L.A. Unit Plan - Grade 9: Heroes

Part 1 ­ Logistics

Unit Title: Heroes throughout History What does a hero look like? ­ Mythical heroes,WWII, social heroes, volunteers, community heroes ­ Heroes in mythical and fictional stories ­ What are the traits of a hero? ­ What makes a hero? And who decides? ­ Can anyone be a hero or can everyone be a hero? ­ How do heroes affect those around them? ­ How do heroes influence society? Throughout time? ­ Do we need heroes? Why or why not? ­ If we do need heroes, when are they necessary? ­ Can a person who has killed someone become a hero? ­ Is killing someone who is “bad” heroic, or a crime? ­ Who decides who is “bad?” ­ Do heroes have to be moral role models? ­ Do heroes have to live virtuously in all areas of life?

Instructional Designers: Laura Friesen, Kelsey Dunham

Subject Area: ELA

Grade: 9

Curriculum Strand(s): 1.1 Discover and Explore, 2.2 Respond to Texts, 2.3 Understand techniques and elements, 2.4 Generate Ideas, 3.1 Plan and Focus, 3.3 Organize, Record and Evaluate, 4.1 Enhance and Improve, 4.3 Present and Share, 5.1 Respect Others and Strengthen community, 5.2 Work within a group

Duration: (days, class periods or weeks) 3 Weeks 15 classes 45­50 minutes

1

Rationale: How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why?

This unit will start mid­November. Students will have just finished a novel study on The Hobbit which builds into the theme of heroism. These outcomes best cover this unit as various media are used to convey heroism. Students will get a better look at how heroes have been portrayed throughout history.

This unit plan will be developmentally responsive as grade nine students are very keen on stories of heroes. Because students are looking for identity and meaning they can connect and model themselves after heroes that stand out to them. Students may realize heroes don’t need exceptionally physical strengths or powers, but heroism can be as simple as standing up for those being bullied or serving their community. By teaching to many multiple intelligences and learning modalities students will be able to excel and feel motivated to invest in this unit.

Part 2 – Desired Results

Learning Outcomes: (State the specific learner outcomes from the curriculum document) 1.1 Discover and Explore Express ideas and develop understanding ~ talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view ~extend understanding by taking different points of view when rereading

2

and reflecting on oral, print and other media

2.2 Respond to Texts Experience various texts ~ identify and discuss how timeless themes are developed in a variety of oral, print and other media texts ~ consider historical context when developing own points of view or interpretation of oral, print and other media texts Construct meaning from texts ~ discuss and explain various interpretations of the same oral, print and other media texts.

Appreciate the Artistry of texts ~ discuss how techniques such as irony, symbolism, perspective and proportion communicate meaning and enhance effect in oral, print and other media texts

2.3 Understand techniques and elements ~ compare a main character in one text to the main character in another text from a different era, genre or medium

2.4 Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.1 Plan and Focus Focus attention ~ synthesize ideas and info from a variety of sources to develop own opinions, points of view and general impressions Use a variety of sources ~ obtain info reflecting multiple perspectives from a variety of sources,

3

such as a expository essays, graphs, diagrams, online catalogues, internet.

3.3 Organize, Record and Evaluate Organize information ~ organize ideas and information developing and selecting appropriate categories and organizational structures Evaluate Information ~ reflect on new understanding and its value to self and others

4.1 Enhance and Improve Enhance legibility ~ identify and experiment with some principles of design that enhance the presentation of texts

4.3 Present and Share Present Info ~ Select, organize, and present information to appeal to the interests and background knowledge of various readers or audiences Enhance Presentation ~ choose appropriate types of evidence and strategies clarify ideas and information, and to convince various readers and audiences Demonstrate attentive listening and viewing ~ follow the train of thought, and evaluate the credibility of the presenter and the evidence provided ~ provide feedback that encourages the presenter and audience to consider others ideas and additional information

5.1 Respect Others and Strengthen community Appreciate diversity ~ take responsibility for developing and sharing oral, print and other

4

media texts and for responding respectfully to the texts of others Use language to show respect ~ create or use oral, print and other media texts in ways that are respectful of people, opinions, communities and cultures

5.2 Work within a group Cooperate with others ~ contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand the ideas and viewpoints of others ~ discuss and choose ways to coordinate the abilities and interests of individual group members to achieve group goals.

