Overview
Grade: 10-1
Course: English-Language Arts
Duration: 6 to 8 weeks (depends on choice in culminating activities)
Project Idea
Your project-based learning experience is threefold:
First, you will explore stories about heroes so that you may define and describe what a hero is ... or isn't. Second, you will learn more about heroes by examining: real and imaginary heroes, male and female heroes, cultural heroes: past and present, the dangers of hero-worship (if there is any), the hero-villain relationship, and audience preferences. Third, you will write a story about a hero. This story might be an article about a real hero or a children's story about an imaginary hero.
This threefold experience will help you to answer the driving question listed below.
Let's get started ...
Driving Question
Sub Questions
What is a hero?
What key attributes must a hero possess?
Comparing Heroes
What are the differences and similarities between imaginary heroes and real heroes?
How are other cultures’ heroes different and/or similar to our own?
How are male heroes different and/or similar to female heroes?
How does a child’s hero differ from an adult’s hero?
Is hero-worship healthy or dangerous? (pro/con)
Can heroes exist without villains?
Exploring Heroes in Real Life
How does an ordinary person become a hero?
How does our society recognize real life heroes?
Elements of a Hero Story
What elements must a hero story have?
What elements of a hero story appeals to us and why?
Content Standards
2.1 Construct meaning from text and
context 2.1.1: Discern and analyze context ·
Use specialized
terminology, jargon, acronyms, idioms within a text to describe context ·
Describe relationship between text & context e.g. constraints of
time and space, gender and/or culture, audience 2.1.2: Understand and Interpret Content ·
Paraphrase controlling
idea ·
Identify supporting
ideas and details ·
Describe personality traits, motivations, attitudes, relationships in
texts ·
Identify how archetypes contribute to text ·
Describe visual elements (photographs, lists, tables, graphs, charts)
& aural elements & describe their contributions to
meaning of texts 2.1.4: Use reference strategies and reference
technologies ·
Use a variety of reference strategies & technologies
to aid understanding (works cited, taking notes, library catalogues, Internet
Search Engines) ·
Create & use reference
materials to
aid understanding (personalized dictionary/glossary, personalized World Wide
Web/URL address) |
2.3
Respond to a variety of print and non-print texts 2.3.1: Connect self, text, culture, and milieu ·
Analyze ways in which ideas are
reflected in personal & cultural
opinions, values, beliefs, & perspectives ·
Identify & examine ways in which cultural & societal influences are
reflected in Canadian & international texts |
4.1 Develop and Present a variety of
print and nonprint texts 4.1.1: Assess text creation context ·
Select strategies to engage an
audience ·
Identify purpose
& target audience ·
Describe & address audience factors that affect text creation 4.1.2: Consider and address form, structure and
medium ·
Select a text form appropriate
for text creation & consistent
with content ·
Identify & use structures consistent with form,
content, purpose ·
Explore interplay among medium, content & context ·
Understand concept of convention ·
Apply convention to oral,
print, visual, multimedia text forms 4.1.3: Develop content ·
Take ownership of text creation, select or
craft a topic that is meaningful or
engaging ·
Develop content appropriate to purpose ·
Develop content
appropriate
to audience & situation ·
Incorporate effective
examples
from personal experience, concept &
ideas from exploration, findings from inquiry 4.1.4: Use production, publication, and
presentation strategies & technologies consistent with context ·
Meet particular production, publication & display
requirements for print texts ·
Develop presentation
materials & select strategies & technologies appropriate to purpose, audience
& situation |
4.2
Improve Thoughtfulness, Effectiveness and Correctness of Communication 4.2.1: Enhance thought and understanding and
support and detail ·
Review controlling
idea for
clarity & purpose & modify controlling idea appropriate to purpose ·
Review accuracy,
specificity, & precision of details intended to support controlling idea & add details as
needed to provide sufficient support 4.2.3
Consider and address matters of choice ·
Reflect on personal vocabulary & stylistic choices &
their effectiveness ·
Use words
& expressions
appropriately 4.2.4
Edit text for matters of correctness ·
Know & be able to apply capitalization, punctuation, and spelling
conventions ·
Review & revise texts in progress to
correct common sentence faults ·
Know & be able to use common sentence structures correctly ·
Pay attention to spelling, punctuation, grammar, usage,
& sentence construction (when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices) |
3.1
Determine inquiry or research requirements 3.1.2
Plan inquiry or research, and identify information needs and sources ·
Develop
an appropriate plan of inquiry to suit purpose,
audience & situation ·
Formulate
questions to guide the collection of required information ·
Identify & select potential strategies and
technologies for gathering, generating & recording information |
3.2
Follow a plan of inquiry 3.2.1
Select, record and organize information ·
Record
information accurately and completely ·
Document
& reference sources 3.2.2
Evaluate sources, and assess information ·
Assess
the appropriateness of the information for purpose ·
Identify
& describe possible biases of sources 3.2.3
Form generalizations and conclusions ·
Form
generalizations by integrating new information with prior knowledge |
21st Century Skills
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Entry Event
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"The Mystery Box" captures student interest with the introduction of the unopened mystery box JJ Abrams bought at a magic shop when he was a boy. He goes on to use the box as a metaphor to explain how and why he became a storyteller (director). JJ's grandfather, his childhood hero, features prominently in his talk as well. Abrams covers a wide range of topics in his metaphor: mentorship, inspiration (people and stories), need for mystery & magic, importance of caring about a character, and love of technology (both simple and complex).
**Some intense film clips [from "Lost", tv show, and JAWS, film) **Mild cursing |
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"The Technology of Storytelling" hooks students with the speaker's use of humour and timing, and his passion for storytelling and technology--of course! Joe's enthusiasm and reverence for his hero Lothar Meggendorfer is also mesmerizing. Throughout his presentation, which provides a quick synopsis of storytelling through the ages, Joe deftly incorporates technology and storytelling techniques to stress the idea that stories are still important no matter how they are expressed or shared.
To view the entry event lesson that accompanies these two videos, please visit this link: Heroes Rise: Entry Event.
The worksheet that accompanies this lesson can be found here: Looking for a Hero.
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