8 Lesson Plans for Grades K-8
LACOE Educational Services
In Preparation for the 38th Annual
Very Special Arts Festival
October 21, 2016
By: Tyais H. Dial, Ed.S.
1
8 Lesson Plans for Grades K-8
LACOE Educational Services
In Preparation for the 38th Annual
Very Special Arts Festival
October 21, 2016
By: Tyais H. Dial, Ed.S.
i
HEROES
Table of Contents
Lesson Plan Introduction......................................iii
HEROES Lesson Plans K-5.........................................1
I Am a Hero............................................2
Holiday for a Hero.....................................5
School & Family Heroes.................................8
Hero Comic Strips.....................................12
HEROES Lesson Plans 6-8........................................15
Heroes from History...................................16
Musical Heroes........................................19
Soda Bottle Heroes:...................................23
Create-a-Hero.........................................26
Appendix.......................................................30
ii
Lesson Plans Introduction
The 38th annual celebration of the Very Special Arts Festival will be held
on October 21, 2016 at The Music Center with the theme “Heroes”!
In our culture, heroism keeps us captivated. We have witnessed the
heroic acts of superheroes such as Superman, Spiderman, and
Ironman in comic books, video games, and on the silver screen all our
lives. We marvel at the mere thought of courageous individuals who
protect and save the lives and liberties of another caught in the most
peculiar predicaments. We think of them as being “super humans” and
we often look up to them.
However, the fact of the matter is that we all possess the capacity to be
a hero. It is also certain that we know several heroes in our lives.
These heroes could be people that save lives, people that touch hearts,
or people who help others in need. From our teachers, doctors, police,
and military service members, to the children that volunteer their time to
work in the soup kitchens, we all must channel our inner-hero. This
activity guide seeks to explore different types of heroes: Family, Local,
Historical, Political, Literary, and even OURSELVES as HEROES!
This informal guide should assist teachers to incorporate the theme into
classroom activities appropriate for a wide age range of students. Any
adaptation of these suggestions for children with disabilities or
mainstream children and any correlation to the state framework should
be done by the teacher. You will be able to take the theme in many
directions not presented here.
Teachers may also wish to incorporate some of these ideas into their
existing curriculum. If you design a unit around these ideas we invite
you to contact us so we can post it on the VSAF website. We ask all of
you to participate in the Festival by preparing a piece of art or a
performance that illustrates the theme for you. Visit musiccenter.org to
submit your reservation.
iii
1
I Am a
HERO!
I am a HERO!
I am a HERO!
I am a HERO!
NO EXCUSES!
I am a HERO!
Lesson 1
2
I AM A HERO!
I. Subject and Grade Level: ELA, & Visual Arts, Grades K-5 (2-5 for the digital writing piece of
lesson)
II. Topic: I Am a Hero
III. Instructional Objective(s): After several lessons discussing characteristics heroes display and
fictitious (Superman, Spiderman, Wonder Woman) heroes, students in grades K-5 will understand
they fit that criteria and will create a self-portrait of themselves as a superhero. They will also include
writing which explains why they are a hero (older children can type their writing).
IV. Vocabulary
1. Hero
2. Heroic
3. Excuse
4. Various Character Trait Words: brave, kind, smart, truthful, strong
V. Materials Needed: Blank superhero writing paper (courtesy of seusstastic.blogspot.com) for
lower and upper elementary grades in the appendix, Frame template printed on gold or brown
cardstock/construction paper in the appendix, digital camera, paintbrushes, paint (water paint),
markers, crayons, pencil, art materials (glitter, tissue paper, pipe cleaners, construction paper, etc.)
access to Word and PowerPoint (or google docs and google presentation), superhero template for
younger students (to put their picture on).
VI. Technology/Literature Connection:
1. I Am a Superhero Song https://www.youtube.com/watch?v=E6HXzx9YS58
2. What makes you a superhero? by Danika Gordon (this is a book made by a child on story
jumper) https://www.storyjumper.com/book/index/14171422/What-Makes-You-a-Super-Hero-#
3. The Little Engine That Could by Watty Piper
4. Superhero Me Game http://www.dckids.com/dcnation/htmlgame/id/20446
VII. Standards (can modified to be grade specific):
1. ELA-Literacy:
CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page-by-page.
CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.W.2.6 With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.
2. Visual and Performing Arts:
Skills, Processes, Materials, and Tools
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
printing, crayon rubbings, collage, and stencils.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and
tempera.
Communication and Expression Through Original Works of Art
2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size,
and placement within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
Connections and Applications
5.2 Write a poem or story inspired by their own works of art.
3
VIII. Procedure -- Instruction:
1. Motivation for Learning: Teacher will have a PowerPoint Slide that says in BOLD letters: I
am too young. I’m too small. I’m a kid. It’s not my job. I’ don’t know what to do. *For younger
kids: Teacher can begin by reading the book on her smartboard What Makes You A
Superhero? (on story jumper) or The Little Engine Who Could.
