scott pilgrim lesson plan

Awesome lesson plan from Georgette.  Well organized, concise, clearly integrated into an entire course.  I love the handouts!

Scott Pilgrim Lesson Plan

Georgette Eva
Grade: 10th
Class: World Literature Class
Time Frame: 90 minute classes

 

Lesson Objectives:

  • Students will read and discuss basic mythologies in concordance with Scott Pilgrim
  • Students will identify characteristics common in mythological heroes
  • Students will develop an understanding of the epic story and will examine several examples from different cultures
  • Previous work with other literature in introductory mythology will prepare the students to this section of the course
  • Method of teaching is to provide a variety of work styles from group to individual activities, class discussion, and lecture to enhance learning.
  • As far as technology, small movie clips, power points, and website links will be used.
  • Materials for other activities include:
    • Students will have read Scott Pilgrim’s Precious Little Life Vol. 1 prior to the lesson.
    • Journals for warm-ups
    • Art Supplies such as paper, scissors, glue, and colored pencils

Day 1

 

Timing Procedures Talking points, Questions, Notes
15 mins Journal: What were their impressions of reading a graphic novel?  What were their first impressions of reading Scott Pilgrim?Lead-in Discussion: the use of graphic novels opposed to reading a traditional novel. Oral responses from students on impressions, opinions, general notions of the novel.Prior to this section, have students had any exposure to graphic novels?  How did it affect their reading? 
20 mins Summary Lecture on the tradition of the epic. Emphasis on oral tradition, artwork, and other methods of relating these stories in a variety of media.Characteristics of the epic poem.Summary and/or review of The Iliad and The Epic of Gilgamesh, The Odyssey(by this point the students would have read extracts from Gilgamesh and The Iliad)

 

30 mins Film viewing of Scott Pilgrim vs. the World. Have students take notes on striking characteristics of the story arguing either it is an epic or it isn’t and why.How does it compare to the graphic novel?
20 mins Group Activity: discuss the characteristics of the epic from the film, or characteristics that differ from an epic.Hand out project description for creating your own epic. Groups will be the same throughout the week, as the students develop their own take on the epic tradition.

 


Name: _______________________________________  Class Period: ______________

Creating An Epic

Objective: This unit on epics and Scott Pilgrim will take this opportunity to create their own epic, utilizing the characteristics from the film and Volume 1 of the graphic novel.

Requirements: Groups will need to work together in order to complete a

  • An original epic following key characteristics of the ones we discussed in lecture
  • 10-minute presentation of the original epic
  • utilize all group members in presentation
  • utilize a unique medium in which to relate the epic (ie: play, powerpoint, story, drawing, puppets, interpretive dance, handclap games, double-dutch, any medium) and a justification or explanation as to why that chosen medium

 

Directions: Students will have class time for this and the option of working outside of class.  Students will also be responsible over other tools needed though discussion with the teacher can help provide them with the resources they may need.  The teacher will provide art supplies from poster board, construction paper, glue, scissors, markers, tape for all groups to use.

Day 2

Timing Procedures Talking points, Questions, Notes
15 mins What are the benefits of communicating a story with images (in this case, film or comics) rather than just text?

Small discussion of the process of the effect of the graphic novel and the movie to relate the story, how our imagination fills in the gap, how these stories relate years later, and how the images serve the more by allowing the reader to assume the protagonist’s role.  How does this work in the pottery shown last class?

 35 minsStudents take notes on lecture on the mythological hero, epic hero cycle, and looks at examples from & Hercules, Gilgamesh, Achilles

Power Point on traditional characteristics of a mythic hero (birth, prophesy, demi-god status, flaws.  More from http://tatsbox.com/hero/)

) and hero’s journey.

Points on imagery of mythic heroes on pottery and Greek art, very similar to the use of graphic novel images to describe Scott’s own life.  Many found here: http://www.perseus.tufts.edu/Herakles/labors.html

Points on Hercules and the 12 Labors.

Have copies of the photos of the pottery go around as well.  Any images from the graphic novel similar to the images that could be portrayed on the pottery? What sort of medium would they use for their project?

40 minsContinued film viewing Scott Pilgrim vs. the World

 

Each student gets a blank chart of hero’s journey to formulate with movie as they watch.

 Students take notes of Scott’s characteristics as a hero.  What does he do that makes him a good hero?  What does he do that makes him flawed?

What parallels do the students see? Or don’t see?

Name: ________________________________  Class Period: ______________________

Scott Pilgrim Viewing Sheet

Directions: Fill out as much of the Hero’s Journey circle as possible.  Think about as many parallels you can.  If you can’t find one, make note as to why it doesn’t fit.

Screen Shot 2013-07-22 at 2.43.11 PM

Day 3

 

Timing Procedures Talking points, Questions, Notes
15 mins Journal: What epics or mythic heroes do we have now?  What medium is used to communicate it?  Why so?

The tradition of epics and heroes continues today.  Like the graphic novel of Scott’s adventures, there’s ancient artwork on pottery, Renaissance paintings of past heroes, etc.

Having students think about the different media outlets, they consider why these different media outlets would need to be necessary to relate these stories.

 40 minsFinal viewing of Scott Pilgrim vs. the World

Comparison of hero’s journeys and classroom discussion of the hero’s journey chart with Scott Pilgrim.

35 minsGroup discussions of the hero’s journey with Scott Pilgrim & working on project.What differences are there?  What characters fill certain archetypical roles?

What roles do they see to be important?  What characters will they need to create a proper epic?

Share heroes created from journal for group project.

*Reminder that project is due on Day 5 & working outside the classroom is optional if necessary

 


Day 4

 

Timing Procedures Talking points, Questions, Notes
15 mins Journal Activity: Without considering the epic hero cycle, what is your definition of a hero?  What sort of cycle do you see creating a hero?  Compare.

Quote for journal: “Heroes are necessary in order to enable the citizens to find their own ideals, courage and wisdom in the society. The hero carries our hopes, our aspirations, our ideals, our beliefs. In the deepest sense the hero is created by us; he or she is born collectively as our own myth. This is what makes heroism so important: it reflects our own sense of identity and from this our own heroism is molded” – Rollo May

Students relay what they see an epic hero can be, what characteristics are important.20 minsResidual class discussion on Scott Pilgrim vs. the World.

Have large blank hero’s journey chart on board to fill out with discussion.Is Scott Pilgrim really an epic hero?

Is his journey an epic?

What roles do the other characters play?55 minsIn groups, students will create their own epic stories.

From looking at the moral, the hero, the journey, and the medium, students will take this opportunity to showcase their understanding of the material.Go over group projects, which will be completed in class.

Grading will look at the handling of the characteristics of the epic, the hero’s journey chart, and the medium in which they decide to convey their story.

Suggest several ways in which they can relate these stories (plays, power point, oral story, graphic novel, etc.)

Students will work as groups to formulate their understanding of the epic and the hero’s journey.  Using Scott Pilgrim as an inspiration, they can see how flexible the form is.

*Reminder that project is due on Day 5 & working outside the classroom is optional if necessary


Day 5

 

Timing Procedures Talking points, Questions, Notes
30 mins Group Activity: back in groups, finalize presentations of epics and heroes.

Help students with the variety of media they are attempting to use.

Check on groups to ensure that all points of the grading will be addressed.50 minsGroup Presentations.In viewing epics and mythic heroes in several stories and different media, students can see the way the tradition of epics still continue today.10 minsFinal Discussions over epics and class projects.Students evaluate characteristics looked at in epics and see what aspects of fellow students’ work had these.

What they had difficulty with?  What did they find most interesting?

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