Work in groups ~ generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or investigations ~ establish and use criteria to evaluate group process and personal contributions; set goals and make plans for improvement Knowledge: What knowledge will students acquire as a result of this unit?

Skills: What should students be able to do? What behaviors will they exhibit?

Students will know… ~ imagery, symbolism ~ voice ~ how to debate ~ definitions: hero, volunteerism ~ identify different heroes and their characteristics ~ Historical context of different heroes ~ Appropriate use of mind maps, graphic organizers ~ Effective journaling

Students will be able to… ~ Talk with others to explore, develop and justify opinions and point of view of heroism ~ Develop own opinions, points of view by combining multiple ideas from a variety of sources ~ Think critically about different points of view ~ Identify and discuss the timeless theme of heroism ~ Compare and contrast a main character in one context to another in another context 5

~ How social media affects volunteerism ~ Elements of an effective presentation

~ reflect on new material from a variety of sources to see its value to self and others ~ organize ideas in a clear and concise way ~ Select, organize and present information to engage and appeal to a specific audience ~ Enhance a presentation using appropriate evidence, clear ideas and information ~ Respectfully listen to a presenter and provide constructive feedback ~ create a presentation that appreciates diversity, and is respectful in the language and way that it is presented ~ Collaborate in a group by participating in discussion and also respectfully listening to others ideas and opinions ~ Work towards groups strengths and help in their weaknesses ~ Plan as a group and set achievable goals ~ Take different roles in a group

Part 3 – Assessment Evidence

Performance Task: What authentic, relevant task will allow students to show what they've learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real­life situation.

Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.

6

G ­ Goal What should students accomplish by completing this task?

Students will contribute to their community by recognizing how they can make a difference through service to others. Students will develop their own criteria throughout the unit of what it means to be a hero, and then communicate their viewpoint through a summative presentation of their choosing.

R – Role What role (perspective) will students be taking?

Students will take on the role of community service volunteer and that of a presenter.

A – Audience Who is the relevant audience?

The audience will present their project to their classmates and their teacher.

S – Situation The context or challenge provided to the student

Students will be challenged to contribute to their community in a way that gives meaning to their lives and the lives of others. Students will learn that they too can become a “hero” to others, without the use of superpowers. Students will develop their own ideals of what it means to be a hero in their world.

P – Product, Performance What will the student create?

Students will perform volunteer service tasks throughout their community. Students will create a meaningful depiction of a what it means to be a hero to them.

S – Success criteria What do they need to include/do/show?

Students will include a record of their volunteer hours accompanied by a journal that follows the students’ thought­journey through their volunteerism. Students will draw from a variety of sources to form their own opinion of what it means to be a hero and present this in oral, print or other media texts.

Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self­assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

(AS) ­Students will journal once daily, answering a probing question which will be delivered at the beginning of class. Students will use their journalling to guide their thoughts and give them ideas for the summative performance task.

(FOR) ­Students will discuss their opinions of topics with their classmates and instructor. Their understanding of topics will lengthen with probing and guiding questions. Students will make observations on how their acts of volunteering impact 7

those around them. Students will compare and contrast the positive and negatives of aid relief. Students assess their classmates after listening to a debate. Students will present and speak in front of their class to present ideas. The teacher will also give oral and feedback on students work throughout the unit to further students learning.

Part 4 – Learning Plan

What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3? What will the sequence of instruction be for this unit?

Introductory Activity How will you engage students and generate interest at the beginning of the unit? Describe your ‘anticipatory set’.

Students will start the unit by competing in the ‘Superhero’ contest. This activity will take a whole class period. At the end of this contest they will present the different components of their superhero which they attained throughout the lesson.

