PROJECT PLANNING FORM

Project title: Hall of Heroes: What makes a hero? How do you honor a hero?
Teacher(s): Susan Barmon
School: Floral City Elementary
Grade level(s): 3-5
Subjects: ELA, Social Studies

Note: This project-based learning unit was planned during the summer 2016.
I am currently working through the parts with my students and tweaking
where needed. 8/28/16

STANDARDS-FOCUSED
PROJECT BASED LEARNING
Buck Institute for Education

Begin with the End in Mind

Summarize the theme or big ideas for this project.

The title What makes a hero? is supported by the secondary theme, How
can we impact the ethical and moral choices of our peers? This big idea can
be applied to fictional characters and real-life people who have worked to
make this world a better place. For their final product, students are invited to
select five figures to be inducted to The Hall of Heroes.
Identify the content standards that students will learn in this project (two to three per subject).
SL: Engage effectively in a range of collaborative discussions (1-1, in groups, and teacher led) with
diverse partners on grade level topics and texts, building others ideas and expressing their own clearly.
SL: Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
LAFS: Explain how an author uses reasons and evidence to support particular parts in a text
LAFS: Analyze how point of view or purpose shapes the content and style of a text.
LAFS: Key Ideas & Details (a) explicit and logical inference citing evidence, (b) central theme/main idea,
(c) analyze how and why individuals, events, or ideas develop and interact throughout
LAFS: Integration of Knowledge and Ideas (a) integrate and evaluate multiple representations of text, (b)
evaluate reasoning and evidence, (c) compare and contrast multiple texts with similar themes to build
knowledge
Writing: Draw evidence from literary and informational texts to support analysis, reflection, and
research.

Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per project).

Gifted FL Frameworks: Goal 6-The student will be able to set and achieve
personal, academic, and career goals. (a) identify personal strengths/weaknesses
and accept challenges in both areas, (b) return to a task that was not
successful and seek support, (c) strive for professional quality in self selected
projects, (d) recognize how goals for self and others interconnect.
Identify the habits of mind that students will practice in this project (one to two per project).

1. Thinking interdependently-Work together! Being able to work in and learn

from others in reciprocal situations. Team work.
2. Thinking flexibly-Look at it another way! Being able to change perspectives,
generate alternatives, consider options.
Identify district outcomes or school-wide outcomes to be included in this project.

Improved achievement on school, district, and state assessments.

ie. Citrus Assessment, Fastbridge, and Florida Standard Assessments

! Does the project meet the criteria for standards-focused PBL?

Craft the Driving Question

State the essential question or problem statement