ela-grade 6 action heroes

8/14/2019 ELA-Grade 6 Action Heroes

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ActionAction

HeroesHeroesMini-unitMini-unit

English Language ArtsGrade 6


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Grade 6


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Independent Learning: Students will learn through the ways of trial anderror, as well as paying attention to own mistakes and learning from them.

Students will improve their writing by writing.

Critical and Creative Thinking: Students will be able to think creativelyabout certain topics and decide how to best write to suit the purpose.Students will also analyze their own and others mistakes through the writingprocess.

Personal and Social Values and Skills: Students will consider what it is

that they value, and regard what others value based on viewing, throughthe examples given in class, what superheroes and action heroes do, andhow the student feels about this.

Technological Literacy: Students will get the opportunities to publishtheir own pieces of writing, as well as see the uses of technology throughpowerpoint presentations, videos, etc.

Classroom Management Considerations

Have classroom and schedual set up to promote a structure for the parts of

the class that need it, and a more relaxed atmosphere for the times of

students working at their own paces with writing. Allow students to go to

different areas to do their writing, but ensure that the teacher knows where

they are (and check up on them) at all times. Provide a variety of mediums

for students to work with on their writing (computers, paper, blackboards,

cushions tables etc) so that they may best reach their flow Allow


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Action heroes as well as national or local heroes may be a theme in both

units.

In the Health curriculum, action plans, conflict resolution and decision

making are major themes within, and as well, could lead up to students

putting their words to work and leading to action.

Cross-Cultural Considerations

Because students in your classroom may come from a variety ofbackgrounds, their values and beliefs may differ, thereby making their own

heroes to be different then others and their perceptions. Allow for a variety

of perspectives as long as the student can appropriately back up their

opinions and ideas. As well, the heroes, comics, and writing situations could

come from a variety of voices from different cultures. Be considerate of

terminology that may offend some students eg: slaves, African Americans

instead of blacks, or ideas that place other cultures in the midst of ideas of

charity for a white middle class ideal and separates the true issues. Teach

from not only an emotional side, but a factual presentation as well. Dont

try to separate students real lives from issues, because then they may not

know what to do or think.

Materials Laptop/LCD projector with sound

Internet


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Null, KathleenChristopher. How to Write a Paragraph. Teacher Created

Resources: Westminster, 1999.

Greenwood, Barbara. The Last Safe House. Kids Can Press: Toronto, 1998.

Websites:

Merriam-Webster Online Dictionary. Merriam-Webster Inc, 2005. Online

Free The Children. Free The Children, 2005.

Global Issues: Human Rights. Anup Shah, 2008.

Ryans Well. Ryans Well Foundation, 2007. http://www.ryanswell.ca/

Spiderman: Venom Returns. YouTube, 2008.

Slavery Photos. AG.com, Inc, 1997-2007.

N P fit O i ti A ti With tB d 1995 2008
http://www.ryanswell.ca/http://www.ryanswell.ca/http://www.ryanswell.ca/http://www.ryanswell.ca/


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Learning Activities

Blue highlighted activities=done every class

ContentOutline

LearningObjectives

CEL InstructionalStrategy/Method

Assessment

Adaptations Resources( see resourcelist for further

explanation)Challenge Word-

each day a new

spelling word will

be introduced as

well as its

definition, usageand placed on the

wall.

Students

will increase

their

vocabulary

orally and

written

CO

M

Direct

Instruction(explicit

teaching)

If words are

being

spelled right

in writing

Easier or

harder words

may need to

be given, ex:

root or other

forms of theroot.

Mirriam-Websters Online

Dictionary

Ms. Martinuks Mad Word

List(handout)

Mini Lesson-

Each class(or

every other class if

more writing time

is needed) a new

mini lesson

dealing with

grammatical, word

usage, writing

structure or

different writing

formats will be

taught so that

Students

will be able

to write

effectively,

within

language

and writing

structures

taught.

