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Project title: Hall of Heroes: What makes a hero? How do you honor a hero?
Teacher(s): Susan Barmon
School: Floral City Elementary
Grade level(s): 3-5
Subjects: ELA, Social Studies
Note: This project-based learning unit was planned during the summer 2016.
I am currently working through the parts with my students and tweaking
where needed. 8/28/16
STANDARDS-FOCUSED
PROJECT BASED LEARNING
Buck Institute for Education
The title What makes a hero? is supported by the secondary theme, How
can we impact the ethical and moral choices of our peers? This big idea can
be applied to fictional characters and real-life people who have worked to
make this world a better place. For their final product, students are invited to
select five figures to be inducted to The Hall of Heroes.
Identify the content standards that students will learn in this project (two to three per subject).
SL: Engage effectively in a range of collaborative discussions (1-1, in groups, and teacher led) with
diverse partners on grade level topics and texts, building others ideas and expressing their own clearly.
SL: Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
LAFS: Explain how an author uses reasons and evidence to support particular parts in a text
LAFS: Analyze how point of view or purpose shapes the content and style of a text.
LAFS: Key Ideas & Details (a) explicit and logical inference citing evidence, (b) central theme/main idea,
(c) analyze how and why individuals, events, or ideas develop and interact throughout
LAFS: Integration of Knowledge and Ideas (a) integrate and evaluate multiple representations of text, (b)
evaluate reasoning and evidence, (c) compare and contrast multiple texts with similar themes to build
knowledge
Writing: Draw evidence from literary and informational texts to support analysis, reflection, and
research.
Gifted FL Frameworks: Goal 6-The student will be able to set and achieve
personal, academic, and career goals. (a) identify personal strengths/weaknesses
and accept challenges in both areas, (b) return to a task that was not
successful and seek support, (c) strive for professional quality in self selected
projects, (d) recognize how goals for self and others interconnect.
Identify the habits of mind that students will practice in this project (one to two per project).
HALL OF HEROES
Students will receive their challenge after anticipatory activities. A new
museum is being opened. It is solely dedicated to five heroes who have
shaped your country. You and your classmates have been selected to decide
which five figures will be inducted to The Hall of Heroes. Each person
should nominate one person. Discuss your choice with your classmates. Then
vote on the five inductees. If there is a discrepancy, continue to vote until
you reach a consensus.
Students will investigate the questions below while the teacher provides
some helpful links and facilitates the exploration with regular individual and
group reflection. During the project, students will engage independently
and with small groups in three mini activities to support the understanding
of main idea and detail and integrating text from multiple representations
of fiction and non-fiction text. This instruction will culminate in
informational and persuasive compositions and multimedia products. Students
will closely investigate the characteristics they find important and after
analyzing the data they have collected through the investigation, they will
identify five heroes for the Hall of Heroes. They will share their decision
in a visual format in the school hallway.
What makes a hero?
How do heroes emerge in a society?
What are the characteristics of a hero?
How have heroes impacted the world?
How do you honor a hero?
DIRECTIONS: Directions: Read the statements below. Circle the word agree next to each statement that matches your opinion
of what makes a hero. Circle the word disagree if the statement does not fit your opinion of what makes a hero.
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
2000 by Education World. Education World grants users permission to reproduce this page for educational purposes.
HEROES
Two heroes enter the stage. The hero
on the right is wearing a red cape. He has a
chiseled chin and bulging muscles. You know,
if prompted to, he could stop a speeding bullet
or leap a tall building in a single bound. The
hero on the left is wearing a simple dress and
a cloth wound tightly around her head. Her
face and hands are wrinkled from the years
she has spent laboring in the ditches of
Calcutta, caring for the sick and dying. She has touched the lives of millions worldwide, but her
footing is so weak she can barely stand.
Which one is the real hero?
Obviously, there are many different definitions to the word hero. For some it might mean
a political or religious figure. For others, a beloved relative or friend. It might even mean comic
books and spandex to few. But
Some heroes dont have supernatural powers. Some heroes havent changed the world.
Some heroes arent even famous. Whats the tried and true qualifier for a hero then? At some
point a hero has impacted another persons life. Heroes are personal. Affecting the lives of thousands
is great, but one is enough.
Heroes are trailblazers. Heroes overcome great challenges. Heroes have all the
weaknesses the rest of us havegreed, fear, hatebut they have mastered and defeated them.
Heroes make their heroic deeds look easy, even though theyre not.
