HEROES UNIT

VICTORIA CHANDA
UNIT REDESIGN ET 605
 HEROES UNIT OVERVIEW
Overview ELA Standards
Day 1 Whole: RL 4.3 Describe in depth a character, setting, or event
Answer Garden in a story or drama, drawing on specific details in the
Read Aloud with IDR notes text (e.g. a character’s thoughts, words, or actions)
Comic Strip
Day 2 Whole: RL 4.3 Describe in depth a character, setting, or event
Review Answer Garden in a story or drama, drawing on specific details in the
Read Aloud text (e.g. a character’s thoughts, words, or actions)
Introduce Google Notes for small groups W 4.9: Draw evidence from literary or informational
Small: texts to support analysis, reflection and research.
Split into 3 group rotations
Day 3 Whole: RL 4.3 Describe in depth a character, setting, or event
Review Answer Garden in a story or drama, drawing on specific details in the
Read Aloud text (e.g. a character’s thoughts, words, or actions)
Small: W. 4.10: Write routinely over extended time frames
Continue with Google Notes and 3 group (time for research, reflection, and revision) and shorter
rotations time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Day 4 Whole: SL 4.1: Engage effectively in a range of collaborative
Review Answer Garden discussions (one on one, in groups and teacher led)
Introduce Hero Interview with diverse partners of grade 4 topics and texts,
Group Students building on others’ ideas and expressing their own
Create Questions clearly.
Day 5 Whole: W. 4.1 Write opinion pieces on topics or texts,
Review Answer Garden supporting a point of view with reasons and
Meet with Hero for interview information.
Write Opinion W 4.2: Write informative/explanatory texts to examine
Post on Blog a topic and convey ideas and information clearly.
Comment on Students Blogs

Objectives:
1) Students will identify heroic character traits to analyze character actions and acquire new
vocabulary to describe a hero. Students will respond both orally and in writing citing text
evidence to prove their beliefs about a character’s status as a hero.
2) Students will work collaboratively to respond to the texts and refine their thinking.
3) Students will define, reflect, modify, and determine a definition of a hero.
4) Students will review and use a variety of reading strategies to comprehend text.
 ISTE Standards

http://www.iste.org/standards/standards/for-students-2016

Empowered Learner
1b:Students build networks and customize their learning environments in ways that support the
learning process.
1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
Digital Citizen
2b Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.
Creative Communicator
6d Students publish or present content that customizes the message and medium for their
intended audiences.

Technology Integration Matrix

http://fcit.usf.edu/matrix/matrix.php

Active Adaptation: Students work independently with technology tools in conventional ways.
Students are developing a conceptual understanding of technology tools and begin to engage
with these tools. The teacher chooses which technology tools to use and when to use them.
Because the students are developing a conceptual and procedural knowledge of the technology
tools, the teacher does not need to guide students step by step through activities. Instead, the
teacher acts as a facilitator toward learning, allowing for greater student engagement with
technology tools. Technology tools are available on a regular basis.

Collaborative Adaptation: Students independently use technology tools in conventional ways

for collaboration. Students are developing a conceptual understanding of the use of technology
tools for working with others. The teacher provides opportunities for students to use technology
to work with others. The teacher selects and provides technology tools for students to use in
collaborative ways, and encourages students to begin exploring the use of these tools. Desks and
workstations are arranged so that multiple students can access technology tools simultaneously.
 Lesson Plan 1

1. Have students get a computer and open the link to the Answer Garden website.
2. Ask students to think about someone they think of as a hero.
3. Pose the question: “What words come to mind when you think of your hero?”
4. Have students respond on Answer Garden.
5. Use the initial responses as an assessment of their understanding and beliefs about heroes.
Allow students time to share what they posted on the Answer Garden page.
6. Take a screen shot of the Answer Garden chart and print it out. Hold up the printed paper
and explain that the chart will show how their thinking about the qualities of a hero
changes throughout the unit.
7. Have students leave computers at their desk, take out Independent Daily Reading (IDR)
journal and a pencil, and join you on the carpet.
8. Model how to make the chart below and ask students to copy it in their IDR journal.
Thoughts Feelings Actions

9. Explain that the thoughts, feelings and actions of a person can really explain who that
person is. Tell them that today they are going to be reading a book about a hero and you
want them to pay close attention to the thoughts, feelings and actions of the character that
help show why the character is a hero.
10. Read Mr. Lincoln’s Way by Patricia Polacco.
11. When finished, tell students that they will be sharing their notes differently today.
12. Have students turn their attention to the projection screen.
13. With your computer show students how to access Ms. Chanda’s hand out folder and
open the “Hero Comic” link. Once opened, the students will click on the link and it
will take them to toondoo.com.
14. Explain to students that they will pick one or two of the thoughts, feelings, or actions
from the read aloud to create a comic strip that shows why the character is a hero.
15. Allow students 20 minutes to create comic strip.
16. After, have students volunteer to plug their computer into the projection screen and share
their comic strip with the class.
17. Close the lesson by reviewing what the word ‘hero’ means.
 Lesson Plan 2

1. Have students join you on carpet.

2. Review the Answer Garden sheet from yesterday-- add more thoughts on the website
using your teacher computer.
3. Read They Called Her Molly Pitcher by Anne Rockwell.
4. Remind students to think of the thoughts, words, and actions that qualify the character as
a hero.
5. Have students go back to their seat and log on to their computers to prepare for small
group rotations.
6. When finished with rotations, close with review of what ‘hero’ means.

