What they need are heroes!
Using hero stories to build academic skills and character in adolescents
Mississippi Association for Middle Level Education Conference
Using hero stories to build academic skills and character in adolescents
Mississippi Association for Middle Level Education Conference
Melissa
Baneck and Dr. Kenneth Anthony
Mississippi
State University
Lesson 1: Mythological Heroes
Objectives:
TSW
identify characteristics (attributes) of heroes.
TSW analyze
myths to identify the elements of the quest cycle.
TSW
describe aspects of a text’s plot.
TSW
analyze how individuals, events, or ideas develop and interact over the course
of a text.
TSW
summarize texts.
TSW
develop supporting questions.
TSW
develop definitions for vocabulary words.
TSW evaluate
heroes’ actions as either heroic or non-heroic.
Procedures:
Day 1
Before:
The
teacher will ask students to name heroes. The teacher will list these heroes on
the board. Students will most likely list a variety of people as heroes (sports
figures, mythological heroes, parents, religious figures, and historical
people). The teacher will ask students to explain why each person might be a
hero or heroine.
The
teacher will read the account of the hero Perseus to the students. The teacher
will ask the students what they think about the story. TTW will then tell them
that the story is a myth and that myths describe the actions of heroes. The
teacher will then explain that they are going to read about the heroes of Greek
mythology in an effort to define the word hero.
During:
The
teacher will tell students that the next few lessons will be guided by the
compelling question: “What is a hero or heroine?”
The
teacher will divide students into groups to read five different accounts of
Greek Mythological Heroes (consider using Hercules, Theseus, Atalanta, Achilles,
Hector, and Penelope). We recommend that teachers select both heroes and
heroines and select age appropriate and developmentally appropriate accounts.
Students will read the accounts. The students will write a short summary of
their heroic account (to be shared the next day).
Day 2
After
reading each account the students will share a summary of their account with
the entire class. The teacher will ask students if there are any similarities
among the accounts. The teacher will list the similarities on the board.
Students will then be told to re-read the accounts of their assigned hero or
heroine. During this reading, students will be told to list the characteristics
of the hero or heroine found in their account. Students will most likely list:
brave, smart, courageous, lonely, and prepared for their task. The teacher will
make a list on the board. The teacher will point out that some of the
characteristics or attributes listed are similar to similarities they
identified earlier. The teacher will ask students why there are many things in
common between the stories. The teacher will guide students to the idea that
these similarities are common characteristics of heroes.
After
The
teacher will ask students to describe the plot of each account. Students will
point out that there is a conflict that must be resolved or a task that must be
completed. The teacher will tell them in myths this is called a “quest.”
Usually heroes and heroines must go on a quest. The teacher will then show the
students a list of the quest cycle: conflict, challenge, acceptance of the
challenge, quest, helper, resolution, benefit to others, and further conflict.
The
teacher will give students a chart with the quest cycle. Students will use the
chart to identify and record the elements of the quest cycle. The teacher will
verify that students are identifying the correct elements. The students will
illustrate the elements of their heroic account in an artistic representation.
Students will post their illustrations on the wall and share with the rest of
the class.
The
teacher will ask students to identify things that are common among the accounts
and list them on the board. The teacher will tell students that myths are
important in cultures. The teacher will tell them that often myths about heroes
play educational or pedagogical purposes. In other words, they were used to
help teach people how they should act, what they believed life was like, and
what values and beliefs were important. Based on the commonalities in the myths
the teacher will ask students to identify what things might have been important
to ancient Greeks.
Day 3
Extension
Students
will be told that we have only started to investigate heroes. The teacher will
ask students to propose supporting questions to the compelling question: “What
is a hero or heroine?” The teacher will then ask students how they can answer
these other supporting questions. It is important that students identify that
they should read more myths and read what others have written about myths and
heroes. The teacher will provide a variety of resources about myths and heroes
including books and websites. Students will be given a class period to conduct
their research (either individually or in groups) and answer their supporting
questions. While students complete their research, they will also create a
dictionary of vocabulary terms. Students will identify words from myths that we
still use today. Students will define and illustrate at least ten words within
the context of mythology, and then create an entry for the modern day word and
its meaning. After students have completed their research, students will be
given the task to write a definition of hero (individually). The class will
then work to develop a definition of hero based on class consensus. After students have developed their own
definition, the teacher will share a definitions of hero from a dictionary and
other resources. The teacher will lead a discussion about the differences in
the definitions.
Conclusion
The
teacher will review the key points of the lesson: definition of myths,
attributes of heroes and heroines, elements of the quest cycle, and the
definition of hero and heroine. The teacher will ask students if there is
anything that they can learn from reading myths. Do myths teach them anything
about life and growing up? The teacher will lead a discussion about overcoming
hardship, conflict, preparing for quests, bravery, and accepting help from
mentors.