Many people have asked, Are heroes born or made? Does everyone have the hero
capability lying dormant inside him or her? Or are heroes only a certain type of people, the ones
destined to do great things? (Youll learn what the Greeks thought on the subject soon.) Dont
ordinary people do heroic deeds all the time? They stop a child from drowning. Their kind
words keep a woman from committing suicide. They save a man from going hungry. Until they
were placed into these situations, they might not have known if they were heroic or not.
Our culture talks about heroes so much, its almost clich. When youre asked to write
about heroes for the five-hundredth time, you might roll your eyes. But actually this topic is one
that should be run into the ground. We should never forget the sacrifices made in the past and in
the present to preserve their safety, freedom, and happiness. If writing My Hero Is essays
until a hand falls off is the way to remember that, so be it.
Heroes inspire more heroes. Its a side effect of their actions. Seeing them do their best,
inspires us to do our best. The heroic spirit is kept alive and reborn for a new generation.
All of these points are important to consider. Someday you might want to be a hero
yourself. Youll need to know how this whole hero thing works. Along the way, you might also
discover that heroes arent confined to the lofty heights of Mount Olympus or even the BatCave. They might be everyday people right here on earth, a lot closer than you thought.
Maybe your definition of a hero doesnt match this one. Maybe you want more
qualifications. For you heroes may only be linked to sports or music or politics. Since heroes are
personal, its up to you to determine your personal definition. That way theyll be easier to spot
when they come along.
What does it take to be a hero for you?
HALL OF HEROES
Individual Project:
Share your learning and thoughts about heroes. Answer the questions below.
Share with peers.
What makes a hero?
How do heroes emerge in a society?
What are the characteristics of a hero?
How have heroes impacted the world?
How do you honor a hero?
Select your method to share your learning. Options may include a poem,
poster, word processed essay, electronic application, or whatever suits your
interest and talent.
During the Project:
Create a video to be shared with peers that identifies the hero you would like to
see admitted to the Hall of Heroes. Decide on your video content and be sure
to explain your reasoning while providing text based evidence.
Group Project: Create a Hall of Heroes display in the main school hallway.
Criteria:
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
! Do the products and criteria align with the standards and outcomes for the project?
Proficient
3
Several of the
graphics or objects
used in the bulletin
board reflect an
exceptional degree
of student creativity
in their creation and/
or display.
Students give a
reasonable
explanation of how
every item in the
bulletin board is
related to the
assigned theme. For
most items, the
relationship is clear
without explanation.
Students gives a
reasonable
explanation of how
most items in the
bulletin board are
related to the
assigned theme. For
many of the items,
the relationship is
clear without
explanation.
Students gives a
fairly reasonable
explanation of how
most items in the
bulletin board are
related to the
assigned theme.
The students
explanations are
weak and illustrate
difficulty
understanding how
to relate items to the
assigned theme.
Time and
Effort
Criteria
Quality of
Construction
Creativity
Attention to
Theme
Emerging
2
Limited
1
Score
Points
Earned
CATEGORY
________________________________________
Organization
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized. 8)
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
grammatical,
spelling or
punctuation errors
A few grammatical
spelling, or
punctuation errors.
Many grammatical,
spelling, or
punctuation errors.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Productivity Rubric
Poor = 1
Fair = 2
Good = 3
Excellent =
4
Workload
Did an equal
share of the
work. Group
completed the
task.
Time
Some work
never got
completed and
other
partner(s)
completed the
assignment.
Work was
usually late,
but
was completed
Group members
waited on you.
Work was
ready very
close to the
agreed time.
Work was
ready on time
or sometimes
ahead of time.
Communicatio
n
Never spoke up
to express
excitement
and/or
frustration.
Rarely
expressed
feelings or
preferences.
Usually shared
feelings and
thoughts with
others.
Clearly
communicated
desires, ideas,
personal needs
and feelings.
CATEGORY
________________________________________
Requirements
Attractiveness
Oral
Presentation
Relatively
interesting,
rehearsed with a
fairly smooth
delivery that usually
holds audience
attention.
Sources
Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.
Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.
Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.
Very little or no
source information
was collected.
check http://bie.org/objects/cat/planning_forms
http://bie.org/objects/cat/student_handouts
ALREADY
HAVE
LEARNED
9.
Students need to know how to use Boolean and other search strategies
sources
11.
nonfiction characters
8.
box)
TAUGHT
DURING THE
PROJECT
X
(Check appropriate
TAUGHT
BEFORE THE
PROJECT
"
"
"
"
"
"
Rubrics
Draw the storyboard for this project, with activities, resources, timelines, and milestones.
