Description
I. use the curriculum compactor templte to complete the document using the gifted and talented lesson plan provided
2. Complete the student contract I have begun one the the assignment about heroes and also provided a lesson plan
The lesson plan Gifted and talented: everyone needs a hero has five lessons. You can combine lessons 1 &2 for activity #1, and lessons 3 &4 for activity #2. and Lesson #5 as activity #3.
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Concept Based Unit
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“Everyone Needs a Hero”
Gifted Education Concept
Based Unit
CONCEPTUAL LENS
Perspective
Grade Level:
4-6
Time Frame:
8-10 two-hour sessions
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Integrity
Selflessness
Courage
Compassion
Ethics
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Technology
Research
Analysis
Summarizing
Inquiry
Forecasting
Compare/contrast
Note taking
Creativity
Critical thinking
Evaluating
Decision making
Planning
Self-management
Communication
Collaboration
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There are heroes in all
communities and in all
walks of life.
Heroes contribute to
society in various
ways.
Heroes help to form
the identity of a
community.
Heroes are not always
well-known.
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Concepts
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Skills
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Facts
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Critical Content
Unit Summary
In this unit, students will learn about the men and women whose achievements have made a
direct or indirect influence in the lives of others. Students will explore the distinction between a hero
and a celebrity. They will develop a personal definition of heroism and characteristics of heroes.
Students will then select, research, and develop a product on a hero and compare them to a hero from
a book they have read. As a follow-up, students will read and annotate the poem Heroes We Never
Name to emphasize the fact that there are heroes all around us.
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Essential Questions
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What is a hero?
Who can be a hero?
What is not a hero?
Who is YOUR hero?
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A hero has special qualities.
Anyone can be a hero.
Being famous does not make a person a hero.
Heroes are all around us.
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Essential Understandings
Culminating Performance Task
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Students will create a PREZI on their definition of a hero and a specific
hero they have chosen.
Assessment Strategies
Rubrics
Exit slips
Reflection
Self-evaluation
Peer-evaluation
Debriefing
Surveys
Individual conferences
Teacher observation
Checklists
Timelines
Progress monitoring checks
Writing samples
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Sequence of Instructional Activities
Lesson 1: What is a hero?
Outcome(s): Students will
• Describe the characteristics/qualities of a hero.
• Distinguish between a hero and a celebrity.
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Materials:
• Pictures of “heroes”
• Computers with Internet Access
• 3 x 5 note cards
Teacher Background
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The dictionary definition of a hero is “a person of distinguished courage or ability…admired for brave
deeds and noble qualities…role model, ideal…” (excerpts, Webster, Unabridged, 2nd edition, 2001). This
seems somewhat narrow and exclusive unless amplified. You may want to include the following
characteristics in your description of a hero: integrity, compassion, helping those in need, moral courage
and doing what you know is right.
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Make a distinction between celebrity and hero. In the dictionary, celebrity is defined as “a famous or wellknown person.”
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Be sure that your definition and distinctions of heroes are ones you can live with as you apply and
broaden the application or designation.
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Introduction/Motivation:
Brainstorm the question, “What is a hero?” As students answer, write their responses on the board or
chart paper. Ask for descriptions of a hero (examples: A hero is honest brave, helpful, kind…) Have
pictures of well-known heroes on a bulletin board. Ask, “What is a hero?” Have students respond with their
ideas. Write their responses on the board or chart paper. Use this online mind mapping site:
http://bubbl.us
Presentation Outline:
1. Definition/Description: As a class, come up with a definition/description of a hero.
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a) Using the characteristics from the Intro activity, have the class create their definition. Add this to
the mind map.
b) Make a list of types of heroes and add to the mind map.
2. Identification/Naming of Heroes: Have students name some heroes. Why are they heroes?
Distinguish between a hero and a celebrity. Approach these hero and celebrity distinctions in a
positive manner, assuring students that both have their place and importance. Perhaps have the
students name some celebrities who are heroes and some heroes who are celebrities. Be sure your
distinctions are in place before students begin to name people for these categories.
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3. Read a HERO Story to the Class: Have students discuss why the person noted in the story is a hero.
Examples of hero stories:
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Alfred Nobel: http://www.myhero.com/go/hero.asp?hero=A_Nobel_dnhs_US_2013
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Jimmy Carter: http://www.myhero.com/go/hero.asp?hero=j_carter
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Dr. Ben Carson http://www.myhero.com/go/hero.asp?hero=b_carson
Anne Sullivan http://www.myhero.com/go/hero.asp?hero=a_sullivan
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4. Present Hero Product Tasks
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o Each student will define heroism and research the many qualities that make a hero.
o Each student will research a person they believe qualifies as a hero based on the qualities
they selected.
o Each student will select a literary character from a book or story they believe qualifies as a
hero based on the qualities they selected and write about them.
o Each student will construct a PREZI using requirements presented.
Process: Follow these steps to complete today’s portion of your project:
1. Think of a “hero” you read about recently in a fiction book or from your reading text.
Keep this character in the back of your mind. You will use him/her later.
