Teacher Guide for a "Unit of Practice" Project

Making A Difference

By Mary Limbach
Meet the Author

"Why are some people considered heros?"


 Standards and
Learning Objectives






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Who Is A Hero?

Instructional Time: 1 hour a day for 2 days

In this task, students will begin the thought process regarding the traits that make someone a hero. This activity can be conducted in either the classroom or lab.

To begin, students are shown a Power Point presentation about heroic figures from all different fields. Discussion is conducted as to what makes these individuals a hero. To personalize the presentation, a slide of their own teacher was added to demonstrate that they may know a hero.

Using Inspiration 6, a web is created with "What Makes a Hero?" in the center. The students are asked to think about and then share with their partners what characteristics, traits, or behaviors somone who is considered a hero has.

After time is provided for discussion, the students will popcorn out ideas as the teacher enters them on the web using rapid fire until the web is complete with a number of ideas.

This might be a good stopping point. In the next session, students will be provided a copy of the web they created as a class. In partners, they are instructed to discuss and choose 2 of the most important traits a hero should have. Each team will be asked to share their 2 choices and explain why they selected those traits as being the most important for evaluating whether someone is a hero. The teacher will change the color of the circle on the Inspiration web to identify the most valued characteristics. A tally system will be kept to identify the 3 main traits as chosen by the class.

Answers that were identified on the web as major characteristics will be transferred to a large sheet of paper posted in the classroom. From there the traits will be transferred into research questions. The instructor may need to model this process.

From there, the questions will be transferred to virtual note cards and saved under each student's name so they are ready for the research to begin. A sample of notecards is provided to illustrate the types of questions you may develop.

Kenosha Unified School District Academic Content Standards
Language Arts/English
Grade 2
ELA.2.5. Applies writing strategies to communicate with different audiences for a variety of purposes.
ELA.2.5.I. Uses technology as a tool to develop writing.
Listening and Speaking
ELA.2.6. Uses listening and viewing strategies in a variety of situations to gain information and
ELA.2.6.A. Uses appropriate listening etiquette (e.g., posture, eye contact with speaker).
ELA.2.7. Demonstrates speaking skills to communicate with different audiences for a variety of purposes.
ELA.2.7.C. Contributes to group and class discussions.
Social Studies
Grade 2
Behavioral Sciences
SS.2.6. Understands that group and cultural influences contribute to human development, identity, and behavior.
SS.2.6.A. Understands that the groups to which a person belongs influence in varying degrees how she or he thinks and acts.
SS.2.7. Understands various meanings of social group, general implications of group membership, and different ways that groups function.
SS.2.7.A. Knows that people belong to some groups because they are born into them and to some groups because they join them.

1.Hero HandoutHandoutHardware:
LCD Projection Device

2.Hero Note CardsotherHardware:

3.What is a Hero? WebWork SampleHardware:

4.Hero Power Point PresentationVideo PresentationHardware:
LCD Projection Device

Microsoft Office

Method of Checking for Understanding: