From The Odyssey to Chicken Run: Lakota West Freshmen Discover the Hero’s Journey

What does Homer’s ancient Greek poem The Odyssey and the animated movie Chicken Run have in common? What about Wicked or Wicked for Good? 

If you ask any West Freshman School student in Ashley Murphy’s English Language Arts class, they’ll tell you it’s the hero’s journey.

Making Big Ideas Click

Murphy’s students have learned that stories separated by centuries often follow the same path. To help students understand the complex themes in The Odyssey, Murphy introduces them first through stories they already know and love.

“I believe it’s important to find ways of introducing these concepts that meet students where they are,” Murphy said. “They may not yet have the academic language for it, but they are familiar with storytelling patterns like The Hero’s Journey.” 

By analyzing a familiar movie before reading a challenging text, students gain confidence and a clear framework for understanding deeper meaning. 

“Tracking this…narrative pattern in a film they already know and love allows (students) to understand (it) in an exciting and accessible way before encountering it in a more complex text,” Murphy explained. 

Every Hero Has a Road Map

Murphy’s approach is inspired by her own experience with a similar project before reading The Hobbit as a student. By the time her class begins The Odyssey, students know how to look beyond the plot.

This project teaches students how to recognize storytelling patterns and understand how struggle and growth shape a hero’s identity. Students analyze a modern movie using the hero’s journey, a storytelling structure identified by mythologist Joseph Campbell and found across cultures and time.

“We see these archetypes all the time without even realizing it,” Murphy said. “They show up in myths, religion, fairy tales, fables, movies.” 

Different Movies, Same Journey

To spark ideas, Murphy provides students with a list of possible movies. 

“My students are always surprised at the list of films to choose from,” she said. “Initially, they can’t understand how a movie like Star Wars can have the same narrative pattern as a movie like Elf, but through working on their own project and listening to others’, they discover that many stories are universal. The details might change, but the structure doesn’t.”

By the time the class begins The Odyssey, students are more confident in their ability.

“They focus less on ‘What’s happening?’, and more on ‘Why is this happening?’” Murphy said. “That shift into deeper-level thinking is crucial for students as they transition into tenth grade and beyond, and this project helps them get there in a natural, manageable and engaging way.”

Elphaba’s Path to Power

Freshmen Addie Lewellen and Ania Stoker partnered to analyze Elphaba’s journey in Wicked and Wicked for Good. 

“Elphaba’s story followed the hero’s journey,” Stoker said, noting step four, meeting the mentor.

“(Elphaba) didn’t know who she was, but Madame Morrible showed her what she could become,” Lewellen added. “Elphaba would never have used her power if it wasn’t for Madame Morrible.” 

Rather than summarizing the plot, the students explained how Elphaba’s experiences connect to the essential question, “How do we learn who we truly are?” They examined the challenges she faced, the decisions she made and how those moments shaped her identity.

After presenting, students received peer feedback using a rubric, helping them refine their thinking and presentation skills.

An Animated Lesson in Perseverance

Freshman Asyia Ahmadi chose one of her favorite childhood movies, Chicken Run for her project. 

After realizing she cannot help her fellow chickens, the main character, Ginger, repeatedly tries and fails to escape the coop.

“She fails at escaping a lot,” Ahmadi said.

Ahmadi also highlighted the “meeting the mentor” step, represented by Rocky the circus rooster. “He helps her (to) stop overthinking and plan,” Ahmadi said, referring to Ginger’s tendency to repeatedly try to escape the same way. “Rocky helped her try new things.”

Ginger’s determination stood out to Ahmadi the most. “It’s inspired me to keep going, even when conditions get harder or there’s more pressure.”

Learning that Lasts

Murphy says student engagement is one of the most rewarding parts of the project.

“I’m often surprised by how invested in their project my students become,” she said. “Most students choose a movie they enjoy…and they do a great job because they’re excited to create and present a project over something they love.”

Some students take the challenge even further.

“I’ve had projects that analyze a Hero’s Journey throughout entire television series, video games, and even Broadway musicals,” Murphy said. “Those final products always end up being my favorites. It's incredible what students are capable of creating and the connections they start making when they feel a sense of ownership over their ideas.”