2. Students will read these statements with teacher. Students will discuss them and come to the
conclusion that these are all excuses.
3. They will then discuss what the word excuse means. Teacher will solicit answers as to who
has ever made an excuse about something. Students will have a discussion on excuses they
have made (may want to do a think-pair-share then report to entire group).
4. Teacher will review traits of a superhero that class has been discussing. Then ask students to
discuss if their fictitious heroes make excuses when they were being heroic.
5. Ask students have they ever cheered someone up when they were feeling down, or
volunteered to help someone in some way (brought in groceries for the elderly, walked a dog
for someone, worked in a soup kitchen, stood up to a bully for a friend/self, or went through a
hard time and was brave enough to get through it, etc.).
6. Afterward, connect and discuss how they have the same types of characteristics which already
make them a hero.
7. Teacher will explain that there is a hero inside all of us and it is up to us to bring him/her out.
8. Teacher will explain to the students that they will “superhero” themselves to put on their “Wall
of Heroes” (Display in hallway or other prominent places where others can view this artwork as
a class).
9. They will also write about “What makes them a superhero” (template in the appendix).
10. For younger students, teacher could play the “I Am a Superhero” song listed in the
technology/literature connection section.
IX. Practice
1. Guided Practice: The teacher will begin her own superhero picture she created (begin
creating an example before you do this lesson) and show the kids.
2. Students will create their own superhero using the paints and other materials provided by the
teacher .For example, to make the cape 3-D the student might use tissue paper for the cape.
For younger students, you may want to the superhero template provided in the appendix.
3. Teacher will take pictures of the student’s faces individually so that they can put the picture on
the head of their superhero.
4. Students will complete “What makes me them a superhero” writing.
X. Evaluation
1. Students will be assessed informally on how they visualize and execute the topics discussed.
2. Students will be assessed formally on how they complete their superhero creation and writing.
3. Students will be assessed informally on their ability to recall character traits and adjectives.
4. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
4
Holiday
for A HERO
Lesson 2
5
HOLIDAY FOR A HERO
I. Subject and Grade Level: ELA, Social Studies, & Visual Arts, Grades K-5
II. Topic: Holiday for A Hero
III. Instructional Objective(s): After learning about what heroes are, students in grades K-5 will work
together in small groups or pairs to create a holiday for a hero that they choose. Older students may
work by themselves.
This hero’s holiday must be new and cannot currently exist on our calendar. It can be a community
hero, school hero, personal (fiends & relatives) hero, famous hero, literary hero, or historical hero.
IV. Vocabulary
1. Holiday
2. Celebrate
3. Hero
V. Materials Needed: Books on holidays and how they are celebrated, Computers with internet,
Drawing paper, Crayons, Markers, Pencils, Paint, Paintbrushes, News Papers, Butcher paper,
PowerPoint (google presentations)
VI. Technology/Literature/ Connection:
1. Any Holiday Books for Kids (How to Celebrate different holidays) List on the website below:
https://www.commonsensemedia.org/lists/holiday-books-for-kids
2. Celebrating Holidays Around the World Slide share http://www.powershow.com/view/1e62dZjAyZ/Celebrating_Holidays_Around_the_World_powerpoint_ppt_presentation
VII. Standards:
1. ELA: Literacy:
CCSS.ELA-LITERACY.W.3.2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A; Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B: Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.RI.5.2; Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
2. Social Studies:
K.6 Students understand that history relates to events, people, and places of other times.
1. Identify the purposes of, and the people and events honored in, commemorative holidays,
including the human struggles that were the basis for the events (e.g., Thanksgiving,
Independence Day, Washington’s and Lincoln’s Birthdays, Martin Luther King Jr. Day,
Memorial Day, Labor Day, Columbus Day, Veterans Day).
1.3 Students know and understand the symbols, icons, and traditions of the United States that
provide continuity and a sense of community across time. 2. Understand the significance of our
national holidays and the heroism and achievements of the people associated with them.
3.4 Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass,
Harriet Tubman, Martin Luther King, Jr.).
3. Visual and Performing Arts Standards:
Skills, Processes, Materials, and Tools
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
6
printing, crayon rubbings, collage, and stencils.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and
tempera.
Communication and Expression Through Original Works of Art
2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size,
and placement within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
VIII. Procedure -- Instruction:
1. Motivation for Learning: Teacher will begin by reading a book which details how a specific
holiday is celebrated or may create a PowerPoint Slide or use the slide share PowerPoint
listed above to show that we do many different things to celebrate a holiday.
2. Teacher will then ask students to list different holidays that celebrate people (such as Martin
Luther King Day, Columbus Day, and Washington/Lincoln’s Day).
3. Teacher will then break students in groups asking them to list possible people who are not
honored by a holiday that they consider to be heroes.