Learning Outcome (Curriculum)

Activities (Instruction)

Assessment (FOR/OF/AS)

Resources / Materials (equipment, textbooks, technology, multimedia, etc.)

1.

5.2 Work within a group Cooperate with others ~ contribute to group efforts to reach consensus or conclusions, by engaging in

Superhero Contest ­ See outline for more details ­This is a contest in which teams of at least five players with a minimum one girl/boy per

FOR ­ Students will present their superhero to the

Handout of Superhero Contest

Smartboard 8

dialogue to understand the ideas and viewpoints of others ~ discuss and choose ways to coordinate the abilities and interests of individual group members to achieve group goals.

Work in groups ~ generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or investigations

group compete to determine who has the best superhero among them. ­Students teams will be made from their seating plan, which will be pre­determined.

Introduction: Students will be shown a clip from the movie Avengers (http://www.youtube.com/watch?v=eOrNdBp GMv8). As such, the groups will be vying for the position of the new Avenger. ­They will then go through 7 different challenges where they will acquire all they need to become a superhero. Each team will collect a certain number of points for completing a task on time: 5 points for finishing first, 4 points for finishing second, 3 points for finishing third, 2 points for finishing fourth, and 1 point for finishing last.

Conclusion: Teams will perform and present their superhero to their classmates. They will include super heroes powers, introduce sidekick, outfit, car, name and theme song.

Superhero’s will be judged on a scale of one to ten by a rating scale. These points will be added to current total to determine the winner of the superhero contest.

class and given a score out of 10 based on a rating scale

­ Teacher will walk around monitoring and giving oral feedback to help students

http://www.youtube.com/w atch?v=eOrNdBpGMv8

Rating Scale (/24) (super heroes powers /3, introduce sidekick /3, outfit /3, car /3, name /3, theme song /3, and overall presentation /6)

Dress­up clothes ­ Hats ­ Pants ­ Shirts ­ Dresses ­ Jewlery ­ shoes

Hoola Hoop ­ Birdie & Racket ­ Basketball ­ Baseball ­ Frisbee ­ Paper Airplane

­ Water Gun, Slingshot, Cap gun, Foam Swords ­ Pool Noodles, Plunger, Water Balloons ­ Nylon/(Beanie Bag or 9

sock) combo, citrus fruits, banana peels

­ Barbie or Ken doll

­ Kleenex Box ­ Crayons/Markers ­ Glue/Tape ­ Construction Paper

­ Slips of Paper with consonants and vowels in two separate boxes 2.

2.2 Respond to Texts Experience various texts ~ identify and discuss how timeless themes are developed in a variety of oral, print and other media texts

2.4 Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.3 Organize, Record and Evaluate Organize information ~ organize ideas and information by developing and selecting appropriate categories and organizational structures

What are the traits of a traditional hero?

Where do heroes come from?

Rally Robin ­ Students will work together to develop a list of heroes they know of.

Mind Map ­ Using a mind map students will then group the heroes using the following categories, greek mythology, folk tales/legends, real life heroes.

Lecture: Prezi ­ Teacher will quickly talk about where heroes come from, and how they play a role in society throughout history.

Wordle­ Students will brainstorm ideas of the classic traits of a hero. This will later be posted in the classroom.

Big Project(s): 1. What is a “hero”? Throughout this unit

FOR ­ Rally Robin, Mind Map, Wordle

http://www.wordle.net/

Prezi

Handout of Big Projects

10

students will learn about different heroes and the form they take throughout history.

Students will use this knowledge to analyze characteristics of a hero and create a poem, song, comic, picture, collage, or video of what a hero is to them, whether it means having superpowers, being selfless, doing good or having integrity.

2. How can I be a hero?

Students will be asked to look for opportunities to be a hero in their community.

They will be required to do a minimum of two acts of community service during the span of the unit. Some examples might be babysit for free, shovel a walkway, yardwork, collect food for the foodbank. Students will journal their activities and get them signed. Questions they will answer in their journals are: What did you do? How did this experience make you feel? What impact did it have on the person you helped? Do you think this act of kindness would be considered heroic? Why or why not?