2. You must find at least FIVE heroic qualities you value. You may search independently
or go to the sites listed below for help getting started.
http://www.inc.com/bill-murphy-jr/5-qualities-of-incredibly-heroic-leaders.html
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http://www.personalitytutor.com/qualities-of-a-hero.html
http://psychology.about.com/od/the-psychology-of/a/characteristics-of-heroism.htm
http://moralheroes.org/how-to-become-a-hero
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Assessment/Evaluation: Debriefing activity:
1) What did you learn about heroes today?
2) Rank your five heroic qualities in order of importance to you.
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3. On 3×5 note cards, you will identify each of the heroic qualities you have identified,
give a definition, and at least one example describing how a human may or may not
show this quality. (One note card per quality, five qualities per student.)
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Lesson 2: Who can be or not be a hero?
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Outcome(s): Students will
• Research a real hero and compare them to a story hero character.
• Create a plan for their PREZI by recording research and findings using a storyboard.
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Materials:
Computers with Internet Access
PREZI planning storyboard – Handout 1
Introduction/Motivation:
Show the video “Here’s to the Crazy Ones.” Name as many as you can on notebook paper and why they
are heroes. (You may have to watch the video several times.)
Video: http://www.youtube.com/watch?v=tjgtLSHhTPg (For a copy of the text of this video, go to this site:
Copy of the text of the video: http://www.thecrazyones.it/spot-en.html
List of people in this video: http://applegroup123.blogspot.com/2011/02/semiology-think-different-crazyones.html
Presentation Outline:
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1. Research a person you believe to be a hero, based on all FIVE of the heroic qualities chosen
from the last lesson.
2. Write about what makes this person a hero in (3-5) complete and complex sentences.
3. Think about the hero from literature you have chosen. Write about what makes this character a
hero in (3-5) complete and complex sentences.
4. Decide whether your real hero and the story character hero show the same FIVE heroic qualities.
5. Plan your PREZI with the provided storyboard. Handout 1
6. Slides should include:
Introduction (your name and title of project)
YOUR definition of a HERO
Hero you researched (3-5 sentences about what made them a hero)
Your hero from literature (3-5 sentences about what made them a hero)
Hero Quality #1 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
6. Hero Quality #2 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
7. Hero Quality #3 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
8. Hero Quality #4 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
9. Hero Quality #5 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
10. What makes for a hero in literature and in real life?
11. What conclusions have you drawn about heroism?
12. What other ideas or questions do you want the other students in your class to consider
regarding heroes or heroism?
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Extensions:
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1.
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5.
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Through discussions, students can define and describe heroes, distinguish between heroes and
celebrities and identify well-known and unknown heroes, developing their ideas about why these people
are considered heroes. Using the www.myhero.com, site, students could identify and write about a person
who is a personal hero and submit the story to the MY HERO site through the “Create” program.
Assessment/Evaluation: Self-evaluate your personal progress. Make a list of what needs to be
completed to present your PREZI.
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Lesson 3: Who is your hero?
Outcome(s): Students will
• Create a PREZI to record research and findings.
• Self-evaluate PREZI presentations with a rubric.
Materials:
• Computers with Internet Access
• PREZI planning storyboard Handout 1
• PREZI training videos (from the PREZI site: https://prezi.com/
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Basic
Lesson 1: Prezi in 3 minutes
Lesson 2: Grouping and Layering
Lesson 3: Presenting and publishing
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Lesson 1: Prezi in 15 minutes
Lesson 2: 10 ways to say it with Prezi
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Lesson 1: Looping and zooming
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• PREZI evaluation rubric Handout 2
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Introduction/Motivation:
Share the assessment tool for the PREZI so students will know HOW their product will be evaluated.
(Project on board.)
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Presentation Outline:
1. Assess what has been completed and what needs to be done today.
2. Show PREZI training videos to those classes that need them and discuss how PREZI works.
3. Remind students to add graphics or other media to their PREZIs for interest.
4. Students will work individually on their PREZIs for 1 hour 15 min.
5. Presentation time: Students will present their PREZI. Peers will evaluate after each using the
teacher prepared Google Docs Survey.
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Assessment/Evaluation:
Students will self-evaluate their PREZI using Rubric. Handout 2
Lesson 4: Who is YOUR Hero?
Outcome(s): Students will:
• present their Hero PREZI to an audience
• peer evaluate PREZI presentations of their classmates
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Materials:
• sticky notes
• computer
• LCD projector
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Introduction/Motivation:
Discuss how students will present to the group and how the group will peer evaluate. Peer evaluators will
use sticky notes and provide 3 things about the PREZI they liked and one suggestion for improvement.
Guide the students to understand the difference in a suggestion for improvement and a criticism.
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Presentation Outline:
1. Each student will present his or her PREZI using the LCD projector.
2. Audience will peer evaluate using sticky notes.
3. Students will collect the sticky notes from their classmates.
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Assessment:
Using the collected sticky note evaluations of their peers, students will summarize what they learned from
their peers by writing a paragraph on their assessments.
Lesson 5: Who Can Be a Hero?
