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Alex Freeman
Heroes Thematic Unit
GLCE:
Language Arts:
R.CM.05.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
R.CM.05.03 analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.
R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts
R.WS.05.03 automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year
R.NT.05.04 explain how authors use literary devices including exaggeration and metaphors to develop characters, themes, plot, and functions of heroes, anti-heroes, and narrators.
R.WS.05.06 fluently read beginning grade-level text and increasingly demanding text as the year proceeds.
R.NT.05.01 analyze how characters and communities reflect life (in positive and negative ways) in classic, multicultural, and contemporary literature recognized for quality and literary merit.
R.NT.05.03 analyze how characters’ traits and setting define plot, climax, the role of dialogue, and how problems are resolved.
R.IT.05.02 identify and describe informational text patterns including compare/contrast, cause/effect, and problem/solution.
R.AT.05.01 be enthusiastic about reading and do substantial reading and writing on their own.
W.GN.05.01 write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions.
W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).
W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list.
W.SP.05.01 in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
W.HW.05.01 write neat and legible compositions. W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece W.PR.05.02 apply a variety of pre-writing strategies for both narrative and informational
writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast).
W.PR.05.03 draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions.
W.PR.05.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve organization and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs).
W.PR.05.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups Social Studies:
P3.1 Identifying and Analyzing Public Issues
Clearly state a problem as public policy issue, analyze various perspectives, and generate and
evaluate possible
alternative resolutions.
5 – P3.1.3 Give examples of how conflicts over core democratic values lead people to
differ on contemporary constitutional issues in the United States.
K1 General Knowledge
K1.3 Understand the diversity of human beings and human cultures
K1.5 Understand social problems, social structure, institutions, class, groups, and
interaction.
K1.6 Apply social studies concepts to better understand major current local, national,
and world events, issues, and problems.
K1.7 Integrate concepts from at least two different social studies disciplines.
P2.3 Know how to find and organize information from a variety of sources, analyze,
interpret, support interpretations with evidence, critically evaluate, and present the
information orally and in writing; report investigation results effectively.
P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate
to the social studies discipline being studied.
Lesson 1: Heroes That Save Things/Superheroes
2 Days
Day 1
Materials:
* Several superhero comic strips
*Hero Journals
* Paper
* Colored pencils/Crayons
Procedure:
1) Ask students “Who is your favorite superhero? Why? Describe them.” Introduce several
superhero comic strips, such as Superman, Spiderman, Batman, Wonder Woman, etc. Read
some of the comic strips aloud. Make some generalizations about superheroes together as a
class. (15-20 minutes)
2) Tell the students to pretend they have been hired to create a new superhero for a comic
strip. They are to think about three things: What does their superhero look like? What are
his/her superpowers? What “heroic” thing will they do?
3) Once they have decided this information, the students will begin to create their comic strips.
Comic strips must be 4-10 slides or boxes. Allow the students to use the comic strips that the
teacher used for reference. (30-40 minutes)
Day 2
Materials:
* Several superhero comic strips
* Paper
*Hero Journals
* Colored pencils/Crayons
Procedure:
1) The students will continue to work on and finish creating their comic strips. (20-30 minutes)
Have the students put away their materials, and have some select students to introduce their
superhero to the class and read their comic strip aloud. (5-10 minutes)
2) Make some more generalizations about superheroes. After investigating the comics, are
there are new ones that we did say yesterday? (5-10 minutes)
Assessment:
Students will be assessed on the ideas behind their comic strips and how well they addressed
the questions in step 2.
Lesson 2: Heroes That Stand Up For Something
2 Days
Day 1
Materials:
*Ruby Bridges book
*Hero journals
*List of characters from the book
Procedure:
1) Read the story Ruby Bridges aloud to the class. (10-15 minutes)
2) Have the students take out their hero journals and compare their 1st grade year to hers
in groups of 3 or 4. What were different rules the schools had? Would this every happen
in your school? (5-10 minutes)
3) Give students a list of characters from the story. In their groups, have them rank the
characters from most favorite to least. Be sure they can explain why they chose that
character for that spot. (5 minutes)
4) Have the groups share their ideas to the class. (5-10 minutes)
Day 2
Materials:
*Hero journals
Procedure:
1) Split the class up into two. Give each half a position: Yes, it was fair to send Ruby to this
school or No, it was not fair. Give each half ample time to complete a persuasive
argument as to why or why it was not fair or right to send Ruby to this new school. (15-
20 minutes)
2) Each half should then argue persuasively their side. (10-15 minutes)
3) When each half has gone, they may ask each other questions. (5-10 minutes)
4) Finish by discussing how, whether it was fair or not, this did happen and Ruby was one
courageous girl to continue on how she did. Have students give other character traits of
Ruby. (5 minutes)
5) Make a list on the board. Have the students copy the list into their hero journals.
