Done

I am done with proyecto numero tres.  

Lesson Plan

Title: Knowing Your Body

Concept: Students will be taught a short lesson on anatomy and the importance of knowing about their bodies in order to maintain health.  

Standards Addressed:  

-knows names of body parts. (HE.A.1.1.1)

-understands positive health behaviors that enhance wellness. (HE.A.1.1.2)

-knows and practices good personal health habits. (HE.B.1.1.1)

General Goals:

I want to show the students easy ways to keep healthy and make them understand how important health is.

Specific Objectives:

To understand anatomy and have greater understanding of their bodies as well as understanding what promotes health and what is unhealthy.

Required Materials:

Picture of the human body, with major organs labeled

Picture of the human body, with major muscles labeled

Anticipatory Set (lead-in):

The students will be asked to tell about their bodies and which parts of their bodies they feel they use the most.  This will engage them in the topic. 

Step-By-Step Procedures:

The teacher will start off by asking the students what they know about their bodies and showing that perhaps there is a lot they could learn.  The teacher will then show the pictures of the human body and ask the class which parts they think are most important and why.  This will lead into an explanation of the major organs and muscles and their functions.  Then the teacher will explain how important it is to keep healthy and know about your body in order to respect yourself.  The lesson will end with the teacher leading the students in a short yoga class.  This ill involve simple stretching, and will provide a simple way for the students to help their bodies.  Flexibility is one very important part of health.

Plan for Independent Practice:  For homework, students will be given a picture of a human body with the major muscles and organs and they will have to label certain parts that will have blank lines pointing to them.

Closure:

Students will be asked if they still value the same parts of their body most that they did before and also the stretching will tie everything together.

Assessment based on objectives:

The students will have to once again label the human body picture but this time it will be in class from memory (this will be two days later).

Adaptations (for students with learning disabilities):

The students with disabilities will color the human body rather than labeling.  They will not take the quiz.  If they have physical disabilities they will only do the stretches they are capable of.

Extensions (for gifted students):

Gifted students will have an extended assignment on the functions of the heart and how other organs benefit from a healthy heart.

Possible Connections to Other Subjects:

Science because of the anatomy lesson, P.E. because of the yoga.

Timed Writing

In Campbell’s The Hero With A Thousand Faces, he presents many different steps that a hero must take in order to complete their journey.  Vogler also discusses this in a similar sequence.  All of the steps in the hero’s journey are important in shaping who the hero is and can be seen in journeys that we take, journeys we help others with, and journeys we read about or watch.  The hero’s journey is split into three main sections, each of which contains many sub-sections.  Campbell describes each of these parts of the hero’s journey by dividing them into the departure, the initiation, and the return, and then breaking these three main parts of the journey into more specific events.

            The first part of the hero’s journey is the departure.  During this stage, the hero receives a call to adventure.  The call can be in the form of a blunder, which is when the hero in some way falls into an unknown world.  Also, the call involves a herald, which is the first of many figures the hero comes in contact with on the journey.  The herald calls the hero toward the adventure.  At this point in the hero has outgrown their familiar life and is ready to be transformed by their journey (though they may not know it).  Often times, as Campbell points out, the hero will refuse the call before beginning the adventure.  This is when the hero is hesitant to leave their familiar world.  However, the hero is able to overcome this doubt.  This can happen with the help of supernatural aid.  Campbell discusses this figure that aids the hero as a mentor.  As Campbell explains, this figure provides the hero with “amulets against the dragon forces he is about to pass” (69).  In other words, this figure helps the adventurer get through their hardships.  The departure is then closed out after the hero crosses the first threshold and enters what Campbell refers to as the “belly of the whale.”  The first threshold is the first conflict that the hero overcomes, when the hero goes from familiar to unfamiliar.  The belly of the whale is the unfamiliar world.  The hero is then ready to enter into the next major stage of the journey.

            The second part of the hero’s journey is the initiation.  During the initiation, the hero must survive a succession of trials in the new, unfamiliar world they have entered into.  This is called the road of trials.  During the road of trials, the hero encounters figures that play important roles in their journey.  One figure is the goddess figure, or the woman as temptress.  Both of these figures are feminine figures that represent different trials for the hero.  The goddess can provide help and be like a mother, while the temptress is more of an obstacle representing any temptations the hero must deal with on their journey.  Also, the hero has to achieve atonement with the father.  This masculine father figure stands in the hero’s way and Campbell compares this figure to an ogre.  Bu achieving atonement, the hero can reach success and move past this ogre.  Then the figure reaches apotheosis, which is when the hero has everything they need.  This is the high point.  The hero has everything he/she needs to overcome the ogre.  This part of the journey ends with the ultimate boon.  The hero has overcome the ogre and now has an understanding about the journey, which is the ultimate boon.

            The last part of the journey is when the hero returns home.  Vogler describes the journey as a circle, and the road back home is the second half, or the upward climb back to the starting point.  This hero has found an elixir and now can bring this back home with them.  This is essential because the point of the journey all rests in this section.    The section includes a resurrection as well as a purging of emotion in this section.  The hero takes their newfound knowledge and applies it to life. 

            One story that relates to Campbell’s hero’s Journey is A Good Man is Hard to Find.  This story is about a grandmother who goes on a journey both literally and emotionally.  She goes on a road trip with her family.  In the story, she expresses hesitance to go on the trip, which represents the refusal of the call.  Also, once the trip begins, we see her face trials as they break down on the side of the road and are all killed by a convict.  She becomes connected with God, because she is a religious person.  This story closely follows the hero’s journey.  Another story is The Metamorphosis.  This story also follows the hero’s journey.  The main character is transforms into a cockroach.  This story most heavily represents the transformation and entrance into an unknown world, and as the hero deals with this, we see how they go through certain steps of Campbell’s hero’s journey.  I would argue that both of these stories closely follow the path, though they may be missing certain small parts.

            The hero’s journey also can be related to everyday things like my completion of Project Three.  The call to adventure was when the project was assigned.  I was not looking forward to the project, which represents hesitation.  However, once I began to look for organizations, I found I was excited to write to them and have my voice heard.  This is when I entered into the initiation.  Finding the organizations was what brought me to the road of trials, which would be to write the organizations and effectively tell them how I felt about the issues.  I became passionate about the issues regarding the sex industry and wanted to make sure I could convince others that what I felt was important.  Though I have not completed the journey of Project Three, I am not in the return phase because I am constructing a lesson plan relating to the issue I have been working with.,  This is very representative of the return home because it is the last part of Project Three and I will be taking my knowledge (which is like the elixir) and giving it to others (the fifth grade students).  Clearly, my Project Three has been one separate journey for me that is intertwined in the many journeys of my life.  Every small mart of our lives can be tied in to the hero’s journey, which shows that connections always exist.  Campbell and Vogler are very accurate in their analysis of the hero’s journey.  

Letters...

I mailed three of my letters, and did not e-mail any.

Annotative Bibliographies

Pembrey, Graham. "HIV Prevention and Sex Workers." AVERT.org. 4 April, 2008. AVERT. 6 May 2008 .

This web site discusses what factors put sex workers at risk and how sex work contributes to AIDS and HIV.  It is concerned with sex workers and also with averting the spread of AIDS and HIV.  The site proposes certain practices that can help prevent the transmission of sexually transmitted diseases by sex workers.  Graham suggests condom use as one solution.  Other solutions are increased involvement in controlling their working conditions and a reduction of sexually transmitted diseases among sex workers.  The site gives examples of successful prevention programs.  A few of these include a condom program in Thailand, the sonagachi program in India, and reducing stigma in Brazil.  Pembrey then talks about barriers to HIV prevention among sex workers and also talks about the debate of legalizing sex work and suggests a way to help the issues.  

Hunter, A.. "Respect Sex Workers." Network of Sex Work Projects. 17 December, 2005. NSWP. 6 May 2008  .

This site is promoting the organization that unites sex work projects, called Network of Sex Work Projects.  It is mostly talking about the International Day to End Violence Against Sex Workers.  This is a day when sex-worker organizations in different parts of the world organize different activities to commemorate the sex workers who have been abused and/or killed, and urge the public to respect sex workers' human rights.  It talks about violence faced by sex workers and how this day is dedicated to bringing awareness to the issue and trying to put an end to the violence.

Ekberg, Gunilla. "The Swedish Law That Prohibits the Purchase of Sexual Services." Prostitution Research. Swedish Law Devision of Gender Equality. 6 May 2008 .

This web page describes the Swedish Law that Prohibits Prostitution.  It includes details for why this law was passed and also talks about issues of sex trafficking.  The cite discusses principals behind the law and details about the law.  Reinforcement of the law was costly.  The cite also gives details about the number of prostitutes in Sweden and other information of this nature.