Day+1+Individual-Group-Class+Unit+Activities


 * What is a Hero? **[[image:http://thumb18.shutterstock.com/thumb_small/9129/9129,1129415929,1/stock-vector-trekkers-boot-print-space-in-the-middle-of-the-shoe-to-add-your-logo-635147.jpg align="right"]]
 * Step 1) - Brainstorming:**
 * Participate in a class activity to develop an understanding of what it takes to be a hero.
 * Watch the video: __Ordinary People, Doing Extraordinary Things__. Table talk...are these people heroes?


 * Now...have one person at your table search template gallery: Falcone - A Hero is... select template and then share with his tablemates. You may begin working after you have renamed your document with your group number. (Example: Group1 - A Hero is...) [|Google Docs]

We'll come back together to share your ideas with your classmates, then develop a classroom definition using the ideas you have in common.
 * Step 2)** -**Broadening Our Perspectives of a Hero:**
 * Can a student like you really be a hero?
 * Watch the OBAMA video link and the YOUTUBE video link. Link here for President Obama 's interview as he discusses everyday heroism.
 * Watch T.A. Barron's FOX TV interview with a Barron Prize winner for heroism. Please read about at least 3 past winners of the Barron's prize by clicking on this website: [] Then participate in a class discussion using the discussion tab for your LA class above. (Do not use NEW POST, please) media type="youtube" key="qITDU--TfHA?fs=1" height="385" width="480"

1) Describe any life experiences (actions, accomplishments, adversities) that demonstrate that your person is truly a hero 2) T.A. Barron's uses the QUALITIES or in other words, character traits of COURAGE, PRESEVERANCE, STRENGTH, WISDOM, and Replies, we have noted information about the background, life experiences, and character traits of the person being portrayed in your biographies.
 * Step 3) What Does it Really Take to be a Hero?**
 * Chapter 1 of T. A. Barron's __A Hero's Trail__:
 * Identify the author's definition of a hero.
 * Compare and contrast his definition with yours. Do we want to make any revisions to our class definition?
 * Step 4) Connecting Heroes to our Independent Reading RESPONSE:**
 * You have been reading a biography for the past three weeks.
 * In our Weekly Response due Thursday, February 3rd -
 * Be prepared for a class discussion.
 * January 31st) Types of Heroes Jigsaw Research:** "jigsaw" read about one type of hero in the T.A. Barron's book (chapters 2-7)
 * 1) With your small group, review the Poster Expectations in order to determine your PURPOSE for reading.
 * 2) Once you have determined your PURPOSE FOR READING, you may begin reading as a group.
 * 3) Use the information that you have learned to create a poster that you will use to "teach" your peers in "jigsaw" fashion. Be prepared to be the expert and share with your classmates.


 * 6) Watch the MLK Video and participate in a discussion identifying his qualities, hero type, and examples for each. (song and speech text as mentor text) **


 * 7) Bringing Creative Ideas Together (optional):**
 * Choose an activity to creatively examine our class hero concept.

[|Hero Group Activities.doc]
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