Assessment:
Students will be assessed based on their arguments as well as their identifying of character
traits.
Lesson 3: Young Heroes/Heroes That Stand Up for Others
2 Days
Day 1
Materials:
*How to Train Your Dragon movie
*Hero Journals
Procedure:
1) Begin by explaining how the day before, we had a lesson on a hero that was our age.
Many people think that kids cannot be heroes, but they can.
2) Watch the beginning of the movie How to Train Your Dragon. (40 minutes)
3) As a class, begin listing the character traits that the father and other older Vikings had.
(2 minutes)
4) Then, make a separate column for traits that Hiccup had. (2 minutes)
5) Discuss the traits that make a hero and compare the two. Ex: Stoik and the other Vikings
just killed/ran away from the dragons. Killing them made them heroes. Hiccup set the
dragon free and visited it. He had courage. Did the other Vikings? Ect. (5-10 minutes)
Day2
Materials:
*Hero Journals
*How to Train Your Dragon movie
Procedure:
1) Continue the movie How to Train Your Dragon. (40 minutes)
2) Discuss the end result. What made Hiccup a hero to his town? What character traits
proved to be useful to him? What about Stoik and the other Vikings. What character
traits do they wish they hadn’t had? (20-15 minutes)
3) Have students think of a time when they themselves were heroes like Hiccup. Did
anyone doubt them? Did people make fun of them before they became heroic? Have
them journal about it to themselves. (5-10 minutes)
Lesson 4: Everyday Heroes
2 Days
Day 1
Materials:
*When I Was Your Age Letter
*Hero Journals
Procedure:
1) Read “when I was your age” letter to the class. (2 minutes)
2) Discuss what it means to be an everyday hero. Talk about the after effects of 9-11 and the
firemen and officers who helped save the people trapped in buildings. Also talk about the
people aboard the flight who were able to crash the plane in a field as opposed to another
terrorist target. (10-15 minutes)
3) Students brain storm about events that created vivid memories in their lives, good or bad. (5-
10 minutes)
4) Students will write a letter about an event they choose that shows an everyday hero that has
made an impact on their life. (15-20 minutes)
Assessment:
Did students identify an everyday hero in their life?
Were students able to write about a memory that impacted them?
Day 2
Materials:
*Computer Lab
*Hero Journals
Procedure:
1) Students will revise another student’s work from the previous day. (5-10 minutes)
2) The class will move to the computer lab where each student will research a recent news article
in which an everyday hero helped another person. (10-15 minutes)
3) As a class, students will make a list of everyday heroes they learned about. (5-10 minutes)
4) Introduce the idea of pay it forward as a way of making everyone an everyday hero. Start the
pay it forward movement in the school with one person in the classroom. (5 minutes)
Assessment:
Were students able to identify a hero in the news?
Were students willing to try pay it forward?
Lesson 5: Female Heroes/Heroes That Faced the Unknown
1 Day
Materials:
*http://www.ameliaearhartmuseum.org/AmeliaEarhart/AEBiography.htm
*Map
*Hero Journal
Procedure:
1) Pass out short biography on Amelia Earhart. (2 minutes)
2) Have students talk in groups to answer the question, “Why is Amelia Earhart a hero (first
person to attempt around the world flight and was a women) and what kind of hero is she)?” (5
minutes)
3) Have students individually think of other heroes this kind and why they are that. (5 minutes)
4) Have students make mock flight plans using world map. Must include 10 stops. (10-15
minutes)
Assessment:
Students will be assessed on how well they addressed the questions in step 2 as well as the
other heroes they came up with.
Lesson 6: Inspirational Heroes/Heroes Traits
2 Days
Day 1
Materials:
*Poem “Shades of a Diary” cut into strips
Procedure:
1) Students will begin by separating into groups of 4 or 5 depending on the class size.