3.

2.2 Respond to Texts Experience various texts ~ identify and discuss how timeless themes are developed in a variety of oral, print and other media texts

Mythical Heroes, Hercules and Achilles Introduction: Students will enter the class while the song, “Zero to Hero” from the Hercules cartoon is playing. This will cue students that we will be discussing

FOR ­ Greek Hero Poster

AS

http://www.youtube.com/w atch?v=Pa0lMzaljTk

Characteristics of Greek Heroes ­ Powerpoint 11

4.

~consider historical context when developing own points of view or interpretation of oral, print and other media texts

2.4 Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.3 Organize, Record and Evaluate Evaluate Information ~ reflect on new understanding and its value to self and others

mythological heroes. ­ Journal Entry

Powerpoint: This powerpoint will go through the characteristics of the Greek Hero, highlighting Hercules throughout.

Activity: Students will work with their ‘shoulder’ partner to design a Greek Hero.

They should be considering the historical context as they do so.

On a piece of poster paper they will draw their hero, write a short biography of where they came from, and make a T­chart of positive and negative attributes.

Journal Entry: Why have greek heroes stood the test of time? Identify a story that has been passed down in your family?

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

2.2 Respond to texts Experience various texts ~consider historical context when developing own points of view or interpretation of oral, print and other media texts Construct meaning from texts ~ discuss and explain various

Robin Hood/Joan of Arc Students will be introduced to Robin Hood/Joan of Arc by reading a short bibliography about each of them. Then students will be shown these pictures. They will write one page short story about what is happening in one of the pictures, noticing the symbolism of the paintings. Share about what

FOR­ Instructor, CFU throughout the class.

AS­ Journaling

http://www.youtube.com/w atch?v=eBq1AupSrLI

Poster Paper

Pencil Crayons & Markers

12

5.

interpretations of the same oral, print and other media texts.

Appreciate the artistry of texts ~ discuss how techniques such as irony, symbolism, perspective and proportion communicate meaning and enhance effect in oral, print and other media texts

they wrote in groups. In their groups, students will come up with, a modern day scenario for either Joan of Arc or Robin Hood and present it in class next day. Plan in their story in their journals.

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

1.1 Discover and Explore Express Ideas and develop understanding ~extend understanding by taking different points of view when rereading and reflecting on oral, print and other media

3.1 Plan and Focus Focus attention ~ synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions

4.3 Present and Share Enhance Presentation ~ choose appropriate types of evidence and strategies clarify ideas and information, and to convince various readers and audiences

Robin Hood/Joan of Arc Continuing with Folk Tales, students will act out a short modern day Joan of Arc or Robin Hood story.

Students have a debate: Do heroes need to have high morals. Class is split into four groups; for morals, morals not necessary, judges for the debaters and judges for the judges. Record points in PROs and CONS list on the board.

Journal Question: Do heroes need to have high morals?

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

Smartboard Robin Hood http://en.wikipedia.org/wik i/Robin_Hood Joan of Arc http://en.wikipedia.org/wik i/Joan_of_Arc

FOR ­ Class debate, Pros and Cons list

AS ­ Journal entry

Smartboard

13

6.

2.3 Understand techniques and elements ~ compare a main character in one text to the main character in another text from a different era, genre or medium

4.3 Present and Share Enhance Presentation ~ choose appropriate types of evidence and strategies clarify ideas and information, and to convince various readers and audiences

Canadian Heroes, Terry Fox, Laura Secord Compare and contrast the stories of Fox and Secord. Students watch the Terry Fox video and the instructor reads aloud the story of Laura Secord. Defend who has made a bigger impact as a “hero” for Canada. Students will be split up into teams for a debate, including judges.

Journal: Who did they initially believe to be the bigger hero and why? Have they changed their mind? Why or why not?

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

FOR ­ Compare and Contrast list

AS ­ Journal their responses to the day’s question

Smartboard Terry Fox video­ https://www.youtube.com/ watch?v=ZF8k8hpyp_A Laura Secord, History http://www.laurasecord.ca/ en/pages/history

7.