CO

M,

CCT

Direct

Instruction(Drill and

Practice),

Interactive Learning

If writing

assignment

s show

improvemen

t or

understandi

ng based on

what

theyve

learned.

Some

students may

need more

practice at

writing to

master the

skills taught,

additional

excercises, or

different

instructional

methods.

How to Write a Paragraph

Grammar References and

Excercises


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students aquire a

variety of tools to

help them with

their writing.

Wild Mind

Writing-

Eachlesson

students will have

5 minutes to write

freely on a topic

sentence given by

the teacher.

Grammar, spelling,etc. willnot be

taken into account,

but the goal is to

get students to

write whatever

thoughts come into

their head. Later,

these ideas may beput into play for a

piece of writing

they want to

continue those

thoughts on. These

wild mind journals

will be taken in at

Students

will be able

to write on a

topic freely

while

generating

ideas.

CO

M,

CCT

Indirect

Instruction(concept

forming)

Participation

(one mark

every day)

Some

students may

take longer to

get into

writing then

others

because of

environment,

experiencewriting, etc.

Allow some

students the

option of

writing in a

different

location or at

a differenttime if they

require it.

Journal


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the end of every

period to be

studied to see if

writing is

improving(content

from mini-lessons,

spelling words

looked at, detail or

idea development,

etc). These

journals also may

give insight into

new ideas for mini-lessons, challenge

words, etc.Time to go

through the

writing process-

each class(or close

to almost)

students will begiven time to

participate in the

writing process

and work on their

portfolios. This

may include

brainstorming,

Students

will go

through the

writing

process to

polish theirwork and

practice the

behavior of

effective

writers

CO

M,

CCT

, IL,

TL,

PSVS

Independent

Learning,


Status of

Class,

Checklists

about how

students

werespending

their time,

going

through the

processes

etc.

Students may

need various

places to

work,

mediums to

work with,music, quiet,

etc.

Separate

students that

may distract

A variety of resources such

as websites or books may

be determined by what

styles, types or formats of

writing the students may

be doing.

Poster of writing process

that is clear for students

Writing Supplies


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first drafts, final

drafts, peer

conferencing,

teacher

conferencing,

revising, or

making the final

product.

eachother

Provide time

for extra help

or extra

reflection

Content

Outline

Learning

Objectives

CEL Instructional

Strategy/Method

Assessme

nt

Adaptations Resources( see resource

list for further

explanation) Students will

watch a briefepisode of

Spiderman, and

look at the

perspectives of

the cartoon. What

is realistic, which

parts are blown up

unrealistically,

who are the main

characters

(protagonist,

antagonist, other

important

supporting), what

are their qualities,

-Students

will learnhow to write

a

paragraph.

-Students

will analyze

what being

a superhero

really is

-Students

will view

how

graphics

and

perceptions

CO

M,CCT

,

PSV

S

Experiential

Learning,Independent

Learning,


Look for

process ofparagraph

writing,

topic

sentence,

supporting

points,

conclusion,

etc(rating

scale)

Is writing on

topic?

Students with

differentbackgrounds

may value

different

qualities.

Some

students may

not know a lot

about

superheroes,

so class

experts may

fill the rest of

us in.

YouTube-spiderman

cartoon(http://www.youtube

.com/watch?v=eZaDC

Es7EbA)

LCD projector, computer

Chart Paper
http://www.youtube/http://www.youtube/http://www.youtube/http://www.youtube/http://www.youtube/http://www.youtube/http://www.youtube/http://www.youtube/


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who is considered

the superhero and

why?

**Discussion

regarding the

complexity of

superheroes is

also importang

ie: the line

between good and

evil, and those

who are is not

always clear.Class discussion in

pairs, and then as

a whole class will

critically decode

the cartoon.

Characteristics

about the heroes

may come up:white, male,

strong, educated

etc. (write them

down on chart

paper)

Characteristics

previously

held may

tell as much

as words,

and see how

those words

are

important.


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about the

Villain(antagonist)

may come up as

being: a different

race, male, some

kind of a deficit,

etc. These

stereotypes may

then be discussed.

