ELA-Grade 6 Action Heroes
Transcript of ELA-Grade 6 Action Heroes
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ActionAction
HeroesHeroesMini-unitMini-unit
English Language ArtsGrade 6
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Grade 6
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Independent Learning: Students will learn through the ways of trial anderror, as well as paying attention to own mistakes and learning from them.
Students will improve their writing by writing.
Critical and Creative Thinking: Students will be able to think creativelyabout certain topics and decide how to best write to suit the purpose.Students will also analyze their own and others mistakes through the writingprocess.
Personal and Social Values and Skills: Students will consider what it is
that they value, and regard what others value based on viewing, throughthe examples given in class, what superheroes and action heroes do, andhow the student feels about this.
Technological Literacy: Students will get the opportunities to publishtheir own pieces of writing, as well as see the uses of technology throughpowerpoint presentations, videos, etc.
Classroom Management Considerations
Have classroom and schedual set up to promote a structure for the parts of
the class that need it, and a more relaxed atmosphere for the times of
students working at their own paces with writing. Allow students to go to
different areas to do their writing, but ensure that the teacher knows where
they are (and check up on them) at all times. Provide a variety of mediums
for students to work with on their writing (computers, paper, blackboards,
cushions tables etc) so that they may best reach their flow Allow
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Action heroes as well as national or local heroes may be a theme in both
units.
In the Health curriculum, action plans, conflict resolution and decision
making are major themes within, and as well, could lead up to students
putting their words to work and leading to action.
Cross-Cultural Considerations
Because students in your classroom may come from a variety ofbackgrounds, their values and beliefs may differ, thereby making their own
heroes to be different then others and their perceptions. Allow for a variety
of perspectives as long as the student can appropriately back up their
opinions and ideas. As well, the heroes, comics, and writing situations could
come from a variety of voices from different cultures. Be considerate of
terminology that may offend some students eg: slaves, African Americans
instead of blacks, or ideas that place other cultures in the midst of ideas of
charity for a white middle class ideal and separates the true issues. Teach
from not only an emotional side, but a factual presentation as well. Dont
try to separate students real lives from issues, because then they may not
know what to do or think.
Materials Laptop/LCD projector with sound
Internet
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Null, KathleenChristopher. How to Write a Paragraph. Teacher Created
Resources: Westminster, 1999.
Greenwood, Barbara. The Last Safe House. Kids Can Press: Toronto, 1998.
Websites:
Merriam-Webster Online Dictionary. Merriam-Webster Inc, 2005. Online
Free The Children. Free The Children, 2005.
Global Issues: Human Rights. Anup Shah, 2008.
Ryans Well. Ryans Well Foundation, 2007. http://www.ryanswell.ca/
Spiderman: Venom Returns. YouTube, 2008.
Slavery Photos. AG.com, Inc, 1997-2007.
N P fit O i ti A ti With tB d 1995 2008
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Learning Activities
Blue highlighted activities=done every class
ContentOutline
LearningObjectives
CEL InstructionalStrategy/Method
Assessment
Adaptations Resources( see resourcelist for further
explanation)Challenge Word-
each day a new
spelling word will
be introduced as
well as its
definition, usageand placed on the
wall.
Students
will increase
their
vocabulary
orally and
written
CO
M
Direct
Instruction(explicit
teaching)
If words are
being
spelled right
in writing
Easier or
harder words
may need to
be given, ex:
root or other
forms of theroot.
Mirriam-Websters Online
Dictionary
Ms. Martinuks Mad Word
List(handout)
Mini Lesson-
Each class(or
every other class if
more writing time
is needed) a new
mini lesson
dealing with
grammatical, word
usage, writing
structure or
different writing
formats will be
taught so that
Students
will be able
to write
effectively,
within
language
and writing
structures
taught.
CO
M,
CCT
Direct
Instruction(Drill and
Practice),
Interactive Learning
If writing
assignment
s show
improvemen
t or
understandi
ng based on
what
theyve
learned.