4. They will come back as a group to discuss their lists.
5. Students will then be asked to imagine that they are a part of the Holiday Committee for the
Federal Government and they have been tasked with creating a new holiday to honor a person
of their choice that they feel is a hero (make sure you reiterate that this could be a personal,
famous, community, historic, literary, or school hero). *Teacher could also focus it on a
specific group like school heroes.
6. Tell students their plans must include the following information:
 Name of the person to be honored on this holiday
 A title for the holiday.
 Date(s) for the holiday
 Songs or music for the holiday
 Specific foods for the holiday
 Holiday colors
 Special clothing to be worn
 Special decorations & symbols that represent the holiday (if any)
 Explain how the holiday is celebrate in words (sentences/paragraphs)
7. Give students enough time to complete this assignment thoroughly 2-4 days (30-60 minutes
each day).
8. As students finish their assignments, they will have the opportunity to present them in class.
IX. Practice
1. Guided Practice: The teacher observes the students as they work on their jobs and provides
feedback and suggestions (e.g. where to research and find information).
2. Students will research holidays and their origin to gain a deeper understanding.
3. Students will continue to complete their projects (teachers can create a planning sheet to help
them organize their information if needed).
4. Students will create decorations for their holiday.
5. Students can also create/find a song that represents their holiday.
X. Evaluation
1. The students will be assessed formally on how they follow directions, the product they create,
and the presentation of that product.
2. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
3. Students will be assessed formally on their teamwork and how they present their information.
7
SCHOOL
& FAMILY
HEROES
Lesson 3
8
SCHOOL AND FAMILY HEROES
I. Subject and Grade Level: ELA, Social Studies, & Visual Arts, Grades K-5
II. Topic: School and Family Heroes
III. Instructional Objective(s): After a discussion of personal (community, school, and family)
heroes, students in K-5 will create a mural that embodies special heroes in their school and family.
Students make a mural of these pictures to put on the wall outside their classroom and add
descriptive words that describe these everyday heroes. Students will write a short thank you
note/letter to the hero they chose as to why they believe they are a hero and have been placed on the
hero mural.
IV. Vocabulary
1. Hero
2. Mural
3. Essence
4. Embody
V. Materials Needed: Computer with internet connection, digital camera (to get pictures of school
heroes), White butcher paper (long enough to put the mural on),Thank You Hero Writing Paper (in
appendix), blank white drawing paper, paintbrushes, paint, markers, crayons, tape, magazines,
newspapers, and other art supplies, glue.
VI. Technology/Literature Connection:
1. 30 Wonderful Examples of Large Murals http://theultralinx.com/2014/07/30-wonderfulexamples-large-murals/
2. Heroes We Never Name Poem
http://www.edu.pe.ca/vrcs/resources/poetry/text/poems/heroic%20adventures/heroes1.html
VII. Standards:
1. ELA: Literacy:
CCSS.ELA-LITERACY.W.3.2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A; Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B: Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.A: Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B: Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.1.C: Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
CCSS.ELA-LITERACY.W.4.1.D: Provide a concluding statement or section related to the
opinion presented.
3. Social Studies:
1.3 Students know and understand the symbols, icons, and traditions of the United States that
provide continuity and a sense of community across time. 2. Understand the significance of our
national holidays and the heroism and achievements of the people associated with them.
3.4 Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass,
9
Harriet Tubman, Martin Luther King, Jr.).
4. Visual and Performing Arts Standards:
Skills, Processes, Materials, and Tools
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
printing, crayon rubbings, collage, and stencils.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and
tempera.
Communication and Expression Through Original Works of Art
2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size,
and placement within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
Connections and Applications
5.2 Write a poem or story inspired by their own works of art.
VIII. Procedure -- Instruction:
1. Motivation for Learning: Teacher will begin by reading the poem “Heroes We Never Name”
to the class. They will have a brief discussion about what they think it means.
2. Teacher will show students images (30 Wonderful examples of Large Murals provided) and
ask them to convey what they think each photo expresses. She/he will explain what murals
are and let them know we will be creating our very own showcasing pictures of our school and
family heroes.
3. Teacher will explain that images can convey so many things. They can even prompt people to
do things like volunteer, take a stand, join something, or buy something.
4. Teacher will ask students adjectives they can use to describe ways in which we describe a
hero to refresh their memories about character traits.
5. Teacher may give examples of words and ask students to respond with their adjectives as well
(e.g. courageous).
6. Teacher will then explain that students must create a picture that they feel embraces or
embodies what their school or family hero means to them.
7. Teacher will explain that the artwork can be a painting, drawing, or a collage of photos.
She/he will encourage them to be creative.
8. Teacher will assign each student a school hero (librarian, principal, teacher, custodian,
teacher’s assistant). They can also do a family (mom, dad, brother, sister, grandparent) hero
for homework.
9. Students will research their hero as well as take their picture (headshot only).
10. Teacher will let them know that this artwork will be displayed on the wall outside their
classroom or a school wall, so make sure they give their best interpretation.
