1. Topic-
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| Heroism - Media component |
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2. Content-
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This lesson is the closing activity for the Heroes unit as well
as the conclusion of their literature circles.
In the QEP, this applies to the 2 competencies of the English Language
Arts:
To write self expressive, narrative and information based texts.
To represent his/her literacy through different media.
Cross curricular Competencies
To exercise critical judgment
To use creativity
Broad Area of Learning
Media Literacy |
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3. Goals: Aims/Outcomes-
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1.Students will make masks out of plaster. These masks will be "hero"
masks, representing the heroes in their literature circle book.
2. Students will have already gone through attributes of a Hero. They
will have worked on a graphic organizer, that they will then construct
a mini essay about the heroic qualities of their hero.
3. The students will put their masks accompanied by their mini essays
on display. |
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4. Objectives-
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At the end of this lesson students will:
1. be able to recognize what attributes are.
2. be able to acknowledge all aspects of what it means to be heroic.
3. Be able to write a topic sentence and provide support for the made
statement. |
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5. Materials and Aids-
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To make the mask
Plaster strips (used for medical casts)
Water
Brown paper
Newspaper or other source of words (students can also cut out letters
to form words if newspaper is not available)
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6. Procedures/Methods-
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A. Introduction-
1. This lesson is coming at the end of a unit. This is the closing
lesson.
Throughout the unit the students were asked to list heroes that they
knew about.
The students were shown videos of real news reportings/articles to
which they responded.
The class had many discussions about heroism and what it means to
be heroic.
While participating in discussions about heroism, the students were
also taking part in literature circles. They were placed in groups
and given book that dealt with obvious heroism as well as very subtle
heroism.
This lesson will tie it all together.
The students will make masks using the plaster. In partners, one student
will be laying on the ground, and have a wet brown paper towel over
their face (always making sure they are breathing!). The other student
will dip the plaster strip in the water and strip strip the student
will the plaster will take the shape of the student's face, creating
a custom mask.
Once every student has made their mask, they will be left to overnight
to dry.
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B. Development-
As the masks are drying. The teacher will have a graphic organizer
up on the smart board. This graphic organizer is particular in that
it pertains to character traits.
To begin, the students will play a game. One student will be place
in the middle, and that student will pick classmates to fill in the
character trait wheel with attributes along with the reasons why the
attributes were chosen. After a few students have had a turn going
up to the smart board, the students will copy down the graphic organizer
and create their own personal character trait wheel.
The teacher will then instruct the students to think of attributes
that are particular to heroes. The class will list and discuss heroic
attributes together.
Students will then be instructed to created a character trait wheel
for the hero in their book.
This graphic organizer becomes the outline for the mini essay. The
"thesis" statement is in the center of the graphic organizer. The
supporting statements are the attributes and their reasons, found
in the wheel.
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C. Practice-
1. The students make 3 character wheels in order to practice and
think about what heroism is and what are the heroic attributes that
best describe the hero in their book.
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Accommodations (Differentiated Instruction)-
| In this activity the only accommodation that was considered was
to give the students on IEPs the option to write 4 sentences for their
"mini essay". They are still required to write a topic sentence and
3 sentences that describe how their chosen character was heroic. |
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Closure-
1. The closing activity - Students will finish their paragraphs.
The teacher will stress that their paragraphs are based on their graphic
organizer.
2. The teacher will instruct students to begin to craft their heroic
attributes to prepare to decorate their masks.
The teacher will be very clear about the decorations of the masks.
The background of the mask should have something to do with the setting
of the the book.
The words of the most important part of the mask. The words should
be vibrant. The students are free to design it as they wish. The class
can share their ideas as a class.
The students will be given the class time to complete their mask. |
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7. Evaluation-
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1. The masks will be marked on the originality and creativity, as
well as the inclusion of the words (heroic attributes).
2. The "mini essay" will be graded in terms of correct grammar and
spelling, and especially the structure (topic sentence and three supporting
statements).
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8. Teacher Reflection-
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Professional Competencies
To act as a professional inheritor, critic and interpreter of knowledge
or culture when teaching students.
To communicate clearly in the language of instruction, both orally
and in writing, using correct grammar, in various contexts related
to teaching.
To develop teaching/learning situations that are appropriate to the
students concerned and the subject content with a view to developing
the competencies targeted in the programs of study.
To pilot teaching/learning situations that are appropriate to the
students concerned and to the subject content with a view to developing
the competencies targeted in the program of study.
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