*During independent reading time, students will be reading a book about a hero of their
choice from the selection of books I have provided. During independent seatwork,
students will log onto google docs to record the words/thoughts/actions of the hero they
had read about. It is a google doc shared with the whole class so they are able to see what
other people posted and can comment on what others wrote.

2:40-3:00 3:00-3:20 3:20-3:40

Hubble Guided Reading with Read a book about a Use google docs to
Chanda hero record notes about
the hero and
comment on other
peers notes
Challenger Read a book about a Use google docs to Guided Reading with
hero record notes about Chanda
hero and comment on
other peers notes
Apollo Read a book about a Guided Reading with Use google docs to
hero Chanda record notes about
hero and comment on
other peers notes

Lesson Plan 3

1. Have students join you on carpet.

 2. Review the Answer Garden sheet-- add more thoughts on the website using your teacher
computer.
3. Read Thank You, Mr. Falkner by Patricia Polacco and remind students to think of the
thoughts, words, and actions that make the character a hero.
4. Continue with small group rotations from day before. Challenge students to make one
comment about a note a peer wrote on the google docs.
5. When finished with rotations, close with review of what ‘hero’ means.

Lesson Plan 4
1. Have students join you on carpet.
2. Review the Answer Garden sheet--add more thoughts on the website using your teacher
computer.
3. Ask students to go to their seat and take out a pencil.
4. Pass out a note card and have students put their name on the card.
5. Ask the question: “Who is your hero at Guilford Elementary School?”
6. Have students write down the name of their hero at Guilford Elementary School.
7. Collect all note cards and have students take out a book to read quietly to self.
8. Partner up students based off of the hero they selected.
9. Have students put books away and join you on the carpet.
10. Project “My Guilford Hero” on the front screen.
11. Explain that they will be working with a partner to interview the person they claimed to
be their school hero.
12. Review the instructions with students.
13. Ask students if they have any questions about the assignment.
14. Tell students who they will be working with and then break apart to begin the
assignment.
15. Monitor student interactions and facilitate discussions when needed. Be sure that each
pair has 5 questions to ask their school hero.
16. When finished, close the lesson reviewing what the word ‘hero’ means.

*Teacher side note: Find the school heroes that students listed and inform them that if it is okay,
students will be coming around to interview them the next day. Write down times that work for
the person so you are able to send students when the heroes are available to talk.

Lesson Plan 5

1. Have students join you on carpet.

2. Review the Answer Garden sheet--add more thoughts on the website using the teacher
computer.
3. Inform students that they will have 5 minutes to gather their thoughts and finish writing
down interview questions.
4. Gather students in the front of the room.
 5. Show students how to use the video camera.
6. Have students practice using the video camera and complete a mock interview with one
another using the camera.
7. Allow students 20 minutes to go interview their hero in the school.
8. Once finished interviewing, explain to students that they will work on their own to write
an opinion piece about why the person they chose is a hero.
9. Allow students time to work on writing the opinion piece.
10. When finished students will post the opinion onto the class blog along with the video
interview.

My Guilford Hero
Instructions:

1. Who is your hero at Guilford Elementary School? _____________

2. Work with your partner to create 5 or more questions to ask your hero that will help
support what makes the person a hero. Think about the thoughts, actions, words, and
character traits of your hero.
3. Use the classroom camera to record an interview with your hero. Make sure you use the
video camera appropriately and the focus is on the interviewer and interviewee.
4. Independently write an opinion piece explaining why the person you chose is your hero.
5. Post your opinion with the video interview you created on the class blog.
6. Comment on 3 classmate’s blogs.

RUBRIC
5 points 3 points 2 points 0 points
Interview You and your You and your You and your You and your partner
Questions partner have 5 or partner have 3-4 partner have 1-2 are not prepared to
more questions questions questions interview your hero
prepared for your prepared for prepared for
school hero your school hero your school
hero
Video The focus is on the The focus is on The focus is The focus is not on
hero and the camera the hero and the sometimes on the hero, camera is
is steady camera is a little the hero, and very shaky
shaky the camera is
shaky
Writing: You have stated You have stated You have stated You have not stated
Opinion and your opinion and an opinion and an opinion but an opinion nor have
Explanation provided a clear provide some don’t provide you provided an
explanation as to explanation as to an explanation explanation as to
what makes your what makes your as to what what makes your
hero a hero hero a hero makes your hero a hero
hero a hero
Writing: Demonstrates Errors are minor Errors interfere Demonstrates limited
Spelling creativity when and do not with the understanding of
and Grammar using conventions interfere with the readability grade level
that enhance readability conventions. Errors
readability interfere greatly with
readability
Comments You commented on You commented You You didn’t comment
3 blogs on 2 blogs commented on on any blogs
1 blog

Total Points ________/25

TECHNOLOGY EXAMPLES

Answer Garden
Students will use the online tool to answer the following question: What words come to mind
when you think of the word ‘hero’? Students will then view what other peers wrote and a class
discussion will be held.

