Lesson #1:
What is a hero? Read and discuss picture books about heroes. Compare and contrast heroes vs. celebrities. Keep a running list of hero attributes generated by the children throughout the project. To reinforce this knowledge, have students make “Wanted: A Few Good Heroes” poster. First explain what a want ad/poster is. Show some examples. Most ads describe the person they’re looking for and tell about the work the applicant would be doing. Then students create their own poster. An example would be to draw a fish holding a placard that says:
Wanted! A few good heroes who will clean up Long Island Sound!
Must be thoughtful, caring and willing to work long hours. Must also be good at convincing others to do the right thing.
They can be drawn by hand or done in collage format by using magazine cutouts, etc. but they should somehow depict heroic acts and attributes with pictures and words. Younger children can simply draw a hero or heroic event. As they talk about their drawing, the teacher should write the heroic attribute(s) that the child describes on their poster.
Hang the posters up and have students observe each one. Discuss the attributes depicted.
- Are all heroes created equal?
- Why do we all have different notions about heroism?
- What things do we all agree the person must do to be considered a hero?
Ask the question, “Can you think of a person you know who might be able to apply for the job of hero?” They can write about this in their journals or for homework. There may also be some local heroes who would be willing to come in and talk to your class about their lives.
Lesson #2:
What is the hero’s story? The teacher should model the script writing process with the whole class before they work independently. Choose a short picture book. Older children may enjoy reading some hero stories on the MY HERO website. The content of the website also serves as a reminder that there are all types of heroes---even animals can be heroes! First discuss the setting, both the place and time period. Next discuss the hero. What does he/she need or want? What were his/her challenges? What character in the story helped or hindered the hero in doing what he/she wanted? What was the final result?
The sequence of actions should be recorded on a timeline on the board. They can also be put on note cards, and arranged on the floor or pin them to a bulletin board so students can physically manipulate them, trying out various sequences. Then, in thinking about the two characters, create monologues and/or dialogues that go with the events. Before any dialogue is written, have students volunteer to take the parts of the two characters and improvise how they would interact at different points in the story. On the board, model how to write the dialogue in script format. (For younger children, the teacher can record the words for them.) Let the children try acting out the story from the script. Younger children may enjoy using puppets to tell the story.
Lesson #3:
How can we inform and inspire an audience by telling our own hero story theatrically? Depending upon the abilities of the children, this lesson can be carried out by small groups or pairs of students, or as a whole class. Obviously, with small groups or pairs of children, teacher facilitation is extremely important. Using questioning is more desirable than simply giving the students the words and ideas. This allows the students to really take ownership of their work. To begin, students must choose a hero. If the hero actually exists, then they will develop their script around the facts that they know from their research about the person (historical fiction). If they create an imaginary hero, it might be helpful for them to sketch the character and/or list his/her physical and personality attributes in order to understand the hero’s desires and actions. Next, to get the creative juices flowing, introduce the box of “prompts”. The prompts are the seeds that will be used to cultivate the script. Some examples of things to put in the box would be a compass, a large piece of fabric, a mirror, a hat, a flashlight, a pair of sunglasses, and a fake flower. Once the students have examined the contents, there are a few ways to go. For very young children, the objects could simply be used as props in the play. The items may also give them some ideas about what their story could be about. Older children could use the items as prompts to get the script writing under way. How might any of these items relate to the hero? If it could talk, what might the object say about the hero? For example, if the hero were Ansel Adams, a photographer, whose desire was to preserve and promote national parks, perhaps the flower would thank him. Have the students act out that scenario. Maybe Ansel Adams picks up the fabric and uses it for a blanket for a picnic in the park. I have seen even very young students think metaphorically about the items. While holding the mirror one student said, ”I need to reflect a bit before I make a decision.” At first it may seem difficult to put two things together that don’t really seem to relate to each other. But once they get into it (perhaps with a few examples from the teacher), the ideas begin to flow. These ideas should be recorded and can later be used for developing a story line.
Lesson #4:
Using the format for script writing in Lesson #2, facilitate the students as they begin to write their original scripts. Before they begin to write they must get approval from the teacher by verbally explaining their story in a sequential manner. Be sure they have included all the main requirements: a setting, a hero with desires/needs, a challenge or conflict the hero faces, a second character who helps or hinders the hero and an ending which shows the result of the hero’s actions. Ask them lots of questions so they’ll generate more details and make the story clearer. Once a first draft is written, have children conference with peers and/or the teacher to get feedback. Finally the script is revised and edited, and copies are made for all participants.
Lesson #5:
Now it’s time to pick parts and memorize lines. If time permits, students can make decisions about props, costumes, scenery, sound, playbills and publicity. This can be kept as simple or as detailed as you want. The point is to allow the students to show what they’ve learned by depicting it on stage in a way that engages the audience. Their performance will inspire others in the same way that they were inspired by the heroes that they studied.
Lesson #6:
Dress rehearsal! Film each play and allow the students to watch them and make comments. Did everyone stay in character? Did they speak loudly and clearly? How was the movement on stage? Was the movement essential and well directed or was it distracting to the audience?
Lesson #7:
Culmination and Closure: The final performances.
ISTE NETS Standards - Students
3b
Research and Information Fluency: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3d
Research and Information Fluency: Process data and report results.
3d
Research and Information Fluency: Process data and report results.
National Arts Standards, 5-8
4c
Analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art.
6a
Making connections between visual arts and other disciplines: Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context.
Common Core English - Writing K-5
4
Production and distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Common Core English - Writing 6-12
5
Production and distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6
Production and distribution of Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
1
Text types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
3
Text types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Common Core English - Language 6-12
1
Conventions of Standard english: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2
Conventions of Standard english: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Common Core Media: 6-12
5
Reading Informational Text 7, Grade 11-12. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Common Core English - Language K-5
1
Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2
Conventions of Standard English 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5
Vocabulary Acquisition and Use: 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
