This resource contains instructions and worksheets to guide students through three projects and four writing prompts related to "The Hitchhiker's Guide to the Galaxy."
Project 1: Introduced at the beginning, end, or anywhere in between. Students learn about the Hero's Journey through a brief video (there's a link to the video in the product) and take notes on a graphic organizer. They practice identifying the different stages using a movie they are familiar with. A sample is included for "Finding Nemo." Students then apply this model to Arthur and the text. Introduce it at the beginning and have students complete the graphic organizer throughout the unit, or complete this assignment at the end once students have finished the novel.
Project 2: Students write three original Earth entries for the guide. This project is designed to be completed after chapter eight - the point in the novel where students have a better idea of satire and have seen a few examples of guide entries. A student sample entry is included and idea starters for students are in the teacher notes.
Project 3: This project should be done towards the second half of the unit once students have a good understanding of satire. Students will create their own satirical commercial. There is a link to a sample satirical commercial from Ted-Ed students will analyze in order to understand the satire of the piece. Students will then come up with their own technological improvements - what seems like an improvement but is really not necessary or it is more of a hinderance than a benefit. Similar to the way Adams gave sliding doors the ability to be satisfied every time they opened or closed. Students will record their own commercials based off of the Ted-Ed model or they can make a poster advertising their newest technology.
The writing prompts cover the topics of philosophy (life, the universe, and everything), Babel fish (the ability to translate any language and how that is almost a current technology on Earth), Zaphod Beeblebrox (a comparison between him and current leaders), and GPPs (the consequences of giving robots genuine people personalities. Each prompt includes a few quotes and events from the text that students should consider for their answer.