11. Teacher will chose students to create a title to go over top of the mural entitled, WALL OF
HEROES: WE KNOW!
12. Teacher will also take photos of each piece of artwork before it is put up on the wall to include
with the written explanation the student will complete.
13. Teacher will bind all the pages together to create a “Hero” book for our school. They can
showcase this booklet by passing it to each class.
14. Then students will write a short letter/note to hero using the “Thank You Hero” paper in the
appendix.
IX. Practice
1. Guided Practice: The teacher will begin her own artwork and demonstrate how the process of
creating a mural piece is achieved and the students will do the same thing.
10
2. After students have completed their research, students will draw and color their pictures on
drawing or construction paper and attach their head to the picture they drew.
Students cut out their pictures. Students will paste the pictures in different places on the roll.
3. Students can try to use different materials to create their artwork (e.g. magazine or internet
pictures).
X. Evaluation
1. The students will be assessed informally on how they visualize and execute the topics
discussed.
2. Students will be assessed formally on how they complete their artwork and their creativity for
the project.
3. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
11
Hero
Comic
Strip
Lesson 4
12
HERO COMIC STRIP
Subject and Grade Level: ELA, & Visual Arts, Grades 2-5
II. Topic: HERO COMIC STRIP
III. Instructional Objective(s): After understanding heroism and achievements which classifies
people as such, students in grades 2-5 will chose a personal or historic hero and create a fictional
comic strip commemorating their heroics. Students will then present these comic strips in a theatric
way to the class.
IV. Vocabulary
1. Hero
2. Comic Strip/Comic Book
3. Thought Bubble
4. Speech Bubble
5. Story Line/Story
6. Landscape
V. Materials Needed: Computer with internet access, Comic Strip Templates (courtesy of K-12
reader.com in the appendix), Comic Brainstorming Sheet in appendix, Microsoft Word or other word
processing software, pencils, paper, chart paper, markers, print or bring different comic strip or comic
book examples to lesson.
VI. Technology/Literature Connection:
1. Comic Strip Creator http://www.readwritethink.org/files/resources/interactives/comic/
VII. Standards:
1. ELA Literacy:
CCSS.ELA-LITERACY.W.4.3: Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.4.3.A: Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.4.3.B: Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.4.3.D: Use concrete words and phrases and sensory details to
convey experiences and events precisely.
CCSS.ELA-LITERACY.W.4.3.E: Provide a conclusion that follows from the narrated
experiences or events.
2. Visual and Performing Arts Standards:
Skills, Processes, Materials, and Tools
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
printing, crayon rubbings, collage, and stencils.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and
tempera.
Communication and Expression Through Original Works of Art
2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size,
and placement within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
Comprehension and Analysis of the Elements of Theatre
1.3 Demonstrate how voice (diction, pace, and volume) may be used to explore multiple
possibilities for a live reading. Examples: “I want you to go.” “I want you to go.” “I want you to
go.”
13
Development of Theatrical Skills
2.1 Demonstrate the emotional traits of a character through gesture and action.
Creation/Invention in Theatre
2.2 Retell or improvise stories from classroom literature in a variety of tones (gossipy,
sorrowful, comic, frightened, joyful, and sarcastic).
VIII. Procedure -- Instruction:
1. Motivation for Learning: Teacher will begin by displaying a funny comic strip targeted for the
age group she/he is teaching.
2. Teacher will read or have students read each comic strip panel.
3. There will be a short discussion on elements of a comic strip and how they work (they are read
from left to right, the difference between speech and thought bubbles, they have to create a
story line/story for their comic).
4. Teacher will recall what they learned about heroes in previous lessons. She/he will also ask
what the difference is between superheroes vs. heroes.
5. Teacher will explain to the students that they will imagine they have been asked to create a
new superhero for a comic strip based on any personal or historic hero they know (dad,
teacher, police officer, custodian, Benjamin Franklin, Obama).
6. Teacher will assign students groups or pairs to complete this project. They will work together
to create their comic strip using one of the templates (or one of your own) in the appendix.
7. Before they begin writing on their actual template have them brainstorm ideas using the Comic
Brainstorming sheet in the appendix.
8. Extension: Teacher can provide each student with a large sheet of chart paper to bring their
comic strip to life using paint and other art forms. They will create a larger version of their
comic strip.
9. Extension: Older students can use the website above from ThinkWrite to create their comic
strip online.
10. Students will present these comic strips to their classmates in their own theatrical way (maybe
each group member acting out each character).
IX. Practice
1. Guided Practice: The teacher observes the students and provides feedback and suggestions.
2. Students will continue to complete their comic strips.
X. Evaluation
1. The students will be assessed formally on how they participate, their comic strip, and
presentation of their comic strip in a theatrical way.
2. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
3. Students will be assessed informally on their abilities to work together in cooperative groups.
14
15
Heroes
from
History
Lesson 5
16
HEROES FROM HISTORY
I. Subject and Grade Level: Language Arts & Visual Arts, Grades 6-8
II. Topic: Heroes From History
III. Instructional Objective(s): After discussing traits of heroes, students in grades 6-8 will learn
about a few American heroes (Martin Luther King, Mother Teresa, & Neil Armstrong – You may add
others) and decide based on the previously discussed character traits if these people are considered
heroes.
Students will then work in groups to examine some of these heroes’ acts a bit closer. Then they must
choose their own hero (from a list teacher creates – depending on what you are studying) and they
will become that hero. Students will create a small monologue based on the hero they choose and
perform it for the class.
IV. Vocabulary
1. Hero/Heroic
2. Adversity
3. Monologue
V. Materials Needed: American Hero pictures in appendix, chart paper, markers, computer access
for researching, Word and/or PowerPoint (google docs or google presentation); Various Art Materials
that students can use to help make props and/or costumes, Smart notebook software for Smartboard
VI. Technology/Literature Connection:
1. Gallery of American Heroes http://www.conservapedia.com/Gallery_of_American_Heroes
2. Monologue Examples: https://www.youtube.com/watch?v=nmBYLmSvETI
3. Heroes http://web.archive.org/web/20131003171318/http://library.thinkquest.org/C001515/
VII. Standards:
1. ELA: Literacy:
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.RL.7.10: By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2. Visual and Performing Arts Standards:
Development of Theatrical Skills
2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext,
and context.
Creation/Invention in Theatre
1.2 Use effective vocal expression, gesture, facial expression, and timing to create character.
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action, and
setting together with a range of character types.
Role and Cultural Significance of Theatre
6.1 Describe the ways in which American history has been reflected in theatre.
Connections and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such
as creating a musical based on a piece of literature.
Creating, Performing, and Participating in Theatre
17
Students apply processes and skills in acting, directing, designing, and script writing to create
formal and informal theatre, film/videos, and electronic media productions and to perform in
them.
Development of Theatrical Skills
2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext,
and context.
Creation/Invention in Theatre
2.2 Use effective vocal expression, gesture, facial expression, and timing to create character.
VIII. Procedure -- Instruction:
1. Motivation for Learning: Teacher will create a PowerPoint slide or Smartboard Notebook
page with the question “What Makes a Hero? in bold words. Also include the “Heroes” video
link from above to watch a short video clip about Heroes in Action (linked in technology
connection section).
2. Teacher invites students to brainstorm what character traits make a hero (try to find 5-10
words to describe a hero.
3. Together they will create a Hero Traits chart on the smartboard (or they can also use chart
paper).
4. Teacher will pass out the hero pictures (from the appendix) and they will compare these
heroes using the words they came up with below to see if these heroes display those traits.
5. Note: Teacher can split students in groups and pass out a set of heroes to each group. They
can do this in groups with chart paper.
Martin Luther King
Honest
X
Kind
X
Courageous
X
6. Teacher will ask students to decide if the historical figure had any heroic characteristics not yet
listed on your chart. If so, add these to the chart, then review the list of names to see if any of
the other suggested heroes share these new traits.
7. Let students know they will choose their own hero (from the list you create) that display these
traits and portray that hero by “acting them out”.
8. They must incorporate a monologue presentation that embodies the character they chose. So
if a student chose Martin Luther King they might dress like him and act out a piece of his “I
Have a Dream” speech. Teacher can show the monologue example video.
9. Students can work on costumes/props at home and this should be a few weeks long project.
10. They will present these to their class.
11. After this is complete, students will reconvene as a whole and discuss how each character
portrayed embodies being a hero.
IX. Practice
1. Guided Practice: The teacher observes the students as they work on their hero monologues,
costumes, and props. Teacher provides feedback and suggestions.
2. Teacher will offer guiding questions for the project. Such as: What characteristics does this
person have that makes them a hero? What ways were they heroic? How can you embody
that in your presentation?
X. Evaluation
1. The students will be assessed formally on how they participate in class/small group
discussions, collaborative work, their product, and presentation of that product.
2. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
18
MUSICAL
Heroes
Lesson Plan 6
Lesson 6
19
MUSICAL HEROES
I. Subject and Grade Level: ELA, Music, Dance & Theatre Arts - Grades 6-8
II. Topic: MUSICAL HEROES
III. Instructional Objective(s): After reading about several different historical or political heroes,
students in 6-8 grade will work in groups of 4-6 to develop a short musical based on an event(s) in
that heroes life.
Students must recall the most important events of this hero’s life (or a specific event in the hero’s life),
think critically on how they can be brought to life on stage through creative movement and song.
IV. Vocabulary
1. Antagonist
2. Protagonist
3. Climax
4. Choreography
5. Persona
6. Treatment
V. Materials Needed: Writing paper or journals, computers with internet access, digital camera with
recording video capabilities, microphones/earphones that connect to the computer, art supplies to
make costumes, Group Roles sheet in the appendix
VI. Technology/Literature Connection:
1. Best Broadway Musicals Ever https://www.youtube.com/watch?v=PoppIRN-cSs
VII. Standards:
1. ELA Literacy:
CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.8.5: With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been addressed. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including
grade 8 here.)