1.1 Discover and Explore Express ideas and develop understanding ~ talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view

2.2 Respond to Texts Experience various texts ~ consider historical context when developing own points of view or

War Heroes Leaders, everyday Soldiers, citizens, on the front and at home (rations: no candy, sugar treats). Saving those who are vulnerable. ­ Split class into groups; people at home, government, health care providers, soldiers, leaders. ­ Each group brainstorms what they need to do to help in the war effort, why it’s important and who it affects in a graphic organizer. ­ Groups present their ideas to the class.

FOR ­ Graphic organizer for the war effort.

AS ­ Journaling

Smartboard

14

8.

interpretation of oral, print and other media texts

3.1 Plan and Focus Focus attention ~ synthesize ideas and info from a variety of sources to develop own opinions, points of view and general impressions

5.2 Work within a group Cooperate with others ~ discuss and choose ways to coordinate the abilities and interests of individual group members to achieve group goals.

­ As a class we discuss who would be the ‘most important’ group. What would happen if one group was removed or uncooperative. ­ Journal: How are singular feats of heroism as important as group efforts of heroism?

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

2.2 Respond to texts ~consider historical context when developing own points of view or interpretation of oral, print and other media texts

War Heroes Continued...

Holocaust: Schindler’s list. Why do some go to extraordinary lengths to save people they do not know? How do such acts affect you?

Stand UP/Pair UP/Share. Can a person who has killed someone become a hero?

Is killing a person who is “bad” heroic or is it a crime? Who decides who is “bad”? Students journal the answers to these questions. Flex time; students can be working on their projects

FOR ­ CFU

AS ­ Journaling

Smartboard

15

9.

2.4 Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.3 Organize, Record, Evaluate Evaluate Information ~ reflect on new understanding and its value to self and others

Process day and work on Project #1 Introduction: Review heroes discussed thus far.

Heroes Powerpoint: This will go over characteristics of heroes, give hints to heroes which students will then guess which hero it is on their ‘answer board’.

Project #1: Students will take the rest of the class to start to develop their project.

Journal Entry: Briefly share your ideas for your project.

AS ­ Journal Entry

FOR ­ Who is the Hero?

Heroes ­ Powerpoint

Answer Boards

10 .

4.3 Present and Share Present Info ~ Select, organize, and present information to appeal to the interests and background knowledge of various readers or audiences Demonstrate attentive listening and viewing ~ follow the train of thought, and evaluate the credibility of the presenter and the evidence provided ~ provide feedback that encourages the presenter and audience to consider others ideas and additional information

Dragon’s Den ­ Hero for hire Students are going to create a hero for hire.(Groups will be 4­5 students, using each group of tables as their teams) The following are the guidelines for the expanded performance assessment that the groups will complete 1. ‘Dragons’ will establish criteria and standards for the project 2. Select and state the problem 3. Locate and select resources 4. Write a plan to present to ‘dragon’s den’ 6. Orally present and defend the project When the time is up, ‘Dragon’s’ will show groups the criteria they are looking for from: presenters and qualities of the hero.

Groups present their hero for 2min. (timer

FOR ­ Observing students discussions and giving oral feedback ­ ‘dragons’ criteria and standards for presentation ­ groups presentation

FOR and AS ­ Exit Pass

Smartboard

Exit Pass

16

will be set for each group). The “dragons,” consisting of students, will then assess their presentations for who they believe came up with the best hero to hire.

Exit Pass: Students will write an exit pass about what they enjoyed about the class, what they did not like and which hero was their favorite

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

11 .

2.4 Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.3 Organize, Record and Evaluate Evaluate Information ~ reflect on understanding and its value to self and others

4.3 Present and Share Demonstrate attentive listening and viewing ~ follow the train of thought, and

Habitat for humanity, hurricane relief, volunteers Guest speaker, like a volunteer firefighter or someone that has volunteered relief aid .

How has social media affected the ways in which we volunteer?

Would you volunteer to help people?