Transition to Lesson 2
The teacher will ask students if heroes and
heroines always do the right thing or if at times their actions are heroic. The
teacher will ask students to propose ways that each of the heroes or heroines did
not act heroic. The teacher will ask students if these unheroic actions
disqualify the heroes as heroes and why.
Standards:
CCSS.ELA-LITERACY.CCRA.R.2:
Determine central ideas or
themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCSS.ELA-LITERACY.CCRA.R.3:
Analyze how and why individuals, events, or ideas develop and interact over the
course of a text.
CCSS.ELA-LITERACY.CCRA.R.4:
Interpret words and phrases
as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or
tone.
Lesson 2: Modern Heroes
Objectives:
TSW
define heroes and heroines.
TSW
identify important qualities of heroes and heroines.
TSW
analyze how individuals, events, or ideas develop and interact over the course
of a text.
TSW
analyze how texts address similar ideas.
TSW
construct an informal report on historical figures.
TSW
cite evidence from a text.
TSW
evaluate historical figures’ actions as either heroic or non-heroic.
Procedures:
Day 4
Before: In a previous lesson students
will have discussed the mythological characters of Atalanta, Hercules, Theseus,
and Penelope. TTW ask, “What is a hero or heroine?” ESR- someone who completes
a brave act for other people (students may also share the definitions developed
in lesson 1).
Dictionary
Definition: a person who is admired for great or brave acts or fine qualities
TTW
ask, “Did Atalanta, Hercules, Theseus, and Penelope do things that would
classify them as heroes and heroines? What did they do?”
TTW
ask, “What patterns did we see in each of the stories?” ESR- conflict,
challenge, acceptance of the challenge, quest, helper, resolution, benefit to
others, and further conflict
TTW
ask, “We have examples of acts that heroes and heroines might complete, and we
have a pattern that is typically followed, but what are some characteristics,
or qualities, of heroes and heroines?”
In
groups, students will list at least five characteristics. After a few minutes,
TTW provide the “What Makes Someone a Hero?” handout and ask students to
compare their characteristics to the ones listed in the handout and add to
their list if necessary. TTW ask, “What characteristics did you agree with on
the handout? What characteristics did you list that weren’t there? Explain what
those characteristics look like.” TTW say, “We need to decide on the top five
characteristics we will use to determine if someone is a hero. Let’s make a
list of the characteristics we all came up with to decide what we can agree
on.” TTW narrow the list down to no less than five characteristics and make
sure to include bravery, honesty, compassion, resiliency, and responsibility.
During:
TTW
say, “Today we will be looking at historical figures and information about
them. Using the agreed upon characteristics, you will determine which
historical figures are heroes and heroines and which are not.”
TTW
say, “Each group will receive one historical figure to evaluate and make a
two-column chart with the words qualifies and disqualifies at the top. As you
look at each person, write the things you believe qualify and disqualify the
person as a hero or heroine. Use complete sentences and record where you found
the information. Remember the characteristics when making your decision and
justify using those or other explanations.”
TTW
assign one historical figure and distribute information to each group. Multiple
sources of information (i.e. encyclopedias, informational texts, ReadWorks,
Biography.com, History.com) will be used so that students must analyze
different accounts. The figures will be Abraham Lincoln, Robert E. Lee, Daniel
Boone, Christopher Columbus, Sally Ride, and Maya Angelou.
Day 5
After:
Each
group will report on their figure. The class will go over who qualified as a
hero or heroine and who was disqualified and discuss the justifications. TTW
make a chart on the board listing each figure on one axis and the agreed upon
characteristics on the other axis. TTW use pictures of the people with their
names in the chart. The class will discuss if they agree with each group’s
evaluation.
TTW
ask, “Why do you think stories about heroes and heroines have been around for
so long? Why is it important to learn about heroes and heroines? Should we
learn about people that are not heroes and heroines as well? What can we learn
from looking at historical figures that do not meet hero status?”
TTW
ask, “Again, what were the patterns typically followed by heroes and heroines
in mythology? Do you see those patterns in real life? What about in the heroes
and heroines we discussed today? What do they look like?”
Conclusion:
TTW
say, “When we look at historical figures it is important to discuss those that
qualify as heroes and heroines and those that don’t. We can learn what it takes
to make a difference in society and what we should aim for by looking at heroes
and heroines. By learning about the people that do not qualify as heroes and
heroines but that had an historical impact, we learn what not to do and what
does not help society. Heroes and heroines are the models we look to for how to
behave.” TTW remind students that even heroes have non-heroic qualities or act
non-heroically at times. TTW end the lesson by asking, “Based on what you have
learned about heroes, who are your heroes and why?
Standards:
CCSS.ELA-LITERACY.CCRA.R.2:
Determine central ideas or
themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCSS.ELA-LITERACY.CCRA.R.3:
Analyze how and why individuals, events, or ideas develop and interact over the
course of a text.
CCSS.ELA-LITERACY.CCRA.R.9:
Analyze how two or more texts
address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Lesson 3: I can be a hero
Objectives:
TSW
explain how they can be heroes and heroines.