Comic Strip
Students will take notes during a read aloud describing a character’s thoughts, words and actions.
They will use the notes to create a comic strip that show why the character is a hero.

Google Docs
Students will record notes about a character’s thoughts, words, and actions using a google doc.
Students will be required to comment on other classmate’s posts.
 Video Interview
Students will work with partners to create 5 or more questions that they will ask their Guilford
Elementary School Hero. Students will then use a video camera to record the interview.

Opinion Blog
Students will write an opinion about why their Guilford person is a hero. They will then post
their opinion on the classroom blog and attach the video interview with it. After, they will
comment on three or more student posts.

Hero Assessment
Students will be given the following rubric to assess their performance on the video interview
and opinion blog post.

Technology Reflection

1. Answer Garden
https://answergarden.ch/364460

The original lesson plan asked for students to jot down ideas on a sticky note about what the
word ‘hero’ means. They were then to take the sticky note and share it with the class. I decided to
have students respond to the question using the website “Answer Garden”. This allowed students
to see what other peers wrote as well as how many people wrote the same idea. What I really like
about the tool is that students can go into the question daily to reflect and add more thoughts.
The technology tool I chose to implement acted as a direct substitute, with no functional change,
making it substitution when thinking about the SAMR model.

2. Comic Strip
http://www.toondoo.com/View.toon?param=10515271

Throughout the unit, students need to think about a character’s thoughts, actions, and words
to determine character traits that are considered heroic. For the first day, I have students taking
notes in their journals about a character from a read aloud. They are focusing on the character’s
thoughts, actions, and words while recording notes. As an engaging introduction to the unit I
thought I would have students use their notes to create a comic to show why the character is a
hero. This new technology piece would serve as redefinition because I created a new task that the
original unit didn’t include. Creating a comic would be a great informal assessment to see if
students are able to show how a character’s thoughts, words, or actions help support why the
character is a hero.

3. Google Docs
https://docs.google.com/document/d/1-
zbopXXo7uXbfk3UJAtzL4Jke4s5uflpv02UUNydeuU/edit

In previous years I have had students record notes about a character in their Independent
Daily Reading (IDR) journals. This year I decided I would create a document that I would share
with the class where students could record different thoughts, words, and actions of a character
that they come across when reading during IDR time. I also added in a component where
students are able to comment on other peers’ thoughts. It is a great way to have students
collaborate with one another in the classroom. There will be twelve books total to choose from.
During rotations, there will be 7 people at a time choosing a book to read. This will allow
students the opportunity to pick more than one book. This allows for significant task redesign
which would be augmentation. Students were previously required to take notes on heroes they
read about, but I am adding a new component in to where now they have to asynchronously take
notes in a google doc as well as comment on other posts.

4. Video Interview

I wanted to incorporate a real world example in the heroes unit for the students. Although it
wouldn’t be impossible to interview their hero, it could be quite difficult depending on who their
hero is. I decided to create an assignment where students need to identify a person from Guilford
Elementary School who is their hero. They would work with a partner who picked the same hero
to come up with 5 or more questions to ask their hero in a one on one interview. Students would
use the school video camera to record the interview that they would share with the class. Due to
the fact that the technology allows creation of a new task, previously inconceivable, this would
be redefinition of a lesson.

5. Blog
http://chanda4.blogspot.com/

The unit requires students to write an opinion essay about a person who is a hero to them.
They need to defend what makes the person a hero by looking at the character traits of that
person. I am going to have students write their opinion essay based off of their school hero. They
could then post their essay on a blog for students to read and then comment on each others work.
In the original unit, students had to share their work with peers. The blog acts as a direct
substitute, with functional improvements, classifying this technology tool as modification.
 APA References

ISTE Standards for Students. (n.d.) Retrieved October 14, 2016, from ISTE website:
www.iste.org/standards/standards/standards-for-students

TIM: The Technology Integration Matrix | A video resource supporting the full integration of
technology in Florida schools. (n.d.). Retrieved October 14, 2016, from
http://fcit.usf.edu/matrix/matrix.php

English Language Arts Standards » Reading: Literature » Grade 4. (n.d.). Retrieved

October 14, 2016, from http://www.corestandards.org/ELA-Literacy/RL/4/

Reading Unit: Heroes. (n.d.). Retrieved October 14, 2016, from

https://hcpss.instructure.com/courses/414/pages/grade-4-language-arts-quarter-2-heroes