Students will then use the poem Shades of a Diary by Sha O. Kling which has been cut up
into strips line by line to craft a poem of their own. (15-20 minutes)
2) Students will then write on the board 3 literary themes that they believe the poem to be
about. (2 minutes)
Assessment:
The instructor will be able to assess how well students have understood the poem as well as
the unit by the literary themes they have given.
Day 2
Materials:
*Poem “It Takes Courage”
*Hero Journals
Procedure:
1) Students will read the poem It Takes Courage and discuss how it relates to the heroes
discussed throughout the unit. (20-30 minutes)
Assessment:
The instructor will be able to assess how well students have understood the poem as well as
the unit by the answers given in their discussion.
Lesson 7: Inspirational Heroes
1 Day
Materials:
*http://www.ushmm.org/wlc/en/article.php?ModuleId=10005210
*The Diary of Anne Frank
*Hero Journals
Procedure:
1) Pass out short biography on Anne Frank.
2) Read entry from Wednesday, 13 January, 1943 in Anne Frank’s Diary. (5-10 minutes)
3) Have open discussion about Anne Frank’s hardships. Ask “How is Anne Frank’s life
different than yours?” “What would you have done if you were her?” (15-20 minutes)
4) Ask students to talk in groups to determine what type of hero Anne Frank is
(inspirational) and why she is that hero (survived hardship and wrote about her
accounts). (5 minutes)
5) Have students write a mock journal entry as if they were Anne Frank in hiding. (10
minutes)
Assessment:
Students will be assessed on their open discussion as well as their journal entry.
Lesson 8: Writing About a Favorite Hero
4 Days
Day 1
Materials:
*Index cards with names on them
*Hero Journals
Procedure:
1) Students, in groups of 3 or 4, are given index cards with the names of each hero on two
cards (ex: firefighters, Anne Frank, Superman, ect.) Students are instructed to group
heroes into categories. The students will design the categories. Each hero must be used
at LEAST once, twice at the most. There should be no more than 6 categories. Students
should record their ideas into their hero journal. (15-20 minutes)
2) Once students have designed categories, they should present their ideas to the class
about the categories as well as why the heroes are in the categories. (15 minutes)
3) As a class, they will discuss the character traits that heroes had. As a student has a new
trait idea, they should write it on the board themselves. Students should write the
character traits in their hero journals. (10 minutes)
4) Then, in groups, students should look at both the different types of heroes as well as
what characteristics a hero has. They should begin to think about what a hero is, the
definition.
Day 2
Materials:
*Hero Journals
Procedure:
1) Throughout this unit, students have been keeping a hero journal, simply a notebook
with their assignments, activities, and thoughts about heroes in them. Today, students
will look back into their hero journal and think about all the heroes they talked about as
well as the types of heroes. Students should pick one hero, hero category, hero
definition, or a hero trait or two that they liked the best to do a short piece on. (5-10
minutes)
2) Students will begin brainstorming a short composition, poem, news article, ect on their
favorite hero, trait, or category with teacher guidance. Students should, by this point in
time, have discussed the writing process and how a paper is written. They should begin
a rough draft of their paper. The teacher should visit each student and ask what they are
doing/thinking about doing, ect. (30-40 minutes)
Day 3
Materials:
*Hero Journal
*Rough Draft
*Computer Lab
Procedure:
1) Students should continue with their rough draft, rewriting as many times as needed. (40
minutes)
2) The teacher should conference with each student during this time, following up on their
idea and guiding them in the writing and creative process.
3) When students begin finishing, they should return to the computer lab and begin typing
up their composition.
Day 4
Materials:
*Hero Journal
*Rough Draft
*Computer Lab
Procedure:
1) All students should be typing up their final draft by this point in time.
2) If a student finishes early before the other students, have him/her draw a picture of the
person or something related to their composition.
3) When students have finished, have a sharing circle. Each student should read their final
piece to the class. The teacher can have a copy of each paper and create a class Hero
Book. (20-30 minutes)
Assessment:
Students will be assessed upon their categorizing skills and following the categorizing rules.
Students will also be assessed on their logical thinking in their final piece as well as their ability
to work through the writing process and their final piece.
A final assessment of the unit should be done using the hero journals kept by each student over
the course of the unit. Reminds students in the beginning that it is important for them each to
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