Some
students may
need more
practice at
writing to
master the
skills taught,
additional
excercises, or
different
instructional
methods.
How to Write a Paragraph
Grammar References and
Excercises
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students aquire a
variety of tools to
help them with
their writing.
Wild Mind
Writing-
Eachlesson
students will have
5 minutes to write
freely on a topic
sentence given by
the teacher.
Grammar, spelling,etc. willnot be
taken into account,
but the goal is to
get students to
write whatever
thoughts come into
their head. Later,
these ideas may beput into play for a
piece of writing
they want to
continue those
thoughts on. These
wild mind journals
will be taken in at
Students
will be able
to write on a
topic freely
while
generating
ideas.
CO
M,
CCT
Indirect
Instruction(concept
forming)
Participation
(one mark
every day)
Some
students may
take longer to
get into
writing then
others
because of
environment,
experiencewriting, etc.
Allow some
students the
option of
writing in a
different
location or at
a differenttime if they
require it.
Journal
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the end of every
period to be
studied to see if
writing is
improving(content
from mini-lessons,
spelling words
looked at, detail or
idea development,
etc). These
journals also may
give insight into
new ideas for mini-lessons, challenge
words, etc.Time to go
through the
writing process-
each class(or close
to almost)
students will begiven time to
participate in the
writing process
and work on their
portfolios. This
may include
brainstorming,
Students
will go
through the
writing
process to
polish theirwork and
practice the
behavior of
effective
writers
CO
M,
CCT
, IL,
TL,
PSVS
Independent
Learning,
Interactive Learning
Status of
Class,
Checklists
about how
students
werespending
their time,
going
through the
processes
etc.
Students may
need various
places to
work,
mediums to
work with,music, quiet,
etc.
Separate
students that
may distract
A variety of resources such
as websites or books may
be determined by what
styles, types or formats of
writing the students may
be doing.
Poster of writing process
that is clear for students
Writing Supplies
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first drafts, final
drafts, peer
conferencing,
teacher
conferencing,
revising, or
making the final
product.
eachother
Provide time
for extra help
or extra
reflection
Content
Outline
Learning
Objectives
CEL Instructional
Strategy/Method
Assessme
nt
Adaptations Resources( see resource
list for further
explanation) Students will
watch a briefepisode of
Spiderman, and
look at the
perspectives of
the cartoon. What
is realistic, which
parts are blown up
unrealistically,
who are the main
characters
(protagonist,
antagonist, other
important
supporting), what
are their qualities,
-Students
will learnhow to write
a
paragraph.
-Students
will analyze
what being
a superhero
really is
-Students
will view
how
graphics
and
perceptions
CO
M,CCT
,
PSV
S
Experiential
Learning,Independent
Learning,
Interactive Learning
Look for
process ofparagraph
writing,
topic
sentence,
supporting
points,
conclusion,
etc(rating
scale)
Is writing on
topic?
Students with
differentbackgrounds
may value
different
qualities.
Some
students may
not know a lot
about
superheroes,
so class
experts may
fill the rest of
us in.
YouTube-spiderman
cartoon(http://www.youtube
.com/watch?v=eZaDC
Es7EbA)
LCD projector, computer
Chart Paper
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who is considered
the superhero and
why?
**Discussion
regarding the
complexity of
superheroes is
also importang
ie: the line
between good and
evil, and those
who are is not
always clear.Class discussion in
pairs, and then as
a whole class will
critically decode
the cartoon.
Characteristics
about the heroes
may come up:white, male,
strong, educated
etc. (write them
down on chart
paper)
Characteristics
previously
held may
tell as much
as words,
and see how
those words
are
important.
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about the
Villain(antagonist)
may come up as
being: a different
race, male, some
kind of a deficit,
etc. These
stereotypes may
then be discussed.