Outcome(s): Students will:
• analyze a poem using annotations
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Materials:
• “Heroes We Never Name” poem by M. Lucille Ford (copy for each student). Poem can be found at
this site:
http://www.edu.pe.ca/vrcs/resources/poetry/text/poems/heroic%20adventures/heroes1.html
• “Hero” song lyrics by Chad Kroege (sung by Mariah Carey) Lyrics can be found at this site:
http://www.azlyrics.com/lyrics/mariahcarey/hero.html
• Video of the song with lyrics: http://www.youtube.com/watch?v=tLFfXTwdVbY
• LCD projector
• computer
• highlighters, pens, pencils
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Presentation Outline:
The poem “Heroes We Never Name” will be annotated using the procedure below:
1. Give students the duplicated poem sheet.
2. Project the poem on the board.
3. Title: Ponder the title before reading the poem; predict what the poem may be “about.” (students
will annotate on their copy)
4. Read: First, silently read the poem. Then, listen to it read aloud by the teacher.
5. Basic annotation:
a) Instruct students to identify the following elements and make notations: rhyme scheme,
figurative language (simile, metaphor, personification, hyperbole, idiom, clichés), images,
symbols, and sound devices (alliteration, consonance, assonance, rhythm, onomatopoeia,
off rhyme).
b) Instruct students to circle any part of the poem that stands out, confuses them, or is
important.
c) Write questions in the margin; highlight unusual words; mark phrases that indicate the
poem’s meaning.
6. Denotation: Restate the literal meaning of the poem in your own words. Try to write at least one
sentence for each stanza of the poem, capturing all of its literal ideas.
7. Connotation: Contemplate the poem for meaning beyond the literal. What do the words mean
beyond the obvious? What are the implications, the hints, the suggestions of these particular word
choices?
8. Devices: Examine any and all poetic devices, focusing on how such devices contribute to the
meaning, the effect, or both, of a poem. (What is important is not that you can identify poetic
devices so much as that you can explain how the devices enhance meaning and effect.) Especially
note anything that is repeated, either individual words or complete phrases. Anything said more
than once may be crucial to interpretation.
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9. Mood: What is the feeling or atmosphere of the piece?
10. Tone: Observe both the speaker’s and the poet’s attitude (tone). Diction, images, and details
suggest the speaker’s attitude and contribute to understanding.
11. Shifts: Rarely does a poet begin and end the poetic experience in the same place. As is true of
most of us, the poet’s understanding of an experience is a gradual realization, and the poem is a
reflection of that epiphany. Trace the changing feelings of the speaker from the beginning to end,
paying particular attention to the conclusion. To discover shifts, watch for the following: key words:
but, yet, however, although; punctuation: dashes, periods, colons, ellipsis; stanza and/or line
divisions: change in line or stanza length or both; irony: sometimes irony hides shifts; effect of
structure on meaning, how the poem is “built”; changes in sound that may indicate changes in
meaning; and changes in diction: slang to formal language, for instance, or positive connotation to
negative; the crux, the one crucial part of the work that stands out, perhaps presenting the
complete idea all by itself.
12. Title: Examine the title again, this time on an interpretive level.
13. Theme: In identifying theme, recognize the human experience, motivation, or condition suggested
by the poem. What message is the poet trying to convey?
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Extensions:
Listen to the “Hero” song by Mariah Carey and analyze the lyrics using the same procedure above.
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CREDITS
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Assessment/Evaluation:
Based on the poems we read today, write a 5-7-sentence paragraph answering this question: “Who can
be a hero?”
Graphics: My Site My Way http://icons.mysitemyway.com/
Please note: The author of this product claims NO ownership of the Internet links shared in this
unit. Each link is the intellectual property of the link’s owner. Internet links are shared as a resource only.
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Students will:
• Describe the
characteris3cs of a hero.
• Dis3nguish between a
hero and a celebrity.
• Research hero quali3es.
Lesson 1
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Students will:
• Research a real hero and
compare them to a story
hero character.
• Create a plan for their
PREZI by recording
research and findings
using a storyboard.
Lesson 2
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Students will:
• Create a personal PREZI to
record research and
findings.
• Self-‐evaluate their PREZI
Lesson 3
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Students will:
• Share their Hero PREZI
presenta8on with an
audience.
• Peer evaluate classmates’
PREZI presenta8ons.
Lesson 4
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Students will:
• Annotate a poem about
heroes.
Lesson 5
Handout 1
Hero PREZI Storyboard
Name___________________________________ HR_________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 2: Your definition of a HERO
Slide 5: Hero Quality #1 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
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______________________________________________________________
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Slide 1: Introduction: Your name and title of REZI
Slide 3: Hero you researched -‐ 3-‐5 sentences about what made them a hero.
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 4: Your hero from literature -‐ 3-‐5 sentences about what made them a
hero. ________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 6: Hero Quality #2 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Name___________________________________ HR_________
Slide 7: Hero Quality #3 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 8: Hero Quality #4 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 10: What makes for a hero in literature and in real life?
______________________________________________________________
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______________________________________________________________
______________________________________________________________
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Hero PREZI Storyboard
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______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 9: Hero Quality #5 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 11: What conclusions have you drawn about heroism?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 12: What other ideas or questions do you want the other students in
your class to consider regarding heroes or heroism?
______________________________________________________________
______________________________________________________________
______________________________________________________________
You may add photos or clipart to your PREZI to make it interesting.
Handout 2
PREZI Rubric – Self Evaluation
Student Name:
________________________________________
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Content
All content is in the
students’ own
words and is
accurate.
Almost all content
is in the students’
own words and is
accurate.