What then are we

made to think

about real people

who fit thesedescriptions.

What about

women? Etc. Get

students to write

down

characteristics of

what makes a

superhero in adescriptive

paragraph. (first

go over how to

write a

descriptive

paragraph-mini


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lesson)What problems

do superheroes

face? Brainstorm

a concept map on

the board.

Brainstorm

problems that

normal people

face. Are they

different? Similar?

What makes

superherosdifferent from normal

people?

Get students to

write a poem in

response to that

question.

Students

will be able

to make

connections

about fiction

and real life,

map them

out in

concepts.

Studentswill write in

a different

style of

writing(poet

ry)

CO

M,

CCT

,

PSV

K

Interactive

Learning(Brainstor

ming), Indirect

Instruction

Participation

, poem

when

finished in

portfolio(ba

sed on

rubric made

for finished

portfolio

pieces)

Get students

who have

problems

staying on

task or tend

to talk during

lesson do the

recording on

chart paper

Provide someformats of

writing poems

for students

so a guideline

is given

Chart paper

Poetry handouts

What is the

differencebetween Super

Heroes and

Action Heroes?

Let the kids talk in

pairs for a few

minutes, get some

-Students

will beinformed

about real

action

heroes and

be able to

identify with

CO

M,CCT

,

PSV

S, IL

Experiential

Learning(focusedimagery, games),

Interactive

Learning(peer

work)

-analytical

data basedon

discussion

in pairs(on

topic)

-writing

piece in

Some

students mayneed to open

their eyes

and see the

pictures/word

s in order to

pay attention

The last Safe House

Pictures of slavery

Slavery trivia game/true

false cards


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responses and

thenintroduce

Harriet Tubman by

getting the kids to

close their eyes

and listen to a bit

from a story.

Harriet Tubman led

hundreds of

people to freedom.

Tell her story, look

at qualities

brainstormedpreviously about

superheroes, and

ask students if

they think she was

a hero? What

made her a hero?

Show some

pictures of slavesarriving in/being

led to Canada, let

students write

based on what

they feel from the

pictures.

them as real

people

doing real

things.

-Students

will write

based on

emotion or

their own

thoughts

based off of

an image on

a topic of

their own.

portfolio(ba

sed on

rubric made

for finished

portfolio

pieces)

when reading

out loud.

Student

groups for

game may

need to be

adjusted so

rowdy

students

arent all

together

Terminology

re: black

slaves needs

to be

regarded

carefully(beca

use of black

students)

Can heroes be -Students C Interactive -either a Some Powerpoint-Kids can be


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kids too?? See

what kids say

when you ask

them if they have

any power in the

world. (compare

super powers to

human ones) Show

powerpoint with

humanity

statistics,

information about

various youth whohave done action

projects and made

a difference:

Ryans Well, Free

the Children, Iqbal

Masihand Food

from the Hood.

Ask students whatthey feel after

watching that. Ask

students to put

that feeling into

some form of

writing(poem,

will be

exposed to

a peer in

action

making a

difference

-Students

will put

feeling into

words as a

form of

expression

for a

different

type of

audience

and

purpose,

which may

only be for

themselves.

CT,

CO

M,

PSV

S

Learning(discussion

), Independent

Learning(writing),

Experiential

Learning(focused

imagery)

check for

having

completed

the poem,

or a mark as

a portfolio

piece.

students may

not be able to

adequately

put their

feelings into

words, so as

an alternative

a piece of

artwork,

piece of

music, etc.

may be done.

Students may

become

emotionally

attatched, or

unaffected at

all because

they may notbe able to

relate. Come

at the lesson

with a factual

approach,

and connect

it to the

heroes too!

LCD projector/computer


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action projects,

etc. that they

might be about to

look up. Students

will end unit with a

factual report

including a

personal side

showing what they

might do, or why

they like the

organization/idea.

a formal

format to

display

factual

information.

ela-grade 6 action heroes

Documents