Hero Unit

Christine Pawlowicz Hero Unit

Reading: Hero Word Web

NYS English Language Arts Standard 4: Language for Social InteractionStudents will listen, speak, read, and write for information and understanding. Performance Indicators

- Listen attentively and recognize when it is appropriate for them to speakNYS English Language Arts Standard 2: Language for Literary Response and ExpressionStudents will read and listen to oral, written, and electronically produced texts (...). As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.Performance Indicators

-Observe the conventions of grammar and usage, spelling, and punctuation-Read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

Teaching Time: 45 Minutes

Target Group: 8 students ranging in ages from 6 - 10, at approximately 1st grade reading/writing level.

Instructional Objectives:Students will use proper spelling and grammar to complete the sentence "A hero..."Students will each verbally list at least one word or phrase that describes the concept of "hero."Students will read out loud their definition(s) of "hero."

Materials Needed"A hero" sheets"Hero" centerpieceStringHole PunchWhiteboard

Anticipatory SetTell the students to clear their desks of everything except a pencil. Discuss the story Josh Gibson. Jog the students' memory of the story, and focus on Josh Gibson himself. Equate Josh Gibson to a hero.

Guided Practice1. Ask the question, "What is a hero?" As students come up with ideas, write them on the board. Ask for words describing a hero, or what they think of when someone says hero.2. After some discussion, take out a dictionary and read the definition of hero. Discuss the definition and come up with more words to describe hero.3. State that a hero could be something different for everyone. Tell the students that they are going to define what a hero means to them, and then add it to a web.4. Pass out a "A hero..." sheet to each student, and tell them they are going to do the first one together. 5. Work with the students and the words on the board to choose the first, simple definition. Explain that you need to complete the sentence "A hero..." It could be "A hero is..." or "A hero" does something, etc.


6. Put an overhead sheet on the projector that looks like the one students have. After you decide on the definition, write it slowly while saying the sentence. Ask what should be capitalized, what goes at the end of a sentence, etc. Read the whole sentence aloud. 7. After you have written it on the projector, tell the students to write it on their own. Go around and help if needed.8. Once everyone has written the first definition, explain what the students will do once they have written their own definition. Walk over to the circle rug where the Hero centerpiece is, punch a hole in the paper, and tie it to a string hanging from the centerpiece. 9. Ask if anyone has any more words they want to add to the board, and if so, add them.

Independent Practice1. Pass out a new "A hero" sheet to each student. 2. Explain that they will now write their own definition, using words on the board or words they think of. Stress that they are completing the sentence "A hero..." and give brief examples. (A hero is strong. A hero saves people. A hero is someone who...)3. Help the students come up with their definitions and help them write wherever necessary. They should write their names on the backs of their papers.4. Have someone helping over by the centerpiece. The students can punch the holes by themselves, but the adult should tie the string so the paper doesn't rip.5. Once a student has tied a definition onto the centerpiece, give that student a new blank paper to write another definition. ClosureWhen there is about 13 minutes left, tell the students to finish the ones they are working on and tie them onto the centerpiece. Once they are all tied on, the students should sit around the rug. Each student will then come up and read aloud the entire sentence for whichever ones they have written.Tell the students to start thinking about people in their lives that are their heros, both at home and at school, because they will be working on that tomorrow.

EvaluationEach student should have done at least one definition. Check for spelling, grammar, or mechanics errors and detach the ones that should be corrected. Circle the errors lightly in pencil and place them in the corrections bin.

Instructional ModificationsFor students who need extra help, the sentence can be written on a whiteboard for them to copy.


Reading: Choosing Heros






Instructional Objectives:Students complete the phrases "My hero at home is" and "My hero at school is" using correct capitalization and spelling.Students will choose at least two reasons why an individual is their hero.Students will dictate a grammatically correct sentence that includes the two reasons.Students will write the dictated sentence on the worksheet using correct spelling and mechanics with no errors.

Materials Needed"A hero" sheets"My hero is" sheetsOverhead of "My hero is" sheetIndividual whiteboards

Anticipatory SetTell the students to clear their desks of everything except a pencil. Review what the students have come up with for words describing "hero." When a student comes up with another word or phrase that was not said before, pull out a blank "A hero" sheet and ask the student to write it down. The student may be given the choice to write it by his or herself, or to have the teacher write it. Tie the sheet to the web.Discuss a hero as a role model or someone who can be looked up to.