At least half of the
content is in the
students’ own
words and is
accurate.
Less than half of
the content is in
the students’ own
words and/or is
accurate.
Required
Elements
All 12 required
elements of the
PREZI were
present and
complete.
Eleven of the
required elements
of the PREZI were
present and
complete.
Ten of the required
elements of the
PREZI were
present and
complete.
Nine or fewer of
the required
elements of the
PREZI were
present and
complete.
Path
A path was used A path was used
and easy to follow. and was mostly
easy to follow.
Clarity and
Neatness
PREZI is easy to
read because of
excellent choice of
font type and color
choice for
background and
text.
Spelling &
Grammar
No spelling or
grammatical
mistakes on the
PREZI.
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A path was used No path was used.
but was not easy to
follow.
PREZI is hard to
read in several
places because of
font and/or color
choices.
PREZI is almost
impossible to read
because of font
and color choices.
One spelling or
grammatical
mistakes on the
PREZI.
Two spelling or
grammatical
mistakes on the
PREZI.
Three or more
spelling or
grammatical
mistakes on the
PREZI.
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PREZI is mostly
easy to read, but
some choices of
font type and color
choice for
background and
text could have
been better.
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CATEGORY
My Score:
/20
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TERMS OF USE
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UNIT: HEROES
By: Kyle Fleet
Grade Level: High School
Rationale:
Heroes are a huge part of growth as children and young adults. Heroes take on
many different forms and evolve from many different situations. There is a great
opportunity for personal reflections, realizations, and growth in students. This idea also
gives opportunity to focus on the past, present, and future through focusing on current
events and possible elections.
Key Concepts:
Heroes are not perfect
Heroes stand for something
Heroes make a difference
Heroes can be unnoticed
Heroes help
Heroes can be false
Heroes may have abilities others want
Heroes can be fantasy
Personal heroes can be depictions of one’s self image
Heroes beat the odds
Major Themes:
False Hero: Politician
Death
Men/women with a dream or vision
Make believe hero
Unsung hero
Confronting conflict
Essential Questions:
How do heroes make a difference?
What qualities do heroes have?
Who are heroes?
Can a hero go unnoticed?
Are heroes celebrities?
How can we use our technology sources to be heroic?
What can we do to be heroic?
Unit Objectives:
• Students will learn about themselves and what is important to them by looking at
heroes.
• Students will explore current events and roles heroes are playing in society.
• Students will look back on their own lives and show appreciation for a hero from
their past.
•
Students will observe the role of the media and technology on celebrities and
heroes and relate it to their own lives.
Integrated Studies
• Students will be looking into the mass media and it role on celebrities and heroes.
• This lesson touches on history through lessons on aesthetics and critique.
LESSON ONE
Enduring Idea: Heroes
Lesson Idea: Defining Hero
Behavioral Objectives:
1. Students will give examples of someone they think of as a hero.
2. Students will write a short essay about their definition of what defines a hero.
3. Students will examine the power art has to create an alter ego and how that
relates to the creation of “superheroes”.
4. Students will illustrate one superhero power that would be most beneficial to
them and their world.
Artists / Artworks / Sources:
• Kerry James Marshall
o “Rhythm Mastr”
• Raymond Pettibon
o Use of Gumby
Materials / Supplies
• Paints
• Markers
• Paper
• Old Magazines
• Glue
• Scissors
Instructional Strategies / Procedure
1. At the start of class ask the students, as a group, “Who do you think of when
you hear the word hero?” As the students express their thoughts write their
answers on the board.
2. Next ask the students, “What characteristics do you think a hero should
have?” This time have them work individually.
• They will construct a small paragraph about what their definition of a
hero is.
• This is a time for personal reflection away from the pressure of class
critique.
3. Show the student’s works of art by Kerry James Marshall and Raymond
Pettibon. Point out the wonderful power art has to create any character for any
situation.
• Art gives you the power to create anyone you feel needs to be created.
Essentially it gives you the ability to be anybody you want to be and
solve any problem you want to.
• Through art you can bring to life an alter ego and live through your
own creation, like Raymond Pettibon with Gumby.
o Definition of Alter Ego: 1. Another side of oneself; a second
self. 2. An intimate friend or a constant companion.
• As far as heroes are concerned, solutions to a problem are endless
along with the endless possibilities for creating a super hero.
4. Have the student’s think of one problem in their lives that could use a
superhero and illustrate it in a comic strip portraying one or more of the heroic
qualities discussed in class that they feel is most appropriate for their
situation.
• “Take 10 min. to brainstorm by writing about any problem in your
lives that could use a superhero. Then create a comic strip that
addresses the problem and a super hero that fixes it. Be creative about
your hero’s superpowers and keep in mind that at the end of class you
will be swapping comic strips and filling out a small critique about
each others art work. ”
• Their illustrations will be a mix of photo collage and markers or paint.
Assessment
When the students are all done they will swap illustrations with the person next to
them and work through the assessment worksheet for this lesson.
SUPERHERO CRITIQUE
This section is to be filled out by someone other than the
artist.
1. What superhero power has the artist given to their
superhero?
2. What problem comes up in the comic and how does the
superhero save the day?
This Section is to be filled out by the artist.
