Lesson Plan: Heroes
Day 2/3: Language
Heroes and Character Sketches
will be able to…
Brainstorm and identify heroes of the past and be able to explain why they
Construct a character sketch and be familiar with a variety of resources.
Create short presentations by taking on the character of their historical
Understand the connection of the heroes’ impact to their personal lives.
it Shine:Stories of Black Women
of Extraordinary Women
Visual items to play the character of Harriet Tubman
cotton, black painted face, whip, sugar lumps, old sack, map of her journey
Out of the Dust by Karen Hesse
Introduction—Dress up as Harriet Tubman and use visual materials that identify
who she was, what she likes, and what she did. (This
can be used with any hero of the teacher’s choice) Use the story short
biography and character sketch of her to get ideas of the significant things
that she is recognized for. (Click under the website http://firstname.lastname@example.org/New_Directory/directory_table.asp
and go under lifesavers. Next
click under Harriet Tubman and a character sketch will appear. The
short story can be read from the book, Let is Shine: Stories
of Black Women Freedom Fighters.) Talk
about the time period she lived, the setting, how she was treated, and
how she escaped. Illustrate
to the students how she felt as a person enslaved by whites. Explain
why she is considered a hero. Include
famous quotes such as, “There was one of two things I had a right to, liberty
or death; if I could not have one, I would have the other.” Make
sure you use vivid language, which will enable the students to visualize
her. (This will be a
good introduction for Social Studies topic on Harriet Tubman.)
Ask the class (in character) about why people consider Harriet (me) a hero. “You
want to know why…you tell me.” Have
open discussion about the contributions she made. What
was her risk? (She risked her
life countless times and helped rescue about 300 slaves by the Underground
Read to the class a biography on a couple other heroes such as Eleanor
Roosevelt, Joan of Arc, Sojourner Truth, Mother Teresa, or any other. (See
under Lives of Extraordinary Women. Day1books.
Mini-lesson--Character Sketch—Show examples of character sketches from
the website: (Hint: Go to http://email@example.com,
scroll down to directory, choose a category to discover more about
that hero and research deeper into the person’s life). Allow
them to explore through the books at the Hero learning center, or brainstorm
about a historical hero that sparks their interest. Ask
students what they know about character sketches. Things
to include on their character sketch: -graphic
organizer, resources used (at least 2), when did the person live, physical
description, what events may have influenced his/her life, interesting
facts about the person’s life and (or) famous quotes, accomplishment, how
has the person influenced modern day lives, and how has the person impacted
themselves. They also
must include a picture of the hero and at least three visual aids for presentation. Encourage
students to browse through various picture books on their hero.
Student should brainstorm possible visual images to use in describing their
character. They will
present their character in first person to the class for the next Language
Arts class period.
Introduce to them the book, Out of the Dust by Karen Hesse and give
them a brief description of the setting and time period that the book takes
place in. Ask them to share
what they know about the Depression and share brief facts about life during
that time. (The economy was
very low, it was hard to find jobs, there were many dust storms in the
country and people had dust everywhere in their clothes and homes, by the
1930s the soil in Oklahoma and neighboring states had become loose and
dry, wheat crops failed, and nearly fifty million acres were severely damaged
before conservation measures helped put an end to the storms that threatened
the lives of people and animals as well as the crops.) Have them begin
to read the section of the free verse poetry book, “Winter 1934 to Summer
1934.” Have them think about
how the main character in the book, Billie Jo, is a hero.
Closure—Students will reflect on the heroes that they read about in class. Have
them write about why they chose the hero they did, what they like about
the assignment and what they did not enjoy about the assignment. Have
them also reflect on characteristics of their hero that they wish to attain
or that they identify in themselves.
presentations, gathering materials for character sketches, and begin reading
of the Dust.
Have students browse through picture books about heroes and analyze the
content. Have them locate
books about heroes for them to read for the younger grades.
Also, have the students research about the time period that the hero lived
in and explore more facts about the society and the way people lived during
Informal evaluation of
students’ attentiveness, use of time researching, and participation of
questions in class.
rubric under Rubric Sketch
for evaluation on character sketch and presentation.
Points from the Rubric Sketch will be recorded and compiled in a portfolio.
Class participation points will be recorded separately for daily work.
It is optional to have the students create character sketches without the
character presentation if time is limited.
Students can simply present their character sketch to the class from a
third person voice and use visual images to make their character more real
to the class.