: What is your favourite colour?
Why is this your favourite colour?
Mind Map: How do colours play a role in our
world? What are some examples of colours that we
use as symbols? (Traffic Lights, Stop, Go, Money)
Show further examples in PowerPoint
Colour Associations- Group Activity:
Give an envelope with number of coloured cards
inside to each group. Students will open up their
envelopes and display the colours inside for the
whole group to see. Together they will work
together to create a chart that details the words,
items, and feelings that they associate with each
colour they have been given. After they have had
time to write down their conclusions, each table
group will find explain their findings while the
teacher records their answers on the board.
(Engaging prior knowledge)
Colour Associations Mini Lesson: Colors hold
significance for people around the world. Not only
do colors influence emotion, but they also hold
meaning in religion and various cultures. This
PowerPoint will discuss the symbolism associated
with many different colours. Students can follow
along on their cheat sheets distributed at the
beginning of the course.
Play YouTube Video: Dorothy Entering
Technicolour
Ask students to consider which version they
enjoyed watching more, the black and white, or the
coloured version? Why?
Mini Lesson Continued:
Day 8 (Friday, Sept 13): In the Beginning
Creation Stories Introduction:
Myths of beginnings are often called creation
myths. This type of myth tries to answer
important questions about life and the universe.
For example: How were people created? Where
did the universe come from? Different cultures
answer these questions in stories. Discuss
similar characteristics that can be found across
various creation myths.
Creation Myths: Students will read a number
of short creation myths from (Iroquois and
Mayan, as well as stories from China and India).
In pairs, students will read different creation
myths. Do they have a similar plot or structure?
Students will record information about the
structure of the myths on a chart provided to
them.
The Four Ages of Man (Greek Myth)
The Ages of Man are the stages of human
existence on the Earth according to Greek
mythology. Distribute a copy of the story for
each student to read through. I will project the
story on the board so we can read through it as a
class. Together, we will work together to
annotate important aspects of the text in order to
help students become more engaged close
readers.
- highlighting a phrase or sentence and
including a comment
- circling a word that needs defining
- posing a question when something isn’t
fully understood
- writing a short summary of a key
section
15
Day 9 (Monday, Sept 16): Oral
Storytelling and Black Foot Stories
Land Acknowledgment: Begin the class by
acknowledging that we are currently on Treaty 7
land, the traditional territory of the NIITSITABI,
NAKODA, and TSUUT’INA.
Mini Lecture:
PowerPoint presentation showing a map of Treaty
7 territory. The Blackfoot Confederacy, sometimes
referred to as the Blackfoot Nation or
Siksikaitsitapi, is comprised of three Indigenous
nations, the Kainai, Piikani and Siksika.
Introduction: Begin by asking students to briefly
pair up and share stories with one another about a
time when they learned something. After 3 min,
reconvene and ask students to share not what they
told, but how they told it. Did they use different
voices for different people? Did they use their
hands or their bodies to act out the story? Did they
use interesting words to describe the story?
Mind Map: As a class, brainstorm characteristics
of effective oral storytelling.
Because storytelling and oral tradition are such a
prominent part of the culture of the Blackfoot-
speaking Nation, explain to students that it is a
skill to be able to tell a story well. Stories and
humor are used to teach important lessons about
the world, and also to create relationships between
the storyteller and the listening audience.
Video: Play the video of Earl Willows telling the
story of The Warrior that Are the Horned Snake:
http://blackfootdigitallibrary.com/en/asset/earl-
willowstells-story-warrior-ate-horned-snake Ask
students to close their eyes and listen for 2 things
that make Earl Willows an effective storyteller.
Next, play the video of “Napi: Old Man” told in
Blackfoot. Although the students may not be
familiar with the language, ask the students to
listen and identify those same skills that make an

Show examples of colour theory from popular
culture. YouTube Video: Disney's color
psychology
Visual Literacy
Clip from the movie Up: Show the first
introduction scene from Up. Analyze the use of
colour to evoke emotion in these scenes.
Application of Colour Symbolisms association
to Archetypal Characters:
Display images of Greek gods Zeus and Hades.
Students will practice using these images to
improve close reading and visual thinking skills.
Begin with asking students to write down
everything they see in the picture. Next, have
students refer to the colour symbolism sheets
provided. Analyze the colours present, and
consider what the artist might be trying to say by
the colour choice.
 What’s going on in this picture?
 What do you see that makes you say that?
 What more can you find?
 How are the images’ subjects similar?
How are they different? What is absent in
them? What seems to be emphasized?
Students will record their observations
individually at first, and then will be asked to
further discuss in a group setting.
SLOS:
SLOS: 1.1.1 b 1.2.1 b.
2.1.1 a. 2.1.1 d
2.1.2. a. 2.1.2. b.
2.2.2 e
16
PowerPoint Presentation: Break down each effective storyteller (pacing, tone of voice,
stage of this myth into sections, and provide expression).
explanation for enhanced clarification. Continue to add to the Mind Map throughout
these activities.
Assignment: After students have identified the characteristics of
oral story telling break the class up into three
groups. Each group will read and learn one of the
following stories: “Old Man and the Beginning of
the World”, “Old Man and Old Woman” or “The
First Buffalo Stone”. Each group will have time to
read and become familiar with story. Each member
will have time to practice telling their story. They
will then take turns telling their stories to their
peers in other groups.
Creation Stories from First Nations, Métis and
Inuit Curriculum Collection at the University of
Lethbridge:
Old Man and the Beginning of the World
Old Man and Old Woman
The First Buffalo Stone
Extension Activity:
Read and Listening to Stories: Explore The
Glenbow Museum Niitsitapiisini: Our Way of Life
website. In the Traditional Stories section of the
website, there are six stories we will explore (Six
Neglected Boys, Iniskim (Buffalo Calling Stones,
Katoyissa (Blood Clot), Ksistsiikoom (Thunder),
Makoiyohsokoyi (The Wolf Trail), Napi and the
Black Birch, Napi and the Bull Berries, Napi (The
Old Man).Students will have the opportunity to
read the stories, and listen to the stories in Black
SLOS: 1.1.1 b 1.2.1 b. foot.
2.1.1 a. 2.1.1 d SLOs: SLOS: 1.1.1 b 1.2.1 b.
2.1.2. a. 2.1.2. b. 2.1.1 a. 2.1.1 d
2.2.2 e 2.1.2. a. 2.1.2. b.
2.2.2 e 4.1.4.c

Day 10 (Tuesday, Sept 17) End of
Childhood Archetype
Group Discussion- “What are some changes
that individuals can experience when they
grow from childhood to adulthood?”
Engaging Prior Knowledge (Visual):
Project an image of both a tiger and a lamb.
What types of words, emotions, and traits do
you associate with each animal?
Making Predictions: Introduce the two
poems we will be studying, “The Lamb” and
“The Tyger”. Ask students to predict what the
poem might be about based on the title alone.
Students will individually write down their
thoughts on a worksheets and share with their
group members.
TP-CASTT: After reading through each
poem, students will fill out a TP-CASTT
worksheet.
(Title, Paraphrase, Connotation,
Attitude/Tone, Shifts, Title, Theme)
“Blake published his first book of poetry,
Songs of Innocence, in 1789. The poems dealt
with lighthearted topics and celebrated images
of pastoral happiness. Five years later, he
published Songs of Experience, a book of
poems addressing the darker aspects of life.
He described his poems as creative ways of
addressing the “two contrary states of the
human soul”. “The Tyger”, which belongs to
Songs of Experience is often compared to
“The Lamb”, its counterpart from Songs of
Day 11 (Wednesday, Sept 18) End of
Childhood
Hook: As students filter into the classroom,
display a mysterious decorated box at the
front of the classroom.
Quick Write: Once class has begun and
students are seated, draw attention to the box
sitting at the front of the room. Ask the
students to write a story in their narrative
journals about what I might have placed in the
mysterious box. Encourage them to be
creative and think outside the box.
Distribute copies of Pandora by W.T.
Jewkes to students. Review the main
characters that we will be engaging with in
the story Prometheus, Zeus, Epimetheus, and
Pandora.
Have students complete a Reading For
Information Sheet before and after reading
the piece.
Read the story aloud to the class, and have
them follow along.
In Greek mythology, Pandora was the first
woman on earth. Zeus ordered Hephaestus,
the god of craftsmanship, to create her and he
did, using water and earth. The gods endowed
her with many talents; Aphrodite gave her
beauty; Apollo music; Hermes persuasion;
and so forth. Hence her name: Pandora, "all-
gifted".
17
Day 12 (Thursday, Sept 19) A Human
Year
Engaging Prior Knowledge:
Project a number of symbols on the board such
as an apple, a rose, tree, sun, forest, fire, and
water. Ask students to recall what they associate
with the symbols on the board. What is the first
word that pops into your mind when you see
that symbol?
Mini Lesson: Recognizing Literary Symbols
(Seasonal and Symbolic Archetypes) Present
different symbols that are often present in
literature. Describe their meaning and how they
are used to enhance meaning in literature.
(Winter, Spring, Summer, Fall)
Mini Lecture: The Human Year Archetype.
Describe the characteristics of The Human Year
Archetype and examples of it within literature.
Demeter and Persephone by W.T. Jewkes
(Greek myth) Distribute copies of the story for
each student, and read aloud to the class.
Persephone by Walter Wykes (Poem)
-Students will read through the poems silently to
themselves. After their initial readings, students
will revisit the poem again. This time, they will
annotate the poem and circle words or phrases
that they found particularly powerful. (What
emotions, feelings, visuals did this poem evoke
for you?)
-They will then read through the poem once
more and identify instances of strong visual
imagery and put a star next to the words or

