State Standards Met

For Hero's Journey Text Set

State of Alabama Curriculum Standards Met, Ninth Grade

1.) Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials.

Examples: plot--exposition, conflict, rising action, climax, falling action, denouement

• Reading predominantly world literature

2.) Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres.


- language--Standard English usage versus dialect, length and complexity of sentences, diction

- literary elements and devices--flashback, personification

• Interpreting symbolism and other figurative language

• Recognizing foreshadowing to anticipate events

• Making inferences about characters and their motives

• Determining effectiveness of diction

• Recognizing use of analogy

4.) Identify literary components that contribute to authors' styles.

Examples: length and complexity of sentences, diction, Standard English usage versus dialect


My text set satisfies Alabama State Curriculum Standards 9.1, 9.2, and 9.4. Through discussing each novel in either small groups or whole class, we will discuss each literary element as it relates to the text itself and also to the idea of the Hero's Journey. We will also examine as a class how the authors' use of these techniques affects the message of the text: Is it helped or hindered? How could the author have conveyed his/her ideas better? (9.1, 9.2) We will talk about what was going in history at the time each work was written and discuss history's relevance to reading the texts. Was there a societal need for a hero such as this? Did the author create this hero to be a beacon or a lampoon? What benefit can we as readers take from this text? (9.4)