Students will be given a scenario of either a local or global catastrophe depending on whether the guest speaker volunteered locally or globally.

They then will work with their table to write a plan of how they would help. Including

FOR ­ watching which students ask questions ­ Walking around classroom and giving oral feedback to spur students ideas on

­ Plan of action for relief aid

AS

Guest Speaker

Exit Pass

17

12 .

evaluate the credibility of the presenter and the evidence provided ~ provide feedback that encourages the presenter and audience to consider others ideas and additional information

5.2 Work within a group Cooperate with others ~ contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand the ideas and viewpoints of others

aspects such as fundraising, rallying people, raising awareness and how they could implement their ideas.

Exit Pass:

4.3 Present and Share Demonstrate attentive listening and viewing ~ follow the train of thought, and evaluate the credibility of the presenter and the evidence provided

~ provide feedback that encourages the presenter and audience to consider others ideas and additional information

5.1 Respect Others and Strengthen community Use language to show respect

Personal heroes, family members, people in our community Students will interview their ‘shoulder’ partner asking questions about who their hero is? Why do they admire them? Why they are important to them? And, how they have impacted them? The interviewer will record the information they find from their partner.

After five minutes students will switch roles and the interviewer will become the interviewee. After five minutes are up, students will go around their table and share their partners personal heroes with each other.

Students will be asked to write a thank­you

­ Exit Pass

Remind students that they could be thinking about their projects #1 and #2. What can they be taking away from today that would fit into those projects?

FOR ­ Listening to students conversations

­ Students notes on who they interviewed

­ Thank­you Letter

Smartboard

18

13 .

~ create or use oral, print and other media texts in ways that are respectful of people, opinions, communities and cultures ~ take responsibility for developing and sharing oral, print and other media texts and for responding respectfully to the texts of others

letter to one of their personal heroes. The teacher will set the context by asking students how many of them have received a letter in the mail? How many have received an email?

A text? What impact do each of these methods have? Which one makes you feel the most cherished and special?

Show students the “5 BEST Elements” of a letter, and what each element should look like.

1. The Heading 2. The Greeting 3. The Body 4. The Closing 5. The Signature

2.4 Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.1 Plan and Focus Use a variety of sources ~ obtain info reflecting multiple perspectives from a variety of sources, such as a expository essays, graphs, diagrams, online catalogues, internet.

4.1 Enhance and Improve Enhance legibility ~ identify and experiment with some

Working on Project #1 1. What does a hero looks like? Throughout this unit students will learn about different heroes and the form they take throughout history.

Students will use this knowledge to analyze characteristics of a hero and create a poem, song, comic, picture, collage, or video of what a hero is to them, whether it means having superpowers, being selfless, doing good or having integrity. This is an individual project.

Students will be shown an exemplar of your hero. It can be in the form of a poem, song, comic, picture, collage, or video.

FOR ­ Walking around classroom and giving oral feedback

­ Ask students to tell you about their project

­ Catch ‘em at the door

Smartboard

Poster paper Pencil Crayons/Markers Video Camera(s) Computer Space

19

14 .

principles of design that enhance the presentation of texts

As students leave they must orally tell you one moral characteristic that they think a hero needs to have.

2.2 Respond to Texts Experience various texts ~consider historical context when developing own points of view or interpretation of oral, print and other media texts

2.4 Create Original Texts Generate Ideas ~ generalize from own experience to create oral, print and other media texts on a theme.

3.1 Plan and Focus Focus attention ~ synthesize ideas and info from a variety of sources to develop own opinions, points of view and general impressions

3.3 Organize, Record and Evaluate Evaluate Information ~ reflect on new understanding and its value to self and others

4.1 Enhance and Improve Enhance legibility ~ identify and experiment with some principles of design that enhance the presentation of texts

Working on Project #1 Students will come into class with a clip of Troy playing. The clip is of a conversation Achilles and his mother are having. Achilles is asking his his mother if he should go to Troy to fight, or not? She tells him that if he goes he will die, but his name will go down in history. If he stays, he will have a family and his family will remember him for a few generations, but his name would not stand the test of time.