1. Are your critic’s answers correct?
2. If so, what
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Concept Based Unit
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“Everyone Needs a Hero”
Gifted Education Concept
Based Unit
CONCEPTUAL LENS
Perspective
Grade Level:
4-6
Time Frame:
8-10 two-hour sessions
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Integrity
Selflessness
Courage
Compassion
Ethics
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Technology
Research
Analysis
Summarizing
Inquiry
Forecasting
Compare/contrast
Note taking
Creativity
Critical thinking
Evaluating
Decision making
Planning
Self-management
Communication
Collaboration
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There are heroes in all
communities and in all
walks of life.
Heroes contribute to
society in various
ways.
Heroes help to form
the identity of a
community.
Heroes are not always
well-known.
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Facts
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Critical Content
Unit Summary
In this unit, students will learn about the men and women whose achievements have made a
direct or indirect influence in the lives of others. Students will explore the distinction between a hero
and a celebrity. They will develop a personal definition of heroism and characteristics of heroes.
Students will then select, research, and develop a product on a hero and compare them to a hero from
a book they have read. As a follow-up, students will read and annotate the poem Heroes We Never
Name to emphasize the fact that there are heroes all around us.
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Essential Questions
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What is a hero?
Who can be a hero?
What is not a hero?
Who is YOUR hero?
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A hero has special qualities.
Anyone can be a hero.
Being famous does not make a person a hero.
Heroes are all around us.
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Essential Understandings
Culminating Performance Task
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Students will create a PREZI on their definition of a hero and a specific
hero they have chosen.
Assessment Strategies
Rubrics
Exit slips
Reflection
Self-evaluation
Peer-evaluation
Debriefing
Surveys
Individual conferences
Teacher observation
Checklists
Timelines
Progress monitoring checks
Writing samples
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Sequence of Instructional Activities
Lesson 1: What is a hero?
Outcome(s): Students will
• Describe the characteristics/qualities of a hero.
• Distinguish between a hero and a celebrity.
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Materials:
• Pictures of “heroes”
• Computers with Internet Access
• 3 x 5 note cards
Teacher Background
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The dictionary definition of a hero is “a person of distinguished courage or ability…admired for brave
deeds and noble qualities…role model, ideal…” (excerpts, Webster, Unabridged, 2nd edition, 2001). This
seems somewhat narrow and exclusive unless amplified. You may want to include the following
characteristics in your description of a hero: integrity, compassion, helping those in need, moral courage
and doing what you know is right.
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Make a distinction between celebrity and hero. In the dictionary, celebrity is defined as “a famous or wellknown person.”
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Be sure that your definition and distinctions of heroes are ones you can live with as you apply and
broaden the application or designation.
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Introduction/Motivation:
Brainstorm the question, “What is a hero?” As students answer, write their responses on the board or
chart paper. Ask for descriptions of a hero (examples: A hero is honest brave, helpful, kind…) Have
pictures of well-known heroes on a bulletin board. Ask, “What is a hero?” Have students respond with their
ideas. Write their responses on the board or chart paper. Use this online mind mapping site:
http://bubbl.us
Presentation Outline:
1. Definition/Description: As a class, come up with a definition/description of a hero.
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a) Using the characteristics from the Intro activity, have the class create their definition. Add this to
the mind map.
b) Make a list of types of heroes and add to the mind map.
2. Identification/Naming of Heroes: Have students name some heroes. Why are they heroes?
Distinguish between a hero and a celebrity. Approach these hero and celebrity distinctions in a
positive manner, assuring students that both have their place and importance. Perhaps have the
students name some celebrities who are heroes and some heroes who are celebrities. Be sure your
distinctions are in place before students begin to name people for these categories.
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3. Read a HERO Story to the Class: Have students discuss why the person noted in the story is a hero.
Examples of hero stories:
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Alfred Nobel: http://www.myhero.com/go/hero.asp?hero=A_Nobel_dnhs_US_2013
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Jimmy Carter: http://www.myhero.com/go/hero.asp?hero=j_carter
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Dr. Ben Carson http://www.myhero.com/go/hero.asp?hero=b_carson
Anne Sullivan http://www.myhero.com/go/hero.asp?hero=a_sullivan
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4. Present Hero Product Tasks
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o Each student will define heroism and research the many qualities that make a hero.
o Each student will research a person they believe qualifies as a hero based on the qualities
they selected.
o Each student will select a literary character from a book or story they believe qualifies as a
hero based on the qualities they selected and write about them.
o Each student will construct a PREZI using requirements presented.
Process: Follow these steps to complete today’s portion of your project:
1. Think of a “hero” you read about recently in a fiction book or from your reading text.
Keep this character in the back of your mind. You will use him/her later.
2. You must find at least FIVE heroic qualities you value. You may search independently
or go to the sites listed below for help getting started.
http://www.inc.com/bill-murphy-jr/5-qualities-of-incredibly-heroic-leaders.html
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http://www.personalitytutor.com/qualities-of-a-hero.html
http://psychology.about.com/od/the-psychology-of/a/characteristics-of-heroism.htm
http://moralheroes.org/how-to-become-a-hero
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Assessment/Evaluation: Debriefing activity:
1) What did you learn about heroes today?
2) Rank your five heroic qualities in order of importance to you.
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3. On 3×5 note cards, you will identify each of the heroic qualities you have identified,
give a definition, and at least one example describing how a human may or may not
show this quality. (One note card per quality, five qualities per student.)
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Lesson 2: Who can be or not be a hero?
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Outcome(s): Students will
• Research a real hero and compare them to a story hero character.
• Create a plan for their PREZI by recording research and findings using a storyboard.
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Materials:
Computers with Internet Access
PREZI planning storyboard – Handout 1
Introduction/Motivation:
Show the video “Here’s to the Crazy Ones.” Name as many as you can on notebook paper and why they
are heroes. (You may have to watch the video several times.)
Video: http://www.youtube.com/watch?v=tjgtLSHhTPg (For a copy of the text of this video, go to this site:
Copy of the text of the video: http://www.thecrazyones.it/spot-en.html
List of people in this video: http://applegroup123.blogspot.com/2011/02/semiology-think-different-crazyones.html
Presentation Outline:
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1. Research a person you believe to be a hero, based on all FIVE of the heroic qualities chosen
from the last lesson.
2. Write about what makes this person a hero in (3-5) complete and complex sentences.
3. Think about the hero from literature you have chosen. Write about what makes this character a
hero in (3-5) complete and complex sentences.
4. Decide whether your real hero and the story character hero show the same FIVE heroic qualities.
5. Plan your PREZI with the provided storyboard. Handout 1
6. Slides should include:
Introduction (your name and title of project)
YOUR definition of a HERO
Hero you researched (3-5 sentences about what made them a hero)
Your hero from literature (3-5 sentences about what made them a hero)
Hero Quality #1 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
6. Hero Quality #2 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
7. Hero Quality #3 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
8. Hero Quality #4 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
9. Hero Quality #5 (from card) Give the quality and definition. Compare your REAL hero
to your fictional one based on this quality.
10. What makes for a hero in literature and in real life?
11. What conclusions have you drawn about heroism?
12. What other ideas or questions do you want the other students in your class to consider
regarding heroes or heroism?
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Extensions:
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1.
2.
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4.
5.
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Through discussions, students can define and describe heroes, distinguish between heroes and
celebrities and identify well-known and unknown heroes, developing their ideas about why these people
are considered heroes. Using the www.myhero.com, site, students could identify and write about a person
who is a personal hero and submit the story to the MY HERO site through the “Create” program.
Assessment/Evaluation: Self-evaluate your personal progress. Make a list of what needs to be
completed to present your PREZI.
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Lesson 3: Who is your hero?
Outcome(s): Students will
• Create a PREZI to record research and findings.
• Self-evaluate PREZI presentations with a rubric.
Materials:
• Computers with Internet Access
• PREZI planning storyboard Handout 1
• PREZI training videos (from the PREZI site: https://prezi.com/
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Basic
Lesson 1: Prezi in 3 minutes
Lesson 2: Grouping and Layering
Lesson 3: Presenting and publishing
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Lesson 1: Prezi in 15 minutes
Lesson 2: 10 ways to say it with Prezi
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Lesson 1: Looping and zooming
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• PREZI evaluation rubric Handout 2
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Introduction/Motivation:
Share the assessment tool for the PREZI so students will know HOW their product will be evaluated.
(Project on board.)
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Presentation Outline:
1. Assess what has been completed and what needs to be done today.
2. Show PREZI training videos to those classes that need them and discuss how PREZI works.
3. Remind students to add graphics or other media to their PREZIs for interest.
4. Students will work individually on their PREZIs for 1 hour 15 min.
5. Presentation time: Students will present their PREZI. Peers will evaluate after each using the
teacher prepared Google Docs Survey.
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Assessment/Evaluation:
Students will self-evaluate their PREZI using Rubric. Handout 2
Lesson 4: Who is YOUR Hero?
Outcome(s): Students will:
• present their Hero PREZI to an audience
• peer evaluate PREZI presentations of their classmates
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Materials:
• sticky notes
• computer
• LCD projector
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Introduction/Motivation:
Discuss how students will present to the group and how the group will peer evaluate. Peer evaluators will
use sticky notes and provide 3 things about the PREZI they liked and one suggestion for improvement.
Guide the students to understand the difference in a suggestion for improvement and a criticism.
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Presentation Outline:
1. Each student will present his or her PREZI using the LCD projector.
2. Audience will peer evaluate using sticky notes.
3. Students will collect the sticky notes from their classmates.
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Assessment:
Using the collected sticky note evaluations of their peers, students will summarize what they learned from
their peers by writing a paragraph on their assessments.
Lesson 5: Who Can Be a Hero?
