Heroes

Activity card

Graphic Organizer: What’s the point?

Name/s:

WorldWise

™

Chapter 1: Heroes through the ages Theseus and the Minotaur

Lesson Plan Xx

Content-based Learning

The origin of the Apache people Level R (40)

Xxxxxxxxx

Informational text types: Explanation/Report/Recount/Discussion/Narrative

Main points:

WorldWise

Chapter 2: Heroes from recent times Mother Teresa

Heroes explores how individuals have become heroes in different time periods. Each chapter focuses on different types of heroes, their roles and responsibilities, and their achievements.

Wangari Maathai

Content-based Learning

C3 Social Studies Curriculum links

• D2.His.3.3–5 Generate questions about individuals and groups who have shaped significant historical changes and continuities • D2.His.9.3–5 Summarize how different kinds of historical sources are used to explain events of the past Nelson Mandela

Dr. Fred Hollows

Key concepts

• People consider others heroes for many reasons • The attitudes, values, and experiences of people in the past help us understand other times and cultures • Some people view other people as significant role models Main points:

Content vocabulary ancient, cataracts, century, conserve, democracy, environment, equality, erosion, Green Belt Movement, labyrinth, Nobel Peace Prize, nurseries, parliament, president, racism, sacrifice, surgeon, sustainable development, trachoma, volunteer, warriors

Chapter 3: Everyday heroes and Chapter 4: Who else is a hero?

Main points:

Text features

• Time line, table, opinion pieces, labeled photographs, illustrations, text boxes, glossary Reading strategy

• Identifying the main idea

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Heroes © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write about their opinion, using the prompt: I think ______ is a hero. Provide the students with a template detailing how to plan and write an argument.

Remind them to justify their choice by supplying clear, strong, and relevant reasons.

Give each student a copy of the book Heroes. Have the students browse through the book. Say: As you browse through the book, think about what you already know about heroes. Who do you think is a hero and why? What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about heroes? Have students work with a partner and record their words on sticky notes. Say: When you are finished, stick your notes on our group chart.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: An important skill for readers to have is the ability to identify the main points in a paragraph, a page, a section, a chapter, or even in a whole book. As you read this book, you will be practicing this skill. To do this you will need to reflect on what you have read, decide what the most important information is, and write down these ideas.

Reading with teacher support Say: Read the introduction and chapter 1 to yourselves. As you read, think about what the main points are in each section of text. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What are these two ancient tales saying about heroes? What does the author want you to think about? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapter 2 independently. Say: As you read, use the same process we used for the introduction and chapter 1.

Read the chapter to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss.

Compare the main points you wrote about each hero and the main points recorded for the chapter as a whole.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete their Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support Ask: What have we learned so far about what makes someone a hero? Share your ideas with a partner. Have the students read chapter 2 to themselves. Review what the students have read. Ask: What new information do you have about modern heroes?

How is it the same or different from your ideas about what makes a hero? Invite the students to talk about their understandings.

Have the students read chapter 3 to themselves. Say: Now add your thinking about everyday heroes to your Graphic Organizer.

On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

What common traits do many heroes often have? In what ways are the heroes in this book similar? How are they different? Are heroes liked by all people? Explain your answer. (Inferential) Are heroes still important in our lives today? Why? Could you be a hero? How? What might you do to become one? (Synthesizing) How is the author’s writing in chapter 1 different from the rest of the book? What would the author have needed to know to write about these myths? Do you agree with the heroes the author chose to include in the book? Who else would you have included? Why? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students choose one of the myths from Heroes and present a re-enactment of this myth. Some students can read the narrative aloud as others act out the story. Encourage students to read fluently and use expression.

Vocabulary Have students choose a person who is their hero. Have them list ten adjectives to describe this person. Encourage students to use opinion adjectives to describe qualities (fair, proud, compassionate, etc.). Students can share their heroes and word lists with the group.

Reflecting on the reading strategy

Visual literacy

Encourage the students to talk about what they did to help themselves as readers. Say: Choose one of the chapters and explain how you came up with the main idea.

Have students create a concept map that summarizes the main points about what makes a “hero.” Encourage students to use information from the book as well as their own knowledge and thoughts to build their map.

Download the template at www.worldwise-reading.com/teacherresources Ask: Who is your hero? Why is this person a hero? Encourage the students to talk about their ideas with a partner, then write an argument supporting their position. Say: You will need to research information about the person you consider to be a hero.

Alternatively, the students could choose to write a biography of their hero.

Activity card

Graphic Organizer: What’s the point?

Name/s:

WorldWise

™

Chapter 1: Heroes through the ages Theseus and the Minotaur

Lesson Plan Xx

Content-based Learning

The origin of the Apache people Level R (40)

Xxxxxxxxx

Informational text types: Explanation/Report/Recount/Discussion/Narrative

Main points:

WorldWise

Chapter 2: Heroes from recent times Mother Teresa

Heroes explores how individuals have become heroes in different time periods. Each chapter focuses on different types of heroes, their roles and responsibilities, and their achievements.

Wangari Maathai

Content-based Learning

C3 Social Studies Curriculum links

• D2.His.3.3–5 Generate questions about individuals and groups who have shaped significant historical changes and continuities • D2.His.9.3–5 Summarize how different kinds of historical sources are used to explain events of the past Nelson Mandela

Dr. Fred Hollows

Key concepts

• People consider others heroes for many reasons • The attitudes, values, and experiences of people in the past help us understand other times and cultures • Some people view other people as significant role models Main points:

Content vocabulary ancient, cataracts, century, conserve, democracy, environment, equality, erosion, Green Belt Movement, labyrinth, Nobel Peace Prize, nurseries, parliament, president, racism, sacrifice, surgeon, sustainable development, trachoma, volunteer, warriors

Chapter 3: Everyday heroes and Chapter 4: Who else is a hero?

Main points:

Text features

• Time line, table, opinion pieces, labeled photographs, illustrations, text boxes, glossary Reading strategy

• Identifying the main idea

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Heroes © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 4(6) (E) Make connections to personal experiences, ideas in other texts, and society.

4(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

Writing 4(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.