An acceptable response will be any answer that is supported by facts and reveals that the student is thinking about the story. Most prompts in the worksheet have no single correct answer. These notes will assist teachers in leading class discussions and evaluating student responses to written assignments. NOTES ON RESPONSES TO WORKSHEET PROMPTS FOR “THE WIZARD OF OZ” However, before either of them could complete their journey, these inner strengths had to be developed and tested. Dorothy had her strength of character, symbolized by the ruby slippers. Luke had “the Force” which ran strong and deep within him. Both Dorothy and Luke triumph because of the inner force of their characters which they carried with them from the beginning. They both go through many ordeals and eventually gain their reward. Dorothy meets Glinda, her three friends, and later the Wizard. They both find helpful and protective figures. Her journey is to return home, and Luke’s journey is to find his father (although he doesn’t know it at the time). Similarities include: Both Dorothy and Luke are separated from their home and must undertake a journey. Then ask students to compare Dorothy’s efforts to return home to the story Luke Skywalker in Star Wars. One option in lieu of the pre-viewing discussion described above is to have the class, as homework, watch the first Star Wars movie if they are not familiar with it. Upon completing the movie and the post-viewing discussion, students can be asked to respond to the questions in the worksheet, individually or in groups. A full explication of the Hero’s Journey paradigm in the movie can wait until after the film has been shown. If most students have already seen the movie, TWM suggests permitting limited discussion about how the stages of the Journey and the archetypes become manifest in the film. This will enable students to refer to the worksheet or make notes while watching. TWM recommends that before the film is shown, teachers present to the class, the information in TWM’s Stages and Archetypes of the Hero’s Journey - Introducing the Monomyth.ĭistribute TWM’s Hero’s Journey Worksheet and review the questions with the class before showing the film. USING THE “WIZARD OF OZ” IN THE ELA CLASSROOM In addition, by completing one or more of the suggested assignments, students will employ and perfect the writing skills required by the ELA curriculum. Students will describe the stages and archetypes of the Hero’s Journey in a story in which the heroine attains personal growth while on her quest. By understanding the elements of the Monomyth, students will be better prepared to identify the protagonist, antagonist, conflict, theme, and symbol in fictional stories, whether on film or in books. Viewing stories involving successful quests in different contexts will expand and deepen students’ understanding of the role of the Hero’s Journey in fiction and in life. The Monomyth is worth studying because it is a basic paradigm of human experience that is frequently used in written stories, drama, and film. Students will have an extra quantum of interest in applying the concept of the Hero’s Journey and performing related ELA assignments with respect to a perennially popular film. Stories told on screens are the literature of today’s youth. FICTION (SOAPS, DRAMAS, AND REALITY/SURVIVAL SHOW).
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