TSW compose
a narrative.
TSW revise
their own writing.
TSW
edit their own writing.
TSW
apply the quest cycle to a future goal.
Procedures:
Day 6
Introduction:
TTW
review key concepts from previous lessons (characteristics of heroes, quest
cycle, definitions of hero).
Discussion:
TTW
ask, “What types of acts would we consider heroic in school?” The concept of
hero is culture and time bound (i.e. we don’t kill monsters today or do we?).
What does it mean to be a hero today? What does it mean to be a hero in school?
TS and TTW discuss heroism in a school setting. A key element in the discussion
should be bravery.
Independent:
TTW
say, “Take a moment and think about how you can be a hero or heroine for your
school or community. What challenges would you face, how would you overcome
them or behave, what risks would you take, and what good would you bring to
others? The narrative can include fictional elements, but you need to be the
main character and the problem you face needs to be realistic. Make sure to
identify a brave act and characteristics that make you a hero.”
TSW
complete the writing process (pre-writing, drafting, editing, and publishing)
and complete a narrative describing their heroism.
TTW
provide the rubric for the assignment. Narratives must be at least two
paragraphs. Narratives must address a challenge and how it is overcome, the
good that is done for society, and the characteristics of the hero or heroine.
Narratives must be first person. The problem the character faces must be
realistic.
Students
will share their narratives or summarize their narratives for the class.
Day 7
Conclusion:
TTW
lead discussion about the benefit of students acting heroically in school. How
will they benefit and how will others in the school benefit? TTW extend the
idea of school based heroism to their future. TTW remind them that myths about
heroes were designed to help young people make the transition from childhood to
adulthood. TTW ask, “How can myths help you learn what it takes to become an
adult?” TSW call out goals they have for their lives. TTW list them on the
board. Once the list is complete, TTW ask students how their knowledge of the
quest cycle can help them navigate their path to their goal. TTW pass out the
Quest chart. The students will investigate their goal identifying the
challenges, helpers, benefits (individual and to others), and further
challenges. TSW complete their Quest charts based on their investigation and
share it in class.
Standards:
CCSS.ELA-LITERACY.CCRA.W.3:
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-LITERACY.CCRA.W.5:
Develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Extension units or lessons
1.
Unit
based on The Children’s Homer
Focus on heroes and heroines
Comparing Achilles and Hector
Role of gods, goddesses, and fate
2.
Inquiry
based project into heroes and heroines
3.
Read
alouds and lessons on word origins from Classic
Myths to Read Aloud
4.
Unit
based on A Wonder Book to incorporate
reading and writing skills with mythology
5.
Reading
or watching a modern version of hero story and compare and contrast with Greek
or Roman originals
6.
Inquiry
project into connections between Greek and Roman mythology, philosophy, art,
and other aspects of culture with our modern Western culture
Alignment to CCSS
CCSS.ELA-LITERACY.CCRA.R.7: Integrate
and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more
sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.9: Draw
evidence from literary or informational texts to support analysis, reflection,
and research.
Resources
The
Children's Homer by Padraic Colum (Grade levels 5-9)
A Wonder Book: Heroes and Monsters
of Greek Mythology
by Nathaniel Hawthorne (Grade levels 3-8)
Classic Myths to Read Aloud (Ages 5+)
DK Readers L3: Greek Myths by Deborah Lock (Grade levels 2-4)
A Child’s Introduction to Greek
Mythology by
Heather Alexander (Grades 4-7)
Basher History: Mythology: Oh My!
Gods and Goddesses
by Simon Basher and Mary Budzik (Ages 10-14)
Everything
Mythology by Blake Hoena (990 Lexile)
Book
of Greek Myths by Ingri and Edgar Parin D'Aulaires (1070 Lexile)
Eyewitness:
Mythology by Neil Philip (IG1130 Lexile)
Mythology: Timeless Tales of Gods
and Heroes by
Edith Hamilton (1040 Lexile)
The Golden Fleece: And the Heroes
Who Lived Before Achilles
by Padraic Colum (1070 Lexile)
Treasury of Greek Mythology by Donna Jo Napoli and Christina
Balit (860 Lexile)
Heroes and Monsters of Greek Myth by Bernard Evslin and Dorothy
Evslin (870 Lexile)
Bulfinch’s Mythology by Thomas Bulfinch (1190 Lexile)
ReadWorks.org
American
Heroes
A
School for Heroes
Ancient
Greece- Greek Mythology
Read-Aloud
Lesson: A Wonder Book- The Golden Touch
Read-Aloud
Lesson: A Wonder Book- The Gorgon's Head
What
Makes Someone a Hero?
Biography.com,
ReadWorks.org, and History.com for historical figures’ information
http://www.darke.k12.oh.us/~april_wulbe/FOV2-00101787/FOV2-0010178A/Words%20from%20Greek%20%26%20Roman%20Mythology.pdf?Plugin=Cosmo
