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Introductory Lesson for Hero/Morality Unit

Introductory Lesson for Hero/Morality Unit

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Published by Caitlin Hawkins
Students use a variety of learning methods to connect to the topic and understand the material
Students use a variety of learning methods to connect to the topic and understand the material

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Published by: Caitlin Hawkins on Apr 07, 2013
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04/07/2013

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Your Name: Caitlin HawkinsName of Unit: Heros/Morality
Subject Area: English
 
Grade Level:9
th
grade
 
Instruction time:50 min
 
Lesson Summary Description
In this lesson I will be introducing the topic of the “hero” to the class. I will start by asking them
to identify someone they view as a hero in their lives and then coming up with a list of characteristics or ideals that makes someone a hero. We will then compile a list of thesecharacteristics as a class and students will use this to develop another list of heroes from storiesthey know that they think would fit this list of characteristics. We will also discuss the heroescounterpart
 – 
the villain
 – 
and
see if the villain has opposite attributes as the “hero”. Students
will apply this list to a hero of their choice in a writing assignment that night.
Standard(s)
 
W.9-10.10. Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 
 
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflictingmotivations) develop over the course of a text, interact with other characters, and advancethe plot or develop the theme.
 
 
W.9-10.2.Write informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effective selection,organization, and analysis of content.
 
Enduring Understandings/Essential Question(s)
What makes someone a “hero” or “heroic”?
 
Can someone be qualified as purely “heroic” or purely “evil”?
 
Objective(s)
During class (C) students (A) 
will deconstruct their definition of a “hero”
(B) giving oneexamples of a hero in their life and at least four characteristics they believe make that person a
“hero” (D).
 Students (A) 
will be able to analyze the class list of “heroic” attributes and develop
(B)5-6
attributes of the “villains” seen in the opposing positions as the “hero” we defined (D).
 
 
Lesson Plan Assignment 
Differentiation
The quick write at the beginning of class will not be graded for writing abilities so ESL and
struggling writers won’t need to worry about perfect grammar or vocabulary/spelling so long as
they attempt to complete the assignment. This lesson does not require reading skills, but insteaddeeper thinking skills, which will hopefully make the learning more available to strugglingreaders. Students who need help with note taking will be able to receive a copy of my printednotes after they attempt to take notes on their own as well. ESL students may struggle tounderstand some vocabulary mentioned as we define attributes of the hero or villain, for unfamiliar words I will ask the student who suggested to word to give an example and I will proved extra definitions or examples as needed. Students will be able to ask questions at anytime.
Resources & Materials
-Paper -Pencils-Large sheets of paper for class notes (can be hung up again)- Markers- Dictionaries for students to look up words-Writing prompt #1 (see last sheet of document)
Student Assessment(s)
I will collect the students
two quick writes as well as ask each student to contribute to the classdiscussion when they feel comfortable doing so. My assessment of their learning will be donethrough these quick writes, participation, and the writing assignment they will be given for thatnight.
Instructional strategies/methods
Direct Instruction to begin with as I ask them to complete quick writes. That will in interspersedwith partner time and as the class continues it will become more student led and students will beasked to challenge each others thoughts and question the terms suggested. As class continues itshould fade into a more indirect instructional method.
Detailed Lesson Steps/Sequence
1.
 
Students will be asked to complete their first quick write: Think of a hero/heroine in your 
life, write that person down. Why does this person serve as a “hero” to you? (7 min)
 2.
 
Students will turn to their partners and share their quick write. (4 min)3.
 
Students will be asked to complete a second quick write: Think of at least 4characteristics/attributes that qualify that person as a hero in your mind
 – 
write themdown. (5 min)
 
Lesson Plan Assignment 
4.
 
Students will then share with their partners. (3 min)5.
 
The class will compile a list of different attributes they believe a hero possesses.Students will be prompted to challenge each others suggestions and ask for examples odefinitions to convince their peers that their word belongs on the list. (13 min)6.
 
A sheet will be placed ne
xt to the list of “heroic” attributes and students will be asked to
repeat this process listing opposite attributes they think belong to a villain this time.Students will turn to their partners and share their thoughts first. (3 min)7.
 
The class will come together and compile a list again of their thoughts. (7 min)8.
 
The class will receive writing prompt #1. I will read through the prompt, give them anexample of a topic they could choose to do (a hero that has recently been in the news,Hercules, etc.) and answer any question they have. (8 min)

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