What then are we
made to think
about real people
who fit thesedescriptions.
What about
women? Etc. Get
students to write
down
characteristics of
what makes a
superhero in adescriptive
paragraph. (first
go over how to
write a
descriptive
paragraph-mini
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lesson)What problems
do superheroes
face? Brainstorm
a concept map on
the board.
Brainstorm
problems that
normal people
face. Are they
different? Similar?
What makes
superherosdifferent from normal
people?
Get students to
write a poem in
response to that
question.
Students
will be able
to make
connections
about fiction
and real life,
map them
out in
concepts.
Studentswill write in
a different
style of
writing(poet
ry)
CO
M,
CCT
,
PSV
K
Interactive
Learning(Brainstor
ming), Indirect
Instruction
Participation
, poem
when
finished in
portfolio(ba
sed on
rubric made
for finished
portfolio
pieces)
Get students
who have
problems
staying on
task or tend
to talk during
lesson do the
recording on
chart paper
Provide someformats of
writing poems
for students
so a guideline
is given
Chart paper
Poetry handouts
What is the
differencebetween Super
Heroes and
Action Heroes?
Let the kids talk in
pairs for a few
minutes, get some
-Students
will beinformed
about real
action
heroes and
be able to
identify with
CO
M,CCT
,
PSV
S, IL
Experiential
Learning(focusedimagery, games),
Interactive
Learning(peer
work)
-analytical
data basedon
discussion
in pairs(on
topic)
-writing
piece in
Some
students mayneed to open
their eyes
and see the
pictures/word
s in order to
pay attention
The last Safe House
Pictures of slavery
Slavery trivia game/true
false cards
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responses and
thenintroduce
Harriet Tubman by
getting the kids to
close their eyes
and listen to a bit
from a story.
Harriet Tubman led
hundreds of
people to freedom.
Tell her story, look
at qualities
brainstormedpreviously about
superheroes, and
ask students if
they think she was
a hero? What
made her a hero?
Show some
pictures of slavesarriving in/being
led to Canada, let
students write
based on what
they feel from the
pictures.
them as real
people
doing real
things.
-Students
will write
based on
emotion or
their own
thoughts
based off of
an image on
a topic of
their own.
portfolio(ba
sed on
rubric made
for finished
portfolio
pieces)
when reading
out loud.
Student
groups for
game may
need to be
adjusted so
rowdy
students
arent all
together
Terminology
re: black
slaves needs
to be
regarded
carefully(beca
use of black
students)
Can heroes be -Students C Interactive -either a Some Powerpoint-Kids can be
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kids too?? See
what kids say
when you ask
them if they have
any power in the
world. (compare
super powers to
human ones) Show
powerpoint with
humanity
statistics,
information about
various youth whohave done action
projects and made
a difference:
Ryans Well, Free
the Children, Iqbal
Masihand Food
from the Hood.
Ask students whatthey feel after
watching that. Ask
students to put
that feeling into
some form of
writing(poem,
will be
exposed to
a peer in
action
making a
difference
-Students
will put
feeling into
words as a
form of
expression
for a
different
type of
audience
and
purpose,
which may
only be for
themselves.
CT,
CO
M,
PSV
S
Learning(discussion
), Independent
Learning(writing),
Experiential
Learning(focused
imagery)
check for
having
completed
the poem,
or a mark as
a portfolio
piece.
students may
not be able to
adequately
put their
feelings into
words, so as
an alternative
a piece of
artwork,
piece of
music, etc.
may be done.
Students may
become
emotionally
attatched, or
unaffected at
all because
they may notbe able to
relate. Come
at the lesson
with a factual
approach,
and connect
it to the
heroes too!
LCD projector/computer
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action projects,
etc. that they
might be about to
look up. Students
will end unit with a
factual report
including a
personal side
showing what they
might do, or why
they like the
organization/idea.
a formal
format to
display
factual
information.