Ninth Grade English

Instructor: Tim Helfrich

Curriculum Map, Class Page

In 9th grade English we focus on early World Literature. Starting with the pre-Biblical work The Epic of Gilgamesh, students begin to explore the concept of myth and the role of the hero. We further our discussion of these concepts as we read The Odyssey, Siddhartha, Beowulf, and The Alchemist . Why do we tell stories? What do myths and heroes tell us about the civilizations that they emerge from? What is the role of myth and hero in our present society? What defines a hero? Are we each, in some way, a hero?

Students also look at a diverse set of early religious writing (Genesis, Rg Veda, Tao Te Ching, Quran), looking at ways in which these texts shaped early civilization, express an understanding of the universe, and reveal cultural identity. We engage in comparative analysis of these works, identifying differences as well as similarities.

Later in the year, we turn to Romeo and Juliet, and engage in an in-depth study of Shakespeare, the form of the Shakespearean tragedy, and the Renaissance Period in general. What are the characteristics of a tragic hero? How do the virtues of a tragic hero differ from those of the archetypal heroes in the earlier myths? What does this suggest about a more modern world? As a conclusion to the Shakespeare unit, the students will perform an abridged version of the original text.

Lastly, we will read Zora Neale Hurston's Their Eyes Were Watching God. In this modern American novel, we will encounter a very different heroin than those in earlier myths. However, as we look at this novel and reflect on the year's reading we will shape a deep understanding of literary archetypes: most specifically, the hero's journey. We will define this archetype and apply it to each of the texts we have read. We will also share and write about other examples of this archetype in film, comics, and novels.

Throughout the year, students are challenged to achieve sophistication in their analysis, clarity in their writing, and organization in their construction of an argument.