Innocence. While “The Lamb” has a simple,
clear message of faith and hope, “The Tyger”
is more troubling, which is perhaps why it is
considered the more intriguing of the two
poems.”
Mini Lecture: The End of Childhood
Archetype. Describe characteristics of the End
of Childhood Archetype and examples of it in
literature.
It is Better to Die Forever by Chewing
Black Bones (Blackfoot Myth)- Read aloud to
the class, provide copies so that they can
follow along.
Closing Group Discussion on this Story: Do
you think this myth was comforting to the
people who told it? Why? How does it fit into
the End of Childhood Archetype?
SLOS: 1.1.1 b 1.2.1 b.
2.1.1 a. 2.1.1 d
2.1.2. a. 2.1.2. b.
2.2.2 e
18
The Myth of Pandora’s box- Ted Ed phrases. (What quote in this poem paints a
(Visual and Audio) Following the students strong picture in their minds?)
reading of the sheet, play the following video
to solidify understanding through a visual Did you find it more powerful than the
format. original story? Why or why not?
Group Discussion- Review the End of (Discuss the differences in literature. Poems vs
Childhood Archetype. How does the story we Story. What is the purpose of each?)
read fit into this archetype?
Before students leave at the end of the day,
reveal what you have placed in the box to
them.
(Extension Activity for the End of .
Childhood Archetype)
Introduce the story we will be working
with: Review the setting and the main players
in the story, Athene and Arachne.
The Myth of Arachne- Ted Ed Video (Visual
and Audio) Following the students reading of
the sheet, play the following video to solidify
understanding through a visual format.
Distribute copies of Athene and Arachne by
W.T. Jewkes to the students.
Quick write Activity: This myth is an SLOS:
imaginative explanation of the origin of the 1.1.1 b
spider. Write a story about the origin of some 1.2.1 b.
other animal who was once a human being. 2.1.1 a.
What kind of person was the creature at first?
2.1.1 d
Why was she/he transformed?
SLOS: 1.1.1 b 1.2.1 b. 2.1.2. a.
2.1.1 a. 2.1.1 d 2.1.2. b.
2.1.2. a. 2.1.2. b. 2.2.2 e
2.2.2 e

Day 13 (Friday, Sept 20):
Readers Theatre
Readers Theatre Warm Up: Students will work
to move all of the desks to the side of the room to
create a large and wide open space in the middle of
the classroom to work in. Before diving into our
Readers Theatre activity, students will engage in a
series of warm ups to relax and loosen up.
Stretching
Walk around the room like... someone is
following you, you just won the lottery, the floor is
lava etc.
Charades- Students will partner up and be given
slips of paper. Each piece of paper will have a
sentence on it. The first student will act out what is
on their piece of paper silently, and try to have the
other guess what they were saying.
Chaos Drama- Each member of the class draws a
card that gives directions for an odd eccentric
activity that the student must perform on their own
repeatedly.
Each student will be focused on themselves, and
displaying equally bizarre behaviour. This might
help make students feel more liberated and
comfortable.
Readers Theatre Activity:
Introduce students to the structure of reader’s
theatre. Set up the chairs at the front of the
classroom, and show students how to properly
walk in and sit down. Explain to the group that
they will be each representing a character in the
story they are assigned.
Students will be broken up into groups, and assign
themselves roles in the script they have been
given.
Day 14 (Monday, Sept 23):
Final Assignment Work Period
Recap of Learning
Think/Pair/Share: With a partner, I would like you
to recap what you have learned in this unit. What
were the major themes that you took away from
this unit? Each pair will have a chance to share
their thoughts with the class.
Mind Map: Write some of the major points
students bring up on the board as a visual reminder
of what we have learned together.
Final Assignment: Introduce the final assignment
to the students. Hand out a physical copy of the
assignment description and marking rubric to each
student. Project this up on the board, and work
through the criteria and rubric together to ensure
students know what is expected of them.
Final Assignment Description:
- Character Analysis Assignment:
Throughout the course of this unit,
students have been analyzing various
different archetypes that have been used
in literature throughout space and time.
For their final assessment in this unit,
students will be asked to create a
Character Analysis on a character of their
choice in the form of a Wanted Poster.
This assignment will be broken up into
two parts, the Wanted Poster (a drawn or
pasted picture of the character) which
includes the character’s name, the
film/book/ story which they are from.
- The second part is a written component
underneath that describes how the
character fits the chosen archetype.
19
Day 15 (Tuesday, Sept 24)
Final Assignment Work Period/ Heritage
Fair
Think/Pair/Share: Share your ideas for
your final assignment with a partner. Take
two minutes to explain your project, and
bounce ideas off each other.
Work Period: Students will use the
remainder of the class to begin working
on their projects.
(Can be moved to the beginning of next
class if students need more time)
Heritage Fair Component: This
component of the assignment will be used
as an extension activity to further
learning, and allow students to showcase
their work with the class. On the final day
of class, students will bring their projects
to class with them. We will take roughly
20-30 minutes to participate in a Heritage
Fair Activity. Students will hang up their
posters around the room for everyone to
see. They will be divided into two large
groups. The first group will be responsible
for presenting their posters and chosen
character/archetype, while the second
group will walk around and view the
posters (Asking questions, and interacting
with the creators of the posters). After a
certain amount of time has passed, the
roles will be switched. This activity will
 20