Guided Practice1. Write "Home" on one side of the board and "School" on the other side.2. Ask the students to raise their hand to give an example of someone who might be considered a hero at home or school.3. Write these suggestions down on the board.4. As students suggest people, ask them to give a reason why that person might be a hero. Write down these reasons under the person's name.5. If it isn't suggested, write down Mom and/or Dad, and see if that prompts the students to suggest other family members.


6. After there are several suggestions on the board, put up the overhead of the "My hero at..." worksheet.7. Work with the students to choose a sample. Write it on the overhead and talk about it as you write it. Complete the first part, "My hero at home is ___" and then state that you need at least two reasons why that person is your hero. 8. Ask for two reasons, and circle or write them on the board. Work with the students to figure out how to make it a grammatically correct sentence. For example, "My hero at home is my mom, because she helps me when I am sad and she loves me."9. Write this sentence and say it as you write it. Ask someone to read the sentence out loud once it is written.10. When you are finished, point to the empty square and explain you will draw a picture of the person there, or glue a picture if you have it. Sketch a drawing of the person.

Independent Practice1. Pass out a sheet to each student. 2. Explain that they will each need to pick two heros; one from home, and one from school. Tell the students that they need to pick at least two reasons why that person is their hero.3. Explain that for the home hero, they should draw in the box if they do not have a photo. For the school hero they should leave it blank, as they will be taking a picture of that person here.4. Tell them to start thinking about a hero. When they know who they want to pick, they should raise their hand.5. Go around and help students spell the names of people they choose. Write them out on whiteboards, and show where on the sheet they should be writing.6. Once students have chosen their heros, tell them to choose two reasons why the person is a hero to them. They may refer to the web or come up with theirown reasons. 7. Help the students put these reasons into a sentence to write on the sheet. The student should dictate the sentence, and you should write that sentence on a whiteboard. The student should dictate spelling to you and you should help correct spelling.

ClosureWhen there is about 10 minutes left, go around and write on sticky notes the sentences the students have chosen. Put those sticky notes on the sheets and collect them. Ask the students to share who they have chosen, and why. Explain that tomorrow they will be finishing the sentences and taking pictures of their people.

EvaluationBy the end of this lesson, students should have at the very least chosen both of their heros. They should also have chosen at least one reason for each. Errors in spelling, grammar, or mechanics should be lightly marked with a pencil to be corrected the next day.

Instructional ModificationsFor students having difficulty putting the reasons into a grammatically correct sentence, present them with two choices, one being right and one being wrong, and ask the student to pick the correct one.


If students believe they have a picture they can bring in of their "home" hero, they may bring it in the next day.


Reading: Taking a Picture of Hero




NYS Math Science Technology Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Performance Indicators

-Use a variety of equipment and software packages to enter, process, display, and communicate

information in different forms using text, tables, pictures, and sound

NYS Math Science Technology Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.


-Control computerized devices and systems through programming



Instructional Objectives:Students complete the phrases "My hero at home is" and "My hero at school is" using correct capitalization and spelling.Students will choose at least two reasons why an individual is their hero.Students will dictate a grammatically correct sentence that includes the two reasons.Students will write the dictated sentence on the worksheet using correct spelling and mechanics with no errors.Students will use a digital camera to take at least one picture of the individual they have identified as their "hero at school."Students will use the computer to take the picture from the camera and put it into a document to be printed.

Materials Needed"A hero" sheets"My hero is" sheetsOverhead of "My hero is" sheetIndividual whiteboards


Digital cameraComputerPrinter

Anticipatory SetTell the students to clear their desks of everything except a pencil. Review what the students have come up with for words describing "hero." When a student comes up with another word or phrase that was not said before, pull out a blank "A hero" sheet and ask the student to write it down. The student may be given the choice to write it by his or herself, or to have the teacher write it. Tie the sheet to the web.

Guided Practice1. Take out the digital camera, and explain that once they have finished writing on their sheets, the next step is to take a picture of the person they wrote about.2. Demonstrate how to take the picture by using someone in the classroom as an example. Tell the students that they have to ask the person if they can take their picture. If the person says no, they can draw the person.3. Explain that once they have taken the picture, they will bring the camera back so they can print the picture.4. Have the students gather around the computer, and demonstrate how to take the file off the camera and into a document to print.5. Show the students how to resize the image so it will fit on their sheets.6. Show the students how to print the picture. Have someone retrieve the picture. In the mean time, lead the students back to their desks and pass out their sheets.7. Explain that when the picture comes back from the printer, they will cut it out and glue it onto their sheets. Demonstrate when the picture comes back.

Independent Practice1. Tell the students to finish working on their sheets. Help them as needed.2. As students finish the writing step, other staff members should help students walk around the building to find the people to take the picture of. Students can be taken in groups, and if the person cannot be located or is busy, the picture can be taken during free time.3. Staff should help students transfer the pictures to a document to be printed, and retrieve the document from the printer.4. Students will cut and glue their pictures onto their papers once everything else is complete.

ClosureWhen students have finished up to the picture gluing step, collect their paper, and they may have free time to read or do other work until snack. Otherwise, when there is approximately 5 minutes left, collect everyone's paper and clip the pieces together if necessary. Inform the students they will complete them tomorrow.

Evaluation


By the end of this lesson, students should be finishing up the writing portion and should be ready to take pictures tomorrow. If the students are far behind, they should complete the writing portion during free time.

Instructional ModificationsFor students having difficulty putting the reasons into a grammatically correct sentence, present them with two choices, one being right and one being wrong, and ask the student to pick the correct one.


Reading: Hero Presentation




NYS Math Science Technology Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.


-Use a variety of equipment and software packages to enter, process, display, and communicate

information in different forms using text, tables, pictures, and sound

NYS Math Science Technology Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.


-Control computerized devices and systems through programming



Instructional Objectives:Students complete the phrases "My hero at home is" and "My hero at school is" using correct capitalization and spelling.Students will choose at least two reasons why an individual is their hero.Students will dictate a grammatically correct sentence that includes the two reasons.Students will write the dictated sentence on the worksheet using correct spelling and

mechanics with no errors.Students will use a digital camera to take at least one picture of the individual they have

identified as their "hero at school."


Students will use the computer to take the picture from the camera and put it into a document to be printed.

Materials Needed"A hero" sheets"My hero is" sheetsOverhead of "My hero is" sheetIndividual whiteboardsDigital cameraComputerPrinter

Anticipatory SetTell the students to clear their desks of everything except a pencil. Review what the students have come up with for words describing "hero." When a student comes up with another word or phrase that was not said before, pull out a blank "A hero" sheet and ask the student to write it down. The student may be given the choice to write it by his or herself, or to have the teacher write it. Tie the sheet to the web.

Guided Practice1. Explain that the students should be taking the pictures today if they have not already.

Review all the steps they need to complete.2. Tell the students that after they have glued on their picture and everything is complete they will have the school side copied and the paper laminated.3. Demonstrate how to laminate the paper.4. Tell the students once they have the copy made, they will go out and take the paper to the person they wrote about. Someone should accompany them. The students will read aloud what they wrote to the person.

Independent Practice1. Students will work on their sheets, and staff will help them with whatever step they are on.2. Students can use the laminator with adult guidance.3. An extra copy of both the home and school sides should be made to collect for evaluation.4. A staff member should accompany the students to the person they wrote about, and make sure they read what they wrote aloud.

Closure1. When there is about 10 minutes left, or everyone has finished, have everyone return to their desks.2. Go around the room and have each student share their school hero and sentence.3. Go around again and have each student share their home hero and sentence.4. Students should put their laminated sheets in their backpack to take home.


EvaluationFor both home and school, each student should have chosen a hero, completed a sentence incorporating at least 2 reasons why that person is a hero, included a drawn or printed picture, and glued said picture to the paper. The paper should be laminated, and a copy should be given to the target person. The sheets should be checked for grammar and spelling.

Instructional ModificationsIf a student's school hero is not available, they can try another time.

Hero Unit

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Transcript of Hero Unit