Session 1
Complete anticipatory survey from educationworld.com
Read to understand elements of the final product.
Begin to define hero
Identify schema, concept brainstorm, review of literature options, synonym brainstorm and word ladder
Assessments: Discussion Blog?, REACH Reflection and Participation Rubric
Sessions 2,3,4
Review elements of final product
Character Traits: review character trait list, direct instruction, application
Integrate literature Seedfolks Sid Fleischman G4-5 and Strawberry Girl by Lois Lensky
G3
Read in literature circle and then prepare presentation to demonstrate understanding of character traits and how a
person traits may change over time. Create What Makes a Hero project that responds to activity questions.
Assessments: Presentation Rubric, Discussion Blog?. Newsroom Breaks, REACH Reflections adapting optional Habit of
Mind prompts as needed
Sessions 4,5,6
Review elements of final product
Fictional Heroes:introduce with superhero and supeos
superman videos
Is Superman Really All That Super? Critically Exploring Superheroes RWT
Begin to think about My Hero presentation with concept map, storyboard, brainstorming list
Assessment: Discussion Blog?, Writing Rubric, REACH Reflections adapting optional Habit of Mind prompts as needed
Sessions 7,8,9
Review elements of final product
Non-Fiction Heroes
Integrate NaturalHeroes.com and myhero.com Create My Hero presentation.
Assessment: Discussion Blog?, Presentation Rubric, Newsroom Breaks, REACH Reflections adapting optional Habit of
Mind prompts as needed.
Sessions 10,11,12
Final Product: Choose 5 people for Hall of Heroes and create display, possible parent demonstration of process and
learning
Assessment: Bulletin Board Rubric, Participation Rubric, reflections as necessary
Re-examine anticipatory survey from educationworld.com. Has your understanding of what makes a hero changed?
Respond to how your understanding of what makes a hero has or has not changed. 1 session
Use the Tuning Protocol with other teachers or a group of students to refine the project design or
guide you further in your planning. What other thoughts do you now have on the project?
From work completed during ICTI-130 the plans are below:
Step 1: Introduce primary/secondary and firsthand/secondhand sources with Nolan Video
humble
brave
courageous
serious
funny
humorous
sad
resourceful
stubborn
loyal
gullible
handsome
caring
carefree
selfish
unselfish
generous
self-confident
respectful
considerate
imaginative
inventive
creative
independent
studious
intelligent
honest
mischievous
friendly
adventurous
hard-working
timid
shy
bold
daring
dainty
busy
lazy
patriotic
fun-loving
successful
responsible
helpful
dreamer
happy
disagreeable
conceited
leader
demanding
bossy
gentle
loving
proud
wild
messy
neat
joyful
cooperative
lovable
ambitious
quiet
curious
witty
fighter
determined
energetic
cheerful
thoughtful
calm
mannerly
rude
mean
1 of 2
2 of 2
Find four examples of how the author indirectly shows this characters
traits in the first half of the story (think actions, thoughts, & dialogue).
Finally, identify a parallel piece of music or a similar character from
another story or film.
Find four examples of how the author indirectly shows this characters
traits in the second half of the story (think actions, thoughts, &
dialogue). Finally, identify a parallel piece of music or a similar character
from another story or film.
Name
Date
Reflection
1. What did you learn about the content as you completed your work today?
2. What did you learn about yourself as a learner as you completed your work
today?
Name
Date
Reflection
1. What did you learn about the content as you completed your work today?
2. What did you learn about yourself as a learner as you completed your work
today?
Students with IEP accommodations or those that would benefit with extra
time, small group, enlarged print, peer support, audio readers, teacher
prompts, or frequent checks for understanding will be provided.
During sessions other teaching strategies will include:
Under-performing Student:
-During the class discussion, call on student to discuss question 1 or 2
(lower-level questions)
-Provide more practice, scaffolding, and teacher cues when reading
informational text or working through the learning process
Gifted Student: During class discussion, challenge student to create a new
questions or transfer of understanding.
Refer to Technology Matrix http://fcit.usf.edu/matrix/matrix.php
when evaluating student progress.
How will you and your students reflect on and evaluate the project?
" Class discussion
" Fishbowl
" Student-facilitated formal debrief
" Teacher-led formal debrief
" Student-facilitated formal debrief
" Individual evaluations
" Group evaluations
" Other: Incorporate BIE evaluation and organization handouts
"