It’s recommended to use as many Internet-ready
computers as possible. You are also encouraged to use books, fiction
or non-fiction, with strong heroic characters to help children identify
the characteristics of a hero. If there is limited access to computers,
you may also consider printing copies of several MY HERO stories and
reading them aloud with the class.
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Step One: Introduction
Look at the following ideas: (a) “Cold Start”;
(b) Visual; (c) Story.
Select the one(s) that will work best for you, and adapt them to the
age you are teaching.
A. “Cold Start”
- Ask the question, “What is a hero?”
As students answer, write their responses on the board or chart
paper. Older students might call this a brainstorming session.
- Ask for descriptions of a hero (examples: A hero
is honest brave, helpful, kind...)
B. Visual
- Have pictures of well-known heroes on a bulletin
board. Ask, “What is a hero?” Have students respond
with their ideas. Write their responses on the board or chart paper.
C. Story
- Read a story featuring a hero. If you would like
to use MY HERO stories, choose them from the Directory
or Selected Stories.
Then ask, “What is a hero?” Have students respond with
their ideas. Write their responses on the board or chart paper.
- Ask the students to identify the hero, explain
why he/she is a hero and why heroes are important. (They may add
to the descriptions of a hero at this point.)
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Step Two: Definition/Description
As a class, come up with a definition/description
of a hero.
- Write this summary definition/description on the
board or chart paper.
- You may want students to have this definition/description
listed in their notebooks or in a folder on heroes.
- A graphic organization with “hero”
in the center circle and descriptions radiating from the circle
is effective visually.
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Step Three: Identification/Naming
of Heroes
Have students name some heroes. Why are they heroes?
Distinguish between a hero and a celebrity.
- Approach these hero and celebrity distinctions
in a positive manner, assuring students that both have their place
and importance. Perhaps have the students name some celebrities
who are heroes and some heroes who are celebrities. Be sure your
distinctions are in place before students begin
to name people for these categories.
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Step Four: Read a MY HERO
Story to the Class
Have students discuss why the person noted in the
story is a hero.
1. Select the example according to the age and interest
level of your students. See Selected
Stories for stories specially chosen for classroom use.
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Step Five: Analyze Characters
in the Story
Assign small groups or partners and review hero stories
from the MY HERO Website or other book source.
- Each group or pair will make a list of the main
characters in their stories. They will specify who is the hero and
why. Students will then tell if they agree or disagree that the
hero is a hero and why. Present some of these reports to the class
with a brief summary of the story.
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Step Six: MY HERO Website
Scavenger Hunt
- Students access the MY HERO Website (www.myhero.com)
to conduct a scavenger
hunt through the site.
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Step Seven: Descriptive
Pattern Organizer
- Arrange the key term “hero” in the
center circle. Surrounding the main circle, arrange several smaller
circles with hero characteristics written inside.
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Content Recommendation:
The dictionary definition of a hero is “a person
of distinguished courage or ability…admired for brave deeds
and noble qualities…role model, ideal…” (excerpts,
Webster, Unabridged, 2nd edition, 2001). This seems somewhat narrow
and exclusive unless amplified. You may want to include the following
characteristics in your description of a hero: integrity, compassion,
helping those in need, moral courage and doing what you know is right.
Make a distinction between celebrity and hero. In
the dictionary, celebrity is defined as "a famous or well-known
person."
Be sure that your definition and distinctions of heroes
are ones you can live with as you apply and broaden the application
or designation.
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Modifications to
Consider:
The method and extent of classroom introduction of
“What Is a Hero?” will vary with the age level of your
students. For older, computer-literate students, consider using the
“Cold Start,” plus items No. 2 (Define/Describe) and No.
3 (Identify). Then go directly to an independent (or small group)
on-line assignment using the MY HERO Website.
For very young students who do not yet read, the use
of visuals and teacher-read stories will be all the more important.
For college students, the hero concept may be addressed
in the liberal arts curriculum of literature, history and ethics courses.
Through discussions, college students can define and describe heroes,
distinguish between heroes and celebrities and identify well-known
and unknown heroes, developing their ideas about why these people
are considered heroes. College assignments would begin with accessing
and browsing www.myhero.com,
identifying and writing about a person who is a personal hero and
submitting the story to the MY HERO site through the “Create”
program.
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Created by Ann M. Hoffelder, Curriculum Consultant and
Allyx Schiavone
