Date: Wednesday, April 20th, 2011 Grade: 9
Teacher Name: Ms. Dewey Subject: English/Interdisciplinary
1. Topic-
Heroes in Film
2. Content-
Exploration of the concept of "heroes" in general and we might derive inspiration from film heroes
3. Goals: Aims/Outcomes-
1. Students will gain insight into what makes for a positive role model/hero.
2. Students will apply that insight to their own lives.
3. Students will gain experience with the 6-Trait Writing process, specifically pre-writing.
4. Objectives-
Students will produce three pieces of prewriting:
1. idea list or web of "heroic qualities" in general.
2. idea list or web of "heroic qualities" seen in a particular character in one of the films discussed/viewed in class (T.O.S. & Ten Things)
3. idea list or web of the heroic qualities in that character which the student would like to emulate.
5. Materials and Aids-
1. Rubric
2. paper & pens/pencils
film clips of "Taming of the Shrew" and "10 Things I Hate About You"
6. Procedures/Methods-

A. Introduction-

(10 minutes)
1. Teacher reads several descriptions/definitions of the word "hero."
2. Teacher reads (or shows clip of) excerpt from Taming of the Shrew in which Petruchio is "taming" Kate.
2. Teacher asks the class "Who is the hero in this scene?"
3. Teacher tells class to think for a moment about what it is that makes that person as a hero.
Teacher asks class "Do YOU want to be like that person?"

B. Development-

(2-5 minutes)
Teacher tells class about a film character she finds "heroic." Cyrano, for example.
Teacher draws idea web on board, listing Cyrano's heroic qualities. Teacher highlights the qualities she would like to emulate.

C. Practice-

1. Students take 2 minutes to write down their definition of "hero."
2. Pair share/quad share for 5 minutes.
3. Students write for 5 minutes about what they see as heroic qualities in the character they have chosen.
4. Pair/quad share for 2 minutes.
5. Pairs/quads report to class for 2-5 minutes.

D. Independent Practice-

1. Students make web/list of heroic qualities they would like to emulate.
2. If time allows, students will write sentences or a paragraph using that web/list.

E. Accommodations (Differentiated Instruction)-

1. Group process supports learners at different levels and those who are "social learners."
2. 6-Trait Writing breaks down the writing process into manageable chunks.

F. Checking for understanding-

1. Teacher observes each student's web/lists during pair/quad share and in report to class. (Formative assessment)
2. Summative assessment=see #2, below, under "Closure."

G. Closure-

1. Teacher reviews definitions of "hero."
2. Teacher reminds students of how these topics connect to the overall Interdisciplinary Unit Topic, which is "Cinema."
Teacher connects pre-writing practice to a longer-term assignment, such as an essay on characters in literature, or perhaps something narrower, such as the characters in the two films featured in this Unit.

This Lesson Plan is available at (