Have a class discussion of whether students would they rather lead a peaceful life and eventually be forgotten. Or, do something drastic where you die just to have your name stand through time?

Students will be given the rest of this class time to work on Project #1. They will also have the opportunity to come in at lunch to work on it as well as the weekend, before it is due.

Throughout class call students to your desk to discuss students projects with them and how

FOR ­ Responses to youtube clip of Troy

­ Giving oral and written feedback to individual students about their projects

OF ­ Submission of Project #1 within the next week

Smartboard

http://www.youtube.com/w atch?v=uLB5kOuktdU

Poster paper Pencil Crayons/Markers Video Camera(s) Computer Space

20

far along they are.

15 .

3.3 Organize, Record and Evaluate Evaluate Information ~ reflect on new understanding and its value to self and others

4.3 Present and Share Present Info ~ Select, organize, and present information to appeal to the interests and background knowledge of various readers or audiences Enhance Presentation ~ choose appropriate types of evidence and strategies clarify ideas and information, and to convince various readers and audiences Demonstrate attentive listening and viewing ~ follow the train of thought, and evaluate the credibility of the presenter and the evidence provided ~ provide feedback that encourages the presenter and audience to consider others ideas and additional information

5.1 Respect Others and Strengthen community Appreciate diversity

Presenting Project #2 In this last class students will present what they did to volunteer.

They only have to present for a minimum 2 minutes. In their presentation they will outline: What they did? How their experiences made them feel? What impact it had on the person they helped? Do they think this act of kindness would be considered heroic? Why or why not?

Their presentations should be engaging and can include pictures of their volunteer activities.

The audience can then respond respectfully with any questions or comments they might have.

OF ­ Submission of Project #2 Journal ­ Rating Scale for presentation

­ Peer Rating Scale of Oral Presentation

FOR ­ Students response and questions for presenter

Peer Rubric

Rating Scale for Presentations

21

~ take responsibility for developing and sharing oral, print and other media texts and for responding respectfully to the texts of others

Appendix ­ Resources

What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic? Consider audio, visual, technology, literature and community. Use APA formatting for your resources.

Audio

songs, music, sounds, sound effects

Visual

movies, videos, posters, pictures, artwork

Characteristics of Greek Heroes ­ Powerpoint

Hercules: The Legend Begins Trailer 2014 Movie ­ Official [HD]. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=eBq1AupSrLI

Heroes ­ Powerpoint

Julie Christie in Troy. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=uLB5kOuktdU

Marvel's The Avengers­ Trailer (OFFICIAL). (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=eOrNdBpGMv8

Terry Fox. (2014). Youtube. Retrieved from: https://www.youtube.com/watch?v=ZF8k8hpyp_A

22

Zero to hero (English) HD. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=Pa0lMzaljTk

Technology

websites, webquests, wikis, interactive games, Web 2.0 tools

Literature

Joan of Arc. (2014, November 3).Wikipedia. Retrieved March 11, 2014, from http://en.wikipedia.org/wiki/Joan_of_Arc

Laura Secord, a legendary figure. (2012). Laura Secord. Retrieved March 12, 2014, from http://www.laurasecord.ca/en/pages/history

Prezi ­ Presentation Software. (2014).prezi.com. Retrieved March 12, 2014, from https://prezi.com/ Robin Hood. (2014, October 3).Wikipedia. Retrieved March 11, 2014, from http://en.wikipedia.org/wiki/Robin_Hood

Smartboard

Wordle ­ Beautiful Word Clouds. (2013).Wordle ­ Beautiful Word Clouds. Retrieved March 10, 2014, from http://www.wordle.net/

novels, stories, poems, news articles, advertisements, textbooks

Community

Guest Speaker (volunteer firefighter, habitat for humanity)

guest speakers, field trips Other resources

Answer Boards

Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

Alberta Education. (2014). Programs of study. Retrieved from Alberta Education: 23

https://education.alberta.ca/teachers/program.aspx

24