Unit Title: Literary Heroes

Unit Title: Literary Heroes
Grade 4/Quarter 3/Unit 5
Conceptual Lens: This five-week unit looks at heroes—from characters in famous stories to real people.
Author: commoncore.org/adapted by Randolph County Schools
Unit Overview: Using the Frayer Model, students are asked to generate collaboratively a definition of “hero” that will evolve over the course of this unit. Through reading about overtly brave and courageous literary characters (e.g., King Arthur or Robin Hood) or “real” people who made an impact on the world (e.g., Shakespeare, Davy Crockett, or Booker T. Washington), students are asked to continue to revise the definition of “hero” to accommodate what these varied people have in common. After reading about famous heroes, attention is turned to the “unsung” hero and class discussions reveal the importance of those people who often remain unnoticed and behind the scenes. The culminating project is for students to design their own multimedia presentation of a hero based on what they learned in this unit about heroism as well as the previous unit on Revolutionaries. Students will use inferencing and cause and effect strategies throughout the unit to draw conclusions about real life heroes, forces and motion, and economics.
Learning Goals for the Unit
Reading / Writing/Language / Additional Literacy
Students should know and be able to:
-  Draw inferences using details and examples in the text
-  Describe characters in depth, using specific details in the text
-  Determine the meanings of words, including literary, domain-specific, and academic words and phrases
-  Explain how an author uses evidence to support points in a text / Students should know and be able to:
-  Conduct short research projects to build knowledge of investigation of heroism
-  Use the Frayer Model to define the term “hero” as well as to investigate the life of a famous or not-so-famous revolutionary or hero / Students should know and be able to:
-  Paraphrase portions of text
-  Report on a topic
-  Participate in class discussions as a means of building understanding
-  Determine the effect of different points of view
Performance Task and Scoring Rubric
G.R.A.S.P.S
Please note: This performance task is to be completed at the end of the third quarter – Week 9!
Performance Task:
GOAL: Your goal is to help a group of students understand how a famous or not-so-famous person was a revolutionary or a hero.
ROLE: You are an expert about your chosen revolutionary/hero.
AUDIENCE: The audience is a group of students.
SITUATION: You have been asked to create a multimedia presentation to teach a group of students about your chosen revolutionary/hero.
PRODUCT and PRESENTATION: As a class, review what was learned in the previous unit as it relates to the essential question (“What life lessons can we learn from revolutionaries in fiction and nonfiction?”). Then summarize what was learned in this unit as it relates to the essential question (“How does what we read teach us about heroism?”). With a classmate, choose a hero from the third quarter. Use multiple sources to gather information about the chosen hero. Students choose 4 of the following categories to create a Frayer Model: description, facts, characteristics, examples of being a hero, examples of being a revolutionary, and illustration. Students utilize the Frayer Model to create a multimedia presentation using one of the following mediums: prezi presentation, xtranormal video, blog post, video, or audio recording.
STANDARDS and CRITERIA for SUCCESS: Your presentation needs to include …
·  The Frayer Model
·  A supporting multimedia presentation
Rubric for Revolutionary/Literary Hero Presentation
CRITERIA / EXCELLENT (4 PTS.) / PROFICIENT (3 PTS.) / ADEQUATE (2 PTS.) / LIMITED (1 PT.)
The Frayer Model / Shows knowledge of the chosen topic (W.4.7), including a list of sources (W.4.8) and elaborate details. The model presents accurate and useful information as related to the topic. / Shows knowledge of chosen topic, including a list of sources. The model presents accurate and useful information as related to the topic. / Shows knowledge of chosen topic, does not include sources. The model presents accurate information that may not be useful for describing the character’s revolutionary or heroic qualities. / Shows little knowledge of chosen topic, does not include sources. The model presents information that is either inaccurate or not useful for describing the character’s revolutionary or heroic qualities.
Multimedia Artifact / The presentation provides a summary of the text(s), including details (RL.4.1/RI.4.1). Descriptions of character(s) are thorough and include specific examples from the text(RL.4.3) / The presentation provides a summary of the text(s). Descriptions of the character(s) are thorough, but may not include specific examples from the text. / The presentation provides a summary of the text. Descriptions of the character(s) are not thorough. / The presentation provides incomplete summary of the text. Descriptions of the character(s) are absent or incomplete.
Classroom Presentation / Reports in an organized manner (SL.4.4). Paraphrases the text(s) used (S.L.4.2). Uses formal English (SL.4.6) as well choosing words appropriately to convey ideas (L.4.3). / Presents presentation to students. Accurately answers questions asked by teacher and/or peers, but may not elaborate. / Presents presentation to students. May answer one question asked by teacher and/or peers. / Presents presentation to students. Either does not answer questions or is unable to answer them accurately or authoritatively.
Learning Experiences
Unit Progression
Week 1 / Week 2 / Week 3 / Week 4
Big Ideas / Define the term “hero” through a variety of interactions with texts. / Explore point of view through journal writing and further discuss traits of heroes by studying famous characters such as Robin Hood and King Arthur. / Further define heroes by looking at characters and historical figures (including revolutionaries from Unit 4) that have been studied throughout the year. / Explore the role of point of view in heroic stories.
Define and learn about unsung heroes.
Suggested read alouds to incorporate in classroom discussions and lessons:
Fiction
(provided by Randolph County Schools)
The Knights of the Kitchen Table(Jon Scieszka and Lane Smith)
Saint George and the Dragon(Margaret Hodges and Trina Schart Hyman)
Merlin and the Dragons(Jane Yolen and Li Ming)
(additional options)
·  King Arthur(Scholastic Junior Classics) (Jane B. Mason and Sarah Hines Stephens)
·  The Story of King Arthur & His Knights (Classic Starts) (Howard Pyle and Dan Andreasen)
·  King Arthur (Troll Illustrated Classics) (Howard Pyle, Don Hinkle, Jerry Tiritilli)
·  The Kitchen Knight: A Tale of King Arthur(Margaret Hodges and Trina Schart Hyman)
·  The Whipping Boy(Sid Fleischman and Peter Sis)
·  Robin Hood: Tale of the Great Outlaw Hero (DK Readers Proficient Readers, Level 4) (Angela Bull and Nick Harris)
·  The Adventures of Robin Hood (Classic Starts) (Howard Pyle, and Lucy Corvino)
·  Favorite Medieval Tales(Mary Pope Osborne and Troy Howell)
·  Days of the Knights: A Tale of Castles and Battles (DK Readers Proficient Readers, Level 4) (Christopher Maynard)
·  The Young Merlin Trilogy: Passager, Hobby, and Merlin(Jane Yolen)
·  Sir Cumference and the First Round Table: A Math Adventure(Cindy Neuschwander and Wayne Geehan)
·  Door in the Wall(Marguerite De Angeli) [easier to read]
·  Christmas in Camelot (Magic Tree House Book 29) (Mary Pope Osborne and Sal Murdocca) (easier)
·  Ella Enchanted(Gail Carson Levine) [advanced readers]
·  The Grey King(The Dark is Rising Sequence) (Susan Cooper) (EA)
·  The Mystery of the Alamo Ghost (Real Kids, Real Places)(Carole Marsh) (advanced)
Other Time Periods
The Children's Book of Heroes(William J. Bennett, Michael Hague, and Amy Hill)
Kaya's Hero: A Story of Giving (American Girls Collection) (Janet Beeler Shaw, Bill Farnsworth, and Susan McAliley)
Adventures of the Greek Heroes(Anne M. Wiseman, Mollie McLean, and Witold T. Mars)
Welcome to the Globe: The Story of Shakespeare's Theatre(DK Readers Proficient Readers, Level 4) (Peter Chrisp)
The Library Card(Jerry Spinelli) (advanced)
Poems
“Why Dragons?” (Jane Yolen)
“Robin Hood and Little John” (Anonymous)
“Robin Hood and Maid Marian” (Anonymous) / Non –Fiction
(provided by Randolph County Schools)
Magnetic Forces (E-book)
(additional options)
Informational
·  England: The Land(Erinn Banting) (E)
Illuminations(Jonathan Hunt)
Knights And Castles (Magic Tree House Research Guide) (Mary Pope and Will Osborne and Sal Murdocca)
Knights: Warriors of the Middle Ages(High Interest Books) (Aileen Weintraub)
Adventures in the Middle Ages(Good Times Travel Agency) (Linda Bailey and Bill Slavin)
The Middle Ages: An Interactive History Adventure (You Choose: Historical Eras) (Allison Lassieur)
Women and Girls in the Middle Ages (Medieval World) (Kay Eastwood)
Biographies
Joan of Arc: The Lily Maid(Margaret Hodges and Robert Rayevsky)
William Shakespeare & the Globe (Aliki)
George Washington: Soldier, Hero, President (DK Readers Reading Alone, Level 3) (Justine and Ron Fontes)
Davy Crockett (Photo-Illustrated Biographies) (Kathy Feeney)
Booker T. Washington: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Margo McLoone)
Henry Ford: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Erika L. Shores)
Elizabeth Cady Stanton: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Lucile Davis)
Chief Joseph of the Nez Perce: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Bill McAuliffe)
WEEK 1
Reading/
Whole Group Shared Reading / Comprehension Tool Kit Lessons
Lesson 10 – Infer the Meaning of Unfamiliar Words / Standards
Standards
RI.4.1
RI.4.4 / “I Can” Statements
I can use the text and background knowledge to infer the meaning of unfamiliar words.
I can infer to determine the meaning of general academic and domain-specific words and phrases in a text.
Essential Questions
What do good readers do?
How do I use what I know to figure out what I don’t know?
When a word doesn’t make sense, what can I do?
Jan Richardson Strategies
Make Inferences
-  Make inferences from dialogue (including speaker tags) – p. 231 – 233
-  Make inferences from a character’s actions – p. 233 – 234
-  Make inferences from a character’s actions – p. 233 – 234 / Standards
RL.4.1 / “I Can” Statements
I can define inference and explain how a reader uses details and examples from a text to reach a logical conclusion.
Essential Questions
How can I use details and examples from a text to reach a logical conclusion?
Other Whole Group Reading Learning Experiences
Introductory Activity
As a class, we will create a chart (using theFrayer Model)that outlines the definitions, characteristics, and examples of heroes as we know them. We will continue to add to this chart as we read the literature and informational text in this unit and see how our definition changes.
Literary Response
As a class, let’s begin by examining our understanding of hero through one of its common definitions: “the primary character in a literary work.” As we read stories throughout the unit, write down characteristics, examples, and non-examples of the heroes about whom we read. You will be asked to share your notes with a partner, and together share your ideas with the class. First, we will focus on the Red Cross Knight in Saint George and the Dragon by Margaret Hodges and Trina Schart Hyman. On another day, we will focus on Young Arthur in Merlin and the Dragons by Jane Yolen and Li Ming. After summarizing and discussing insights from these books with the class, you will write a response about how your understanding of the word “hero” changed or remained the same after hearing each story.
Poetry/Literature Response
Read and discuss the poem“Why Dragons?” by Jane Yolen. How does knowing the story of St. George from reading the book St. George and the Dragon (see above) increase your understanding of, and appreciation for, this poem? What are the poetic techniques used that you recognize? Does this poem remind you of Merlin and the Dragons (since it’s written by the same author and about the same time period)? Your teacher may ask you to write your own response on a white board or on Post-It notes before discussing as a class. After the class discussion, we will divide up the stanzas and recite the poem as a class. / Standards
Introductory Activity
(RL.4.4, RI.4.4, L.4.4a,c)
Literary Response
(RL.4.2, RL.4.3, RL.4.9)
Poetry/Literature Response
(RL.4.4,RL.4.5, RL.4.9, W.4.8) / “I Can” Statements
Introductory Activity
I can use various strategies to determine the meanings of words and phrases.
I can use various strategies to determine the meanings of general academic and domain-specific words and phrases in a text.
Literary Response
I can write a summary.
I can use specific details from the text.
I can compare stories.
I can take notes from sources and sort the information.
Poetry/Literature Response
I can use various strategies to determine the meanings of words and phrases.
I can compare stories.
I can identify common structural elements of poems.
Essential Questions
Introductory Activity
What makes a story a “great” story?
How do I use what I know to figure out what I don’t know?
Literary Response
What do good readers do?
Whose story is it, and why does it matter?
Poetry/Literature Response
What makes a story a “great” story?
Whose story is it, and why does it matter?
What do good researchers do?
Writer’s Workshop / Resource: Units of Study: Informational Writing and Research for 3rd – 5th Grades http://blogs.muskegonisd.org/writers3to6/files/2009/03/3-6-09-report-research-unit-of-study.pdf (Muskegon Public Schools)
Session 1 – Generating Ideas for Reports
Session 2 – Selecting a Topic
Session 3 – Planning to Draft by Grouping Information and Writing Headings
Session 4 – Using Booklets to Begin Drafting
Session 5 – Adding Interest as we Continue Drafting / Standards
W.4.2 / “I Can” Statements
I can select a topic and gather information to share with my audience.
Essential Questions
What do good writers do?
What’s my purpose and how do I develop it?
Social Studies/Science
Content Integration / *** Social Studies and Science must be taught as additional content rather than integrated into the ELA Unit due to the lack of coherence between the ELA theme of “Literary Heroes” and the standards required for Science and Social Studies content. Teachers should consider using content-related texts within mini-lessons and guided reading.
(See Pacing Guides for Science and Social Studies Standards)
Vocabulary / Tier Two Words (from Read-Alouds)
·  Choose a few words from the read-aloud(s) for your targeted vocabulary instruction and for students to put in their vocabulary notebooks / Tier Three ELA Words