CCSS.ELA-LITERACY.W.8.6: Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas efficiently as well as to
interact and collaborate with others.
CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
2. Visual And Performing Arts Standards:
Apply Vocal and Instrumental Skills
2.1 Sing a repertoire of vocal literature representing various genres, styles, and cultures with
expression, technical accuracy, good posture, tone quality, and vowel shape—written and
memorized, by oneself and in ensembles (level of difficulty: 1 on a scale of 1–6).
Compose, Arrange, and Improvise
2.5 Arrange simple pieces for voices or instruments, using traditional sources of sound.
2.6 Improvise simple melodies.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal choices and increased
technical skill.
20
2.5 Select specific media and processes to express moods, feelings, themes, or ideas.
Connections and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such
as creating a musical based on a piece of literature.
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and script writing to create
formal and informal theatre, film/videos, and electronic media productions and to perform in
them.
Development of Theatrical Skills
2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext,
and context.
Creation/Invention in Theatre
2.2 Use effective vocal expression, gesture, facial expression, and timing to create character.
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action, and
setting together with a range of character types.
Connections and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such
as creating a musical based on a piece of literature
VIII. Procedure -- Instruction:
1. Motivation for Learning: Teacher will show the class the “Best Broadway Musicals Ever”
referenced in the technology connections section so they have a total understanding of a
musical.
2. Teacher will explain to the students that they have been contacted by a Broadway producer
and given the opportunity to develop a musical based on an event or series of events in your
hero’s life.
 Students will research to build a successful master plan to create a short musical.
 They will need to develop a treatment for the musical adaptation to present to the
producer. The treatment must address the following issues:
 How will you use the hero’s life events for your musical?
 Will you follow the same structural plan or will you add some “Hollywood” magic to
make it more musical friendly?
 Will you keep the persona of each character intact as he or she is developed in the
text, or will you modify the characterization in some way? Explain your decisions.
 How will you project the setting?
 Explain your stage design—will it be elaborate or sparse?
 Produce a sample sketch of your proposed set design.
 Briefly describe the nature of the music, lyrics, and choreography that will be
featured in the musical.
 How will you approach costume design? Make a sketch of costume design for one
or more of the key figures in your musical.
 Select one "defining moment" of the event and develop an overview of how you
would stage it. Will you write any song lyrics that could make the moment even more
compelling?
3. Teacher will break up the class into groups of 4-6 students. She/he will distribute the “group
roles” sheet so they understand what they are expected to do.
4. Teacher will allow each group time to work on developing their aspect of the musical and will
provide groups with computers so that they can type scripts, lyrics, etc.
21
5. After each group is done, they will do a short read to the class of their musical.
6. Together as a class they will (vote), decide on which 2 musicals the whole class (2 larger
groups) will create and perform.
7. Students and teacher will come back at the end of the process to reflect on this experience
using these guiding questions.
o What was hard about this process? What was easy?
o In what ways is a musical adaptation of a text more effective in conveying themes,
events or emotions?
IX. Practice
1. Guided Practice: The teacher observes the students as they work in their groups and
provides feedback and suggestions.
2. Students will continue to complete their musicals and later will work into two larger groups to
perform the two the class voted on.
3. Teacher will help students record their musicals to be viewed later.
X. Evaluation
1. The students will be assessed formally on how they participate and work in cooperative
groups, group product, and presentation of that product (musical).
2. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning. Students will also be
assessed on how they present their brochure to their class.
3. The grading will be as follows:
Ideas (20) Content is researched, interesting, and informative, Ideas are presented in effective
formats (12 to 20 lines and covers story in depth).
Organization (20) Ideas are arranged effectively to guide the reader efficiently through the
information in the brochure, Paragraphs are coherent, and lists use parallel structure.
Word Choice (8) Precise words help the reader understand more about the topic and many
words rhyme.
Detail (22) Effectively summarizes news article(s) drawing out important information.
Presentation and Style (20) Overall presentation is unique, captivates audience, descriptive
and interesting, tone matches the seriousness of topic.
22
Soda Bottle
Heroes
Lesson 7
23
SODA BOTTLE HEROES
I. Subject and Grade Level: Language Arts & Visual/Media Arts Grades 6-8
II. Topic: Soda Bottle Heroes
III. Instructional Objective(s): After reading several short stories, poems, fables, folktales, and other
appropriate stories, students in grades 6-8 will create a soda bottle sculpture of a literary hero or their
authors and write why they believe that person is a hero.