Students will have a certain allotted amount of Details provided should support your choice, and allow students the opportunity to share
time to practice before they are asked to present go beyond the basic. The character analysis should and present their work, and be exposed to
their skit to the class. explain the character archetype thoroughly so that
if the reader does not know the story they can still
a number of different characters and
Readers Theatre Scripts: understand how the character is an example of the archetypes their classmates have chosen.
Hades and Persephone archetype.
Orpheus and Eurydice
Narcissus and Echo Work Period: Students will use the remainder of
The Tale of Perseus the class to begin working on their projects.
The Story of Atlanta, the Female Warrior
The Winged Horse

This will give students an opportunity to interact

with a number of stories in an interactive way that
improves their oral reading skills. This process
will improve their reading fluency through oral
reinforcement and will most definitely increase
their comprehension of the course material. If a
student can make a reading entertaining, through
the use of a funny accent or personal wit, then they
are furthering the goal of education by helping the SLOS: SLOS:
teacher capture the students’ interest. Reader’s 1.1.1 b 1.1.1 b
Theater is a great way to give readers confidence 1.2.1 b 1.2.1 b
in their own abilities. 2.1.1 a. 2.1.1 a.
2.1.2. b. 2.1.2. b.
2.1.2. d. 2.1.2. d.
2.2.2 e 2.2.2 e
4.1.3 a 4.1.3 a
SLOS: 4.1.4.c 4.1.4c
5.1.3 a. 5.1.3 a. 5.1.3 a.
2.1.1 a
2.1.2. d
4.1.4.c
 21

Unit Assessment Plan

Quick TP-CASTT/ Character Heritage

Think, Pair, Readers
Learning Title Exit Slips Write KWL Chart Reading for Analysis Fair
Share Theatre
Journal Information/ Assignment
Outcomes Questioning

Type Formative Formative Formative Formative Formative Formative Summative Summative

(Formative/Summative)

Weighting 0% 0% 0% 0% 0% 0% 100% 0%
1.1.1 b. form tentative understandings,
interpretations and positions on ideas and
issues communicated in literature and
other texts by expressing own ✓ ✓ ✓
explorations and considering others’ ✓
explorations

1.2.1 b. identify own ideas, perspectives and

interpretations and evaluate them for depth of
explanation, evidence or support; and consider
the ideas, perspectives and interpretations of ✓ ✓ ✓ ✓
others to broaden own understandings when
exploring and responding to texts

2.1.1 a. identify a variety of different kinds of

texts, audiences and purposes for creating texts
[for example, purposes could include to
inform, persuade, entertain or inspire; the ✓ ✓ ✓ ✓ ✓
purpose of a print advertisement is to sell a
product]

2.1.1 d. identify the impact that personal

context—experience, prior knowledge—
has on constructing meaning from a text ✓ ✓ ✓
 22

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 ✓   ✓  ✓

2.1.2. d. describe the personality traits,

motivations, attitudes, values and
relationships of characters
developed/persons presented in literature ✓
and other texts; and identify how the use ✓ ✓  ✓ ✓ ✓
of archetypes adds to an appreciation of
text

2.2.2 e. recognize the use of motif and

✓
symbol in print and nonprint texts ✓   ✓ ✓ ✓

4.1.3 a. take ownership of text creation,

by selecting or crafting a topic, concept or
idea that is personally meaningful and ✓  ✓
engaging