Outcome(s): Students will:
• analyze a poem using annotations
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Materials:
• “Heroes We Never Name” poem by M. Lucille Ford (copy for each student). Poem can be found at
this site:
http://www.edu.pe.ca/vrcs/resources/poetry/text/poems/heroic%20adventures/heroes1.html
• “Hero” song lyrics by Chad Kroege (sung by Mariah Carey) Lyrics can be found at this site:
http://www.azlyrics.com/lyrics/mariahcarey/hero.html
• Video of the song with lyrics: http://www.youtube.com/watch?v=tLFfXTwdVbY
• LCD projector
• computer
• highlighters, pens, pencils
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Presentation Outline:
The poem “Heroes We Never Name” will be annotated using the procedure below:
1. Give students the duplicated poem sheet.
2. Project the poem on the board.
3. Title: Ponder the title before reading the poem; predict what the poem may be “about.” (students
will annotate on their copy)
4. Read: First, silently read the poem. Then, listen to it read aloud by the teacher.
5. Basic annotation:
a) Instruct students to identify the following elements and make notations: rhyme scheme,
figurative language (simile, metaphor, personification, hyperbole, idiom, clichés), images,
symbols, and sound devices (alliteration, consonance, assonance, rhythm, onomatopoeia,
off rhyme).
b) Instruct students to circle any part of the poem that stands out, confuses them, or is
important.
c) Write questions in the margin; highlight unusual words; mark phrases that indicate the
poem’s meaning.
6. Denotation: Restate the literal meaning of the poem in your own words. Try to write at least one
sentence for each stanza of the poem, capturing all of its literal ideas.
7. Connotation: Contemplate the poem for meaning beyond the literal. What do the words mean
beyond the obvious? What are the implications, the hints, the suggestions of these particular word
choices?
8. Devices: Examine any and all poetic devices, focusing on how such devices contribute to the
meaning, the effect, or both, of a poem. (What is important is not that you can identify poetic
devices so much as that you can explain how the devices enhance meaning and effect.) Especially
note anything that is repeated, either individual words or complete phrases. Anything said more
than once may be crucial to interpretation.
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9. Mood: What is the feeling or atmosphere of the piece?
10. Tone: Observe both the speaker’s and the poet’s attitude (tone). Diction, images, and details
suggest the speaker’s attitude and contribute to understanding.
11. Shifts: Rarely does a poet begin and end the poetic experience in the same place. As is true of
most of us, the poet’s understanding of an experience is a gradual realization, and the poem is a
reflection of that epiphany. Trace the changing feelings of the speaker from the beginning to end,
paying particular attention to the conclusion. To discover shifts, watch for the following: key words:
but, yet, however, although; punctuation: dashes, periods, colons, ellipsis; stanza and/or line
divisions: change in line or stanza length or both; irony: sometimes irony hides shifts; effect of
structure on meaning, how the poem is “built”; changes in sound that may indicate changes in
meaning; and changes in diction: slang to formal language, for instance, or positive connotation to
negative; the crux, the one crucial part of the work that stands out, perhaps presenting the
complete idea all by itself.
12. Title: Examine the title again, this time on an interpretive level.
13. Theme: In identifying theme, recognize the human experience, motivation, or condition suggested
by the poem. What message is the poet trying to convey?
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Extensions:
Listen to the “Hero” song by Mariah Carey and analyze the lyrics using the same procedure above.
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CREDITS
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Assessment/Evaluation:
Based on the poems we read today, write a 5-7-sentence paragraph answering this question: “Who can
be a hero?”
Graphics: My Site My Way http://icons.mysitemyway.com/
Please note: The author of this product claims NO ownership of the Internet links shared in this
unit. Each link is the intellectual property of the link’s owner. Internet links are shared as a resource only.
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Students will:
• Describe the
characteris3cs of a hero.
• Dis3nguish between a
hero and a celebrity.
• Research hero quali3es.
Lesson 1
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Students will:
• Research a real hero and
compare them to a story
hero character.
• Create a plan for their
PREZI by recording
research and findings
using a storyboard.
Lesson 2
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Students will:
• Create a personal PREZI to
record research and
findings.
• Self-‐evaluate their PREZI
Lesson 3
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Students will:
• Share their Hero PREZI
presenta8on with an
audience.
• Peer evaluate classmates’
PREZI presenta8ons.
Lesson 4
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Students will:
• Annotate a poem about
heroes.
Lesson 5
Handout 1
Hero PREZI Storyboard
Name___________________________________ HR_________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 2: Your definition of a HERO
Slide 5: Hero Quality #1 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
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______________________________________________________________
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Slide 1: Introduction: Your name and title of REZI
Slide 3: Hero you researched -‐ 3-‐5 sentences about what made them a hero.
______________________________________________________________
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______________________________________________________________
______________________________________________________________
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Slide 4: Your hero from literature -‐ 3-‐5 sentences about what made them a
hero. ________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 6: Hero Quality #2 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Name___________________________________ HR_________
Slide 7: Hero Quality #3 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 8: Hero Quality #4 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 10: What makes for a hero in literature and in real life?
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______________________________________________________________
______________________________________________________________
Slide 9: Hero Quality #5 (from card) Give the quality and definition.
Compare your real hero to your fictional one based on this quality.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 11: What conclusions have you drawn about heroism?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Slide 12: What other ideas or questions do you want the other students in
your class to consider regarding heroes or heroism?
______________________________________________________________
______________________________________________________________
______________________________________________________________
You may add photos or clipart to your PREZI to make it interesting.
Handout 2
PREZI Rubric – Self Evaluation
Student Name:
________________________________________
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Content
All content is in the
students’ own
words and is
accurate.
Almost all content
is in the students’
own words and is
accurate.
At least half of the
content is in the
students’ own
words and is
accurate.
Less than half of
the content is in
the students’ own
words and/or is
accurate.
Required
Elements
All 12 required
elements of the
PREZI were
present and
complete.
Eleven of the
required elements
of the PREZI were
present and
complete.