IV. Vocabulary
1. Heroic
2. Sculpture
3. Literary Hero
V. Materials Needed: Short books/stories about different literary heroes, 1 or 2 liter empty soda
bottle, sand (to help them stand and be steady), Medium size foam balls or crumbled up newspaper
balls (for the heads), hot glue gun, scissors, Exacto/utility knife (for teacher use) computer access for
researching and creating, microphone (for those incorporating music), Word and/or PowerPoint
(google docs or google presentation); Various art materials (e.g. paint, felt, yarn, cotton balls, googly
eyes, different types of paper) that students can use to make their sculptures (they can also bring
things from home or this could be a home project).
VI. Technology/Literature Connection:
1. What Makes a Hero? https://www.youtube.com/watch?v=Hhk4N9A0oCA
2. 40 of the Coolest Book Characters http://www.shortlist.com/entertainment/the-40-coolestcharacters-in-literature
VII. Standards:
1. ELA: Literacy:
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.RL.7.10: By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
CCSS.ELA-LITERACY.W.7.2.A Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
2. Visual and Performing Arts Standards:
Skills, Processes, Materials, and Tools
2.2 Design and create maquettes for three-dimensional sculptures.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal choices and
increased technical skill.
2.6 Create an original work of art, using film, photography, computer graphics, or video.
2.7 Create a series of works of art that express a personal statement demonstrating
skill in applying the elements of art and the principles of design.
24
VIII. Procedure -- Instruction:
1. *Before this project, students need to bring in empty, cleaned liter (or 2 liter) bottle.
2. Motivation for Learning: Teacher will show the students “What Makes a Hero” link (in the
technology connect link above).
3. Teacher and students will read several different short stories, poems, fables, folktales, and
other appropriate stories throughout the week.
4. Students will recall what they know about heroes and determine if the people they identify are
truly heroes.
5. Students will identify both the author and character heroes in the stories they read.
6. Students will choose a favorite literary hero and write about their accomplishments and what
makes them a hero using correct conventions.
7. Then students will create a “soda bottle” sculpture of the literary hero they wrote about.
8. First students will get the foam ball and have teacher attach it to the bottle by cutting a hole big
enough to fit on the bottle top (need to hot glue it).
9. Students may choose to cover up the foam head with paper (or paper Mache), paint, or
markers.
10. Students can draw or paint faces on and decorate as they like.
11. They can make paper/felt (or other materials teacher has available) clothes and cut the
patterns and glue them together to seal and hold them in place (may need the hot glue gun for
this too).
12. When the project is complete, students will present their soda bottles to the class and also
teacher can set up a table in the hallway to display the soda bottle heroes.
IX. Practice
3. Guided Practice: The teacher observes the students as they work on their soda bottle heroes.
Teacher provides feedback and suggestions.
4. Teacher will offer guiding questions for the project. Such as: What characteristics does this
person have that makes them a hero? How can you embody that in your soda bottle and
writing?
X. Evaluation
3. The students will be assessed formally on how they participate in class/small group
discussions, collaborative work, their soda bottle, and presentation of the soda bottle.
4. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
25
CreateA-Hero
Lesson 8
26
CREATE-A-HERO
I. Subject and Grade Level: Language Arts & Visual/Media Arts, Theatrical Arts Grades 6-8
II. Topic: Heroes From History
III. Instructional Objective(s): After discussing traits of heroes, students in grades 6-8 will use what
they know about American Heroes (political, historical, and other famous heroes who made heroic
contributions) from readings to select, read about and create a visual 2 or 3-D Model.
Students will then work in groups to create one of these heroes through art. They may also add
music, theatrics, and/or technology to enhance their presentation/creation.
IV. Vocabulary
1. Hero/Heroic
2. Sculpture
3. Character Traits
V. Materials Needed: Create-A-Hero planning sheet (print 1-sided to 2-sided) in appendix, short
books/stories about different heroes (can also print off short biographies or have students look their
person up), chart paper, markers, computer access for researching and creating, microphone (for
those incorporating music), Word and/or PowerPoint (google docs or google presentation); Various
Art Materials that students can use to build a hero (Legos, sculpting clay, playdoh, paint, and other
STEAM type materials for building.
VI. Technology/Literature Connection:
1. Create a Hero Computer Creating Tool http://www.heromachine.com/heromachine-2-5character-portrait-creator/
2. My Hero for Teacher Info: http://myhero.com/films/view.asp?film=themyheroproject
3. My Hero Digital Tools for Students http://myhero.com/participate/
4. Heroism In Action Clip
http://web.archive.org/web/20131003171318/http://library.thinkquest.org/C001515/
VII. Standards:
1. ELA: Literacy:
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.RL.7.10: By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2. Visual and Performing Arts Standards:
Skills, Processes, Materials, and Tools
2.1 Demonstrate an increased knowledge of technical skills in using more complex twodimensional art media and processes (e.g., printing press, silk screening, computer graphics
software).
2.2 Design and create maquettes for three-dimensional sculptures.
2.3 Create a drawing, using varying tints, shades, and intensities.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal choices and
increased technical skill.
2.6 Create an original work of art, using film, photography, computer graphics, or video.
27
2.7 Create a series of works of art that express a personal statement demonstrating
skill in applying the elements of art and the principles of design.