4.1.4. c. develop and deliver oral, visual

and multimedia presentations, using voice
production factors [such as volume, tone
and stress], nonverbal factors [such as
 ✓ ✓ ✓ ✓
gestures, posture, distance and eye
contact] and visual production factors
 23

[such as colour and contrast] appropriate

to purpose, audience and situation

5.1.3 a. use language and image to honour

own and others’ accomplishments [for
example, celebrate together when ✓
classmates have accomplished a particular
task or produced, published or presented a   ✓ ✓
particular text; or celebrate the
completion of a portfolio with family and
friends by holding a “portfolio launch”]
 24

Assessment Tool Overview

Assessme Assessme Assessme

Assessment Tool Brief Description nt FOR nt AS nt OF
Learning Learning Learning
The Exit Slip activity is a strategy that can
be delivered towards the end of the lesson to
assess your students understanding of the
material delivered within the lesson. The
teacher provides the students with one or
two questions at the end of class regarding
Exit Slips ✓ ✓
what they learned, or any remaining
questions they may have. The students are to
fill out a written responses on the piece of
paper, or “Exit Slip”, provided to them for
the teacher to collect at the door as they
leave at the end of class.
Students will actively write in their quick
write journals throughout the course based
on a number of prompts they are given to get
Quick Write Journal them thinking about the material we will be ✓ ✓
exploring These quick write journals serve
as a low stakes way for students to practice
writing and putting their thoughts on paper.
Throughout the unit students will be given a
number of opportunities to formatively
TP-CASTT/
analyze text and text meaning. Through the
Reading for form of TP-CASTT forms, Reading for
Information/ Information Sheets, and Questioning, ✓ ✓
Questioning students will be able to analyze literature on
a deeper level by forming and answering
questions, making predictions, and close
reading.
Students will complete a KWL chart prior to
their lesson on Greek Mythology to become
familiar with the context of the works we
KWL Chart will be studying. The KWL chart is a ✓ ✓
graphic organizer strategy that helps students
organize their learning and understanding of
new material. The KWL chart is divided into
three sections titled, “What I Know”, “What
 25

I Want to Know”, and “What I Have

Learned”. Students are to fill in the first two
sections of the chart before the lesson
begins, allowing them to brainstorm their
prior knowledge of the subject. After the
lesson has been completed, students will go
back and fill in the final section of the
charts. This creates a visual representation of
the learning that has taken place throughout
the lesson; where they began with the
material, and what they have learned.
Students will be given questions or talking
prompts within class to discuss with their
Think Pair Share ✓ ✓
tables, then be given the opportunity to share
their ideas with the class.
Throughout the course of this unit, students
have been analyzing various different
archetypes that have been used in literature
throughout space and time. For their final
assessment in this unit, students will be
asked to create a Character Analysis on a
character of their choice in the form of a
Wanted Poster. This assignment will be
broken up into two parts, the Wanted Poster
(a drawn or pasted picture of the character)
which includes the character’s name, the
Character Analysis
film/book/ story which they are from. ✓ ✓
Assignment
The second part is a written component
underneath that describes how the character
fits the chosen archetype.
Details provided should support your choice,
and go beyond the basic. The character
analysis should explain the character
archetype thoroughly so that if the reader
does not know the story they can still
understand how the character is an example
of the archetype.
 26

This component of the final assignment will

be used as an extension activity to further
learning, and allow students to showcase
their work with the class. On the final day of
class, students will bring their projects to
class with them. We will take roughly 20-30
minutes to participate in a Heritage Fair
Activity. Students will hang up their posters
around the room for everyone to see. They
will be divided into two large groups. The
Heritage Fair first group will be responsible for presenting ✓ ✓
their posters and chosen character/archetype,
while the second group will walk around and
view the posters (Asking questions, and
interacting with the creators of the posters).
After a certain amount of time has passed,
the roles will be switched. This activity will
allow students the opportunity to share and
present their work, and be exposed to a
number of different characters and
archetypes their classmates have chosen
Students will participate in a reader’s theatre
day in which they will work closely with a
number of scripts recounting the myths from
Greek Mythology. This will give students an
opportunity to interact with a number of
stories in an interactive way that improves
their oral reading skills. This process will
improve their reading fluency through oral
reinforcement and will most definitely
Readers Theatre increase their comprehension of the course ✓ ✓
material. If a student can make a reading
entertaining, through the use of a funny
accent or personal wit, then they are
furthering the goal of education by helping
the teacher capture the students’
interest. Reader’s Theater is a great way to
give readers confidence in their own
abilities.