Ten of the required
elements of the
PREZI were
present and
complete.
Nine or fewer of
the required
elements of the
PREZI were
present and
complete.
Path
A path was used A path was used
and easy to follow. and was mostly
easy to follow.
Clarity and
Neatness
PREZI is easy to
read because of
excellent choice of
font type and color
choice for
background and
text.
Spelling &
Grammar
No spelling or
grammatical
mistakes on the
PREZI.
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A path was used No path was used.
but was not easy to
follow.
PREZI is hard to
read in several
places because of
font and/or color
choices.
PREZI is almost
impossible to read
because of font
and color choices.
One spelling or
grammatical
mistakes on the
PREZI.
Two spelling or
grammatical
mistakes on the
PREZI.
Three or more
spelling or
grammatical
mistakes on the
PREZI.
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PREZI is mostly
easy to read, but
some choices of
font type and color
choice for
background and
text could have
been better.
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CATEGORY
My Score:
/20
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TERMS OF USE
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Thank you so much for your download. I greatly appreciate
your business. Positive feed back is always welcome. If you
find any issues with this product, please email me at
LearningHighwayTpT@gmail.com
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² All pages of this product are copyrighted. You may not
create anything to sell or share based on this product.
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UNIT: HEROES
By: Kyle Fleet
Grade Level: High School
Rationale:
Heroes are a huge part of growth as children and young adults. Heroes take on
many different forms and evolve from many different situations. There is a great
opportunity for personal reflections, realizations, and growth in students. This idea also
gives opportunity to focus on the past, present, and future through focusing on current
events and possible elections.
Key Concepts:
Heroes are not perfect
Heroes stand for something
Heroes make a difference
Heroes can be unnoticed
Heroes help
Heroes can be false
Heroes may have abilities others want
Heroes can be fantasy
Personal heroes can be depictions of one’s self image
Heroes beat the odds
Major Themes:
False Hero: Politician
Death
Men/women with a dream or vision
Make believe hero
Unsung hero
Confronting conflict
Essential Questions:
How do heroes make a difference?
What qualities do heroes have?
Who are heroes?
Can a hero go unnoticed?
Are heroes celebrities?
How can we use our technology sources to be heroic?
What can we do to be heroic?
Unit Objectives:
• Students will learn about themselves and what is important to them by looking at
heroes.
• Students will explore current events and roles heroes are playing in society.
• Students will look back on their own lives and show appreciation for a hero from
their past.
•
Students will observe the role of the media and technology on celebrities and
heroes and relate it to their own lives.
Integrated Studies
• Students will be looking into the mass media and it role on celebrities and heroes.
• This lesson touches on history through lessons on aesthetics and critique.
LESSON ONE
Enduring Idea: Heroes
Lesson Idea: Defining Hero
Behavioral Objectives:
1. Students will give examples of someone they think of as a hero.
2. Students will write a short essay about their definition of what defines a hero.
3. Students will examine the power art has to create an alter ego and how that
relates to the creation of “superheroes”.
4. Students will illustrate one superhero power that would be most beneficial to
them and their world.
Artists / Artworks / Sources:
• Kerry James Marshall
o “Rhythm Mastr”
• Raymond Pettibon
o Use of Gumby
Materials / Supplies
• Paints
• Markers
• Paper
• Old Magazines
• Glue
• Scissors
Instructional Strategies / Procedure
1. At the start of class ask the students, as a group, “Who do you think of when
you hear the word hero?” As the students express their thoughts write their
answers on the board.
2. Next ask the students, “What characteristics do you think a hero should
have?” This time have them work individually.
• They will construct a small paragraph about what their definition of a
hero is.
• This is a time for personal reflection away from the pressure of class
critique.
3. Show the student’s works of art by Kerry James Marshall and Raymond
Pettibon. Point out the wonderful power art has to create any character for any
situation.
• Art gives you the power to create anyone you feel needs to be created.
Essentially it gives you the ability to be anybody you want to be and
solve any problem you want to.
• Through art you can bring to life an alter ego and live through your
own creation, like Raymond Pettibon with Gumby.
o Definition of Alter Ego: 1. Another side of oneself; a second
self. 2. An intimate friend or a constant companion.
• As far as heroes are concerned, solutions to a problem are endless
along with the endless possibilities for creating a super hero.
4. Have the student’s think of one problem in their lives that could use a
superhero and illustrate it in a comic strip portraying one or more of the heroic
qualities discussed in class that they feel is most appropriate for their
situation.
• “Take 10 min. to brainstorm by writing about any problem in your
lives that could use a superhero. Then create a comic strip that
addresses the problem and a super hero that fixes it. Be creative about
your hero’s superpowers and keep in mind that at the end of class you
will be swapping comic strips and filling out a small critique about
each others art work. ”
• Their illustrations will be a mix of photo collage and markers or paint.
Assessment
When the students are all done they will swap illustrations with the person next to
them and work through the assessment worksheet for this lesson.
SUPERHERO CRITIQUE
This section is to be filled out by someone other than the
artist.
1. What superhero power has the artist given to their
superhero?
2. What problem comes up in the comic and how does the
superhero save the day?
This Section is to be filled out by the artist.
1. Are your critic’s answers correct?
2. If so, what
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