Development of Theatrical Skills
2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext,
and context.
Creation/Invention in Theatre
Use effective vocal expression, gesture, facial expression, and timing to create character.
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action, and
setting together with a range of character types.
Role and Cultural Significance of Theatre
Describe the ways in which American history has been reflected in theatre.
Connections and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such
as creating a musical based on a piece of literature.
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and scriptwriting to create
formal and informal theatre, film/videos, and electronic media productions and to perform in
them.
VIII. Procedure -- Instruction:
1. Before the lesson, teacher should review the “My Hero” link provided in the technology
connection for teachers. This will help them be better equipped to help students with the
student section.
2. Teacher will explain that as we have been learning about heroes and heroism, it is time to
culminate this process with a fun project.
3. Before they do, they will look at the opening clip “Heroism in Action” to remind them of
character traits that heroes possess.
4. After the clip, we will think together and decide are there any other important character traits
the clip did not mention and we can add them to a list (teacher will write on the board).
5. Teacher will explain that they will get into groups of 3 or 4 and choose a hero (historical – past
or present, political, or other famous person they deem to embody these traits and they will
recreate a visual 2 or 3-D model of this hero they chose (depending on the class make-up,
teacher may want to choose groups).
6. Students will break up in groups and use the Create-a-Hero planning sheet (in the appendix)
to begin creating their hero.
7. The planning sheet tells them that they need to read about the hero they are choosing to
create through art and then progress from there.
8. Students can also use computer software programs to help create their hero. They may also
add music, theatrics, and/or technology to enhance their presentation/creation.
9. Teacher will give the students a few days to create their hero art.
10. When the project is complete, students will present their project to the class and also teacher
can set up a table in the hallway to display the artwork.
IX. Practice
1. Guided Practice: The teacher observes the students as they work on their hero creations.
Teacher provides feedback and suggestions.
2. Teacher will offer guiding questions for the project. Such as: What characteristics does this
person have that makes them a hero? How can you embody that in your artwork?
28
X. Evaluation
5. The students will be assessed formally on how they participate in class/small group
discussions, collaborative work, their product, and presentation of that product.
6. Students will be assessed informally by teacher observation, focusing on processes utilized by
students, content explored, and attitudes displayed in the learning.
29
APPENDIX
30
31
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Comic Strip Brainstorming Sheet
Title:
Panel
Box
#
Scene:
What is happening in
this scene box? (What
are the characters
doing?)
Characters: Landscape:
What characters are
in this scene box?
(Don’t forget about
your hero!)
What does the
background look like?
What other propts will
you use?
Captions:
What will be said in
the speech and
thought bubbles?
1
2
3
4
5
38
39
40
41
42
43
44
45
GROUP ROLES
Script writers
o Outline the musical based on the hero’s life events
o Determine which characters will be in the musical
o Determine which scenes and events in the hero’s life are
most important to portray
o Determine which scenes, themes or events should be
turned into songs
o Write a script for one or more scenes
Song writers
o Work with the script writers to determine which
scenes, themes or events should be turned into songs
o Write the lyrics for the songs
o You may either write new lyrics for an existing tune or
write your own music
Set designers
o Work with the script writers to determine what
scenery and props are needed
o Sketch and create necessary scenery and props
Costume designers
o Create costumes for the characters appearing in the
musical
Each
o
o
o
o
group will need to produce the following:
Script writers – outline, list of characters, script
Song writers – lyrics for songs, music selection
Set designers – sketches of scenery and props
Costume designers – sketches of costumes
46
CREATE-A-HERO
Group Names:
Directions: Together, read a short story about the hero you chose (this could include online
biographies). Then summarize the big idea using the “Big Idea” section below.
Big Idea
Who:
__________________________________________________________
__________________________________________________________
__________________________________________________________
What
__________________________________________________________
__________________________________________________________
__________________________________________________________
When:
__________________________________________________________
__________________________________________________________
__________________________________________________________
Where:
__________________________________________________________
__________________________________________________________
__________________________________________________________
Why:
__________________________________________________________
__________________________________________________________
__________________________________________________________
47
Directions: Now it is time to recreate you hero is some way. Use the
planning sheet below to plan how you will recreate your hero.
Ask: What is the question or challenge you are trying to complete?
Write your question in a complete sentence.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Imagine: Put your ideas here (brainstorm). Draw how you could
recreate your hero. Please sketch two different designs and vote on
which one you will use.
Plan: What do I need to build or make your hero? (Materials & Design)
1.___________________________ 2.___________________________
3.___________________________ 4.___________________________
5.___________________________ 6.___________________________
7.___________________________ 8.___________________________
48
Create: Draw your design that you would like to create and label the
materials you will you in your model to create it. Show your teacher
and then begin building/making your design.
Improve: How could you make your creation better? You can go back to
any of the steps to make improvements. Write your response here.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
49