Name of Project: Heroism Fluency Level(s)



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ELD STANDARDS Project Overview page 1


Name of Project:

Heroism


Fluency Level(s):

Emerging, Expanding, Bridging




Duration: 6-8 weeks

Subject/Course: ELD/ 6th grade


Teacher:

Grade Level: 6

ELD/ELA Objectives:


Content Objectives:

SW: Analyze text, discuss the actions of heroes and cite evidence to support their opinions.




Language Objectives:

SW: Interact with others, have meaningful discussions and express information and ideas on a range of academic topics.







Project Idea: Summary of the issue

& guiding questions


  • Throughout history, people have been identified as being heroic. Identify some of the characteristics that make a person a hero.

  • There is always a driving force (passion) or a life-changing event that shapes a hero. Identify the driving force or event that makes a person a hero.

  • How does the role of the audience impact the hero’s legacy?

  • How does the point of view of the reader affect a hero’s legacy?

Driving Question


What are the driving forces that could lead an ordinary person to become a hero?





ELD Standards


Part I: Interacting in Meaningful Ways

Collaborative, Productive, Interpretive

ELD Part I 6.1- Exchanging information and ideas (contributing to class discussions, building on others’ ideas, paraphrasing key ideas…)

ELD Part I 6.3- Support opinions and persuade others (negotiating ideas in conversation)

ELD Part I 6.6b- Reading closely (express inferences and conclusions based on close reading of grade level texts)

ELD Part I 6.7- Evaluating language choices (explain how the author use specific language to present ideas and support argument. Point of view)

ELD Part I 6.11a- Justifying/arguing (provide relevant textual evidence with background knowledge)




Part II: Learning About How English Works

Structuring Cohesive Texts, Expanding and Enriching Ideas, Connecting and Condensing Ideas

ELD Part II 6.2b- Understanding Cohesion (Understanding how ideas, events, or reasons are linked through various texts)

ELD Part II 6.7- Condensing Ideas (Condense ideas to create precise and detailed sentences)


Part III: Foundational Literacy Skills, as Needed Phonics and Word Recognition/Fluency
Teach reading foundational skills to English learners of various profiles based on age, native language, native language writing system, schooling experience, and literacy experience and proficiency




ELA Standards

W.6.1-5 Write arguments to support claims with clear reasons and relevant evidence

W.6.4-5 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.6.4-6 Engage effectively in a range of collaborative discussion with diverse partners on grade 6 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

L.6.1, 3-6 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking.

Academic Language


Purposes:

infer identify analyze discuss summarize

present inform agree and come to a consensus


Patterns:
Text Types:

  • Non fiction text/ Biographies: Corrie’s Important Decision (Medallions Content Readers- Lesson 2, Pg. 24), Christopher Reeve’s Still a Hero (Medallions Content Readers- Lesson 17, Pg. 324)

  • Historical Readings: Alexandar the Great Chapter 12 Pg. 404, Ghandi Chapter 7 Pg. 240, Moses Chapter 10 Pg. 327 (McDougal Littell Word History Ancient Civilizations)

  • Play: Hatshepsut’s Expedition to Punt (Ch. 5, pg. 178 McDougall Littell)


Text Features: Reading a map, character, creating grids, Venn Diagram
Various syntactical patterns of complex sentence

Cohesion:

Word Level Understanding

Domain Specific Vocabulary:

obelisk decline judgment

reign pharaoh beliefs

prosperity catapult ceremony

ration infantry paralyzed

reason tactics disabilities

hellenistic mingling performance

topknot invaded ration



Word Level Understanding

Support Vocabulary:


Word Level Understanding

Domain Specific Vocabulary:


21st Century Skills to be taught and assessed through instructional strategies

Collaboration:
Students will work in groups and use graphic

organizers, prioritizing, consensus building.







Instructional Strategies:

  • Socratic seminar

  • Group project

  • Interview

  • Inquiry chart

  • Observation charts

  • Ordered sharing

  • Group exit ticket

Communication:
Engage effectively in a range of collaboration discussion building on others’ ideas




Instructional Strategies:

  • Socratic seminar

  • Exit tickets

  • Process grid

  • Journals

  • Writing a letter to a hero

  • Team presentation

  • Synthesizing

  • Quote

  • Pose and respond to questions




Critical Thinking/Problem Solving:

Express inferences and conclusions drawn based on close reading of a variety of grade-level texts and viewing of multimedia with light support






Instructional Strategies:

  • Process Grid

  • Collecting evidence

  • Socratic seminar

  • Analyzing songs

  • Creating questions

  • Carrying conversations

  • Reflection




Technology:




Instructional Strategies:

  • Research

  • Gather, analyze

  • Evaluate, create

  • Blogging

  • Word documents






Major Products

and

Performances

Group:


Presentation Audiences:




School: Students will present about the driving force that lead an ordinary person to become a hero to their classmates in collaborative groups and include the information gathered from their research, the class process grid, and interviews.





Community:





Experts:





Web Publications:





Other:

Individual:
Build HEROISM chart

Presentation Audiences:




School:






Community:






Experts:





Web Publications:






Other:

Entry Event (to launch inquiry,
engage students):


  • Observation charts (GLAD strategy)

  • Video- Nick Vujicic, Bethany Ibult, Boston Marathon bombing, Speech, Malala Yousafzai 20/20

  • Inquiry Chart- What do you know about heroes? 4-Corners

Who are heroes? –Class discussion to generate list




Assessments

Formative Assessments:


  • Teacher informal assessments

  • Journal entry

  • Timelines

  • Completed graphic organizers

  • Student writings

  • Student presentations




Summative Assessment


Interview

Independent Writing

Process Grid

  • Interview process

  • Language

  • Create questions

    • Picture

    • Film

    • Record voice

Ordinary Hero

  • Police officer

  • Nurse

  • Paramedic

  • Author

  • Website

My hero that I connect with…”

The True Hero



  • Individual writing piece

  • Compare contrast written piece

  • Group written piece







Story Board

Letter

Interview

Essential Questions







Resources Needed

Equipment:

  • Video camera

  • Computer

  • Camera




Materials:

Science boards

Other Resources:

  • McDougall/Littell; World History, Grade 6 textbook

  • Houghton Mifflin- Medallions ELD


Reflection Methods

Individual/Group/Whole Class:


  • Blog Post reflection (discussion)

  • Process grid

  • Exit tickets






Person

Who is this person?

When did the event or situation happen?

What did this person do?

What was the driving force behind their actions?

Alexander the Great













Ghandi













Hatshepsut













Corrie













Christopher Reeve


















ELD/ELA Objectives

Guiding Questions, Focus and Suggested Activities

Activities

Additional Support Resources

Week

1


Refer to ELD/ELA Standards Section of the Project Overview

  • What do you know about heroes?

  • What do characteristics do you believe heroes posses? Generate a list of heroic characteristics.

  • Identify personal heroes.

  • Discuss the difference between a driving force, or passion, of a hero and a life-changing event that makes a hero (i.e. superhero vs. firemen).

  • Four Corners: Sports heroes, Community/Familial Heroes, Mythical Heroes, Historical Heroes. Students rotate through each corner identifying heroes and discussing the characteristics of each category.

  • Inquiry chart/KWL

  • Circle map/bubble map

  • Use the “Characteristics of a Hero” scale to rate a hero.

http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler
“Characteristics of a Hero” scale handout (provided with Project Overview)

Week

2


Refer to ELD/ELA Standards Section of the Project Overview

Focus on Alexander the Great

  • Identify some of the characteristics that makes this person a hero.

  • Identify the driving force or event that makes a person a hero.

  • How does the role of the audience impact the hero’s legacy?

  • How does the point of view of the reader affect a hero’s legacy?

  • Close Reading strategy focus on evaluating language choices

  • Bubble map for character analysis with justification

  • Begin Process Grid for Heroes

  • Create Timeline of Events



http://www.notablebiographies.com/A-An/Alexander-the-Great.html#b
Alexander the Great Handout (provided)
http://www.biography.com

(Search Alexander)


Medallions pg W21 Evaluate

Week

3


Refer to ELD/ELA Standards Section of the Project Overview

Focus on Ghandi

  • Bubble map for character analysis with justification

  • Create Timeline of Events

  • Continue Process Grid

http://www.myhero.com/go/hero.asp?hero=gandhi



Week

4


Refer to ELD/ELA Standards Section of the Project Overview

Focus on Hatshepsut

Readers’ Theater Activity (Ch. 5, pg. 178 McDougall Littell)

http://www.biography.com

(Search Hatshepsut)



Week

5


Refer to ELD/ELA Standards Section of the Project Overview

Focus on Corrie

  • Create Timeline of Events

http://www.myhero.com/go/hero.asp?hero=Corrie_Ten_Boom


Week

6


Refer to ELD/ELA Standards Section of the Project Overview

Focus on Christopher Reeves

  • Create Timeline of Events

http://www.christopherreeve.org/site/c.ddJFKRNoFiG/b.4431483/


Weeks

7-8


Refer to ELD/ELA Standards Section of the Project Overview

What are the driving forces that could lead an ordinary person to become a hero?

  • Students will collaboratively interview a hero (option to use media resources)

  • Students will write a letter to an ordinary hero

  • Students will research a hero of their choice to connect with Process Grid

  • Students will create a Story Board using interview, letter, and research to present on Essential Questions




http://www.myhero.com/go/home.asp

Characteristics of a Hero
















Brave/Courageous










A good strong leader










Altrusistic (puts others first, risks life)

Clever











Visionary (far reaching ideas)










Good Morals (strong beliefs)










Integrity






















































































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