Teacher's Guide for APPLESEEDS American Heroes

• have constructed an understanding of the difference between a hero/heroine and an idol. This will be reflected in their discussions.
• understand that "regular" people rise to the level of hero when they perform brave deeds that require great courage and demonstrate noble qualities.
• create a skit with their team that portrays the heroic nature of their hero/heroine's life.
• create a commemorative stamp or poster that depicts the heroic characteristics of the person they focused on.

1. Ask students if they can name a hero or heroine. Record these on a chart.
2. Ask students to explain why these people are heroes. Record these reasons.
3. Ask students if they can identify any common pattern or trait in the reasons they gave for why these people are heroes. Discuss.
4. Tell students that today we'll be reading about the lives and deeds of Americans who are considered to be heroes.

1. Introduce the March 2003 APPLESEEDS issue. Have students examine, read, and discuss the magazine cover page, "About the Cover," and the "Editor's Note."
2. Compare dictionary definitions of hero and idol and make the distinctions. Relate the concept of "attainable." Anyone can become a hero when they act courageously and nobly. Define words for students (Webster's dictionary):
   • hero - a person of distinguished courage or ability, admired for his/her brave deeds and noble qualities.
   • idol - any person or thing regarded with blind admiration, adoration, or devotion.
   • noble - possessing outstanding qualities.
3. Model how to survey the Table of Contents and illustrations for the purpose of making predictions that will guide comprehension. Model making predictions, setting expectations for the information that will be revealed. This sets a purpose for reading - to find answers to new questions and to reaffirm background knowledge. Invite students to also "download their thinking" on the article titles and illustrations.
4. Explain to students that, as a society, we have recognized and honored people who have been identified as heroes by their brave deeds and noble qualities. They have already named such people - those listed on our chart. Tell them that they'll continue to hear in the daily news about situations where someone's courageous act saved or helped others. This hero can be in their own town, community, neighborhood, school, or family. It may even be one of them.
5. Read together the articles, "What is a Hero?" and "They Signed for Freedom." Discuss the author's characteristics of a hero and why each person in the second article has been identified as a hero based on these characteristics. How are their qualities like those of the heroes students have previously named?

1. Reinforce the importance of strategic reading with informational text. Readers must monitor their own understanding as they go and sometimes need to reread for good comprehension.
2. Explain to students that they will work with team members to read an article about a hero described in this issue. After reading their article, the team will discuss the events in the person's life and identify why this person is recognized as a hero or heroine.
3. The team will collaboratively write the script for a short skit depicting heroic events in this person's life. These will be presented to the class after teams have had a chance to practice.
4. Review the script writing starter sheet that provides a guide.
5. Students work in teams as the teacher circulates to assist as needed.

At a later time, students will prepare commemorative stamps or posters recognizing the hero of their skit. These will be posted on the bulletin board in the classroom or in a school hallway with a paragraph explaining why this person is being recognized as a hero or heroine.

1. Call on students to summarize what they learned today about heroes in general as well as particular heroes.
2. Review the concepts of brave deeds, courage, noble acts, and everyone can become a hero.
3. Ask students to briefly explain the difference between a hero and an idol.

• write a script for a skit following the format for this genre as provided on the guide.
• read with understanding as displayed in their discussions and the content of their skit.
• effectively present the skit in a way that makes the information and their ideas clear to others.
• give evidence through oral and written responses that they understand the concept of and criteria for a hero/heroine.
• create a commemorative stamp or poster that is appealing, appropriately depicts the person's heroic characteristics, and has a well-written paragraph to accompany it.

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Updated: 11/21/08 11:26 am
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