Our 8th grade students recently completed an exciting writing assignment from their English teacher, Sundee Frazier, in which they created “Epic Stories,” following the Hero’s Journey archetype. In this process, students were challenged to craft complex, original protagonists who would navigate a story filled with clear conflict, vivid details, and a compelling narrative structure.
Students began by establishing a strong point of view, setting, and conflict to engage their readers, and then crafted a dynamic plot based on the three main stages of the Hero’s Journey: Departure, Initiation, and Return. Each student’s narrative included key elements like the Call to Adventure, Road of Trials, and the Ultimate Boon, which helped ensure meaningful character development. Using the narrative structure of a Hero’s Journey helps our writers take their protagonist through a transformative process, guiding them from an ordinary world into a realm of challenge and growth, and then back again, often changed in some significant way.
Throughout the process, students were encouraged to use engaging dialogue, imagery, and detailed descriptions to bring their stories to life, creating a captivating plot that built toward a thoughtful resolution connected to the theme of their work.
With a goal of 1,000- to 2,000-word stories, the focus was on quality over quantity. Students were encouraged to refine their narratives, hone in on the most essential scenes, and carefully craft a resolution that felt satisfying and meaningful.
In the end, the students produced impressive works that demonstrated both their creativity and understanding of the Hero’s Journey. Through this process, they not only honed their writing skills but also deepened their ability to analyze narrative structure and create compelling, multidimensional characters.
To wrap up the project, Ms. Frazier provided students with a unique opportunity to share their finished stories verbally in a creative and engaging way. Gathering in a circle around a “fire pit”—a box adorned with twinkling Christmas lights—students took turns reading their stories aloud to the group. To bring their narratives to life even further, they assigned roles from their stories to fellow students, allowing each character’s voice to be heard in dialogue. This not only enriched the storytelling experience but also helped to deepen the connection between the writers and their peers, making the stories feel even more personal and vivid. As each student shared, the circle became a space of collaboration and celebration, where the written words truly came to life through performance.
This storytelling experience also ties into a recent highlight for Ms. Frazier, who was quoted in an article about oral storytelling in Puget Sound schools, published this month in SeattlesChild.com. The article explores how schools in the region are fostering creative expression and oral storytelling as vital skills for students. By incorporating this oral storytelling element into the students’ Hero’s Journey assignment, Ms. Frazier not only enriched their understanding of narrative but also aligned with the growing emphasis on verbal communication and performance in local education. This recognition in SeattlesChild underscores the importance of connecting written and spoken word to help students engage with stories in dynamic, meaningful ways.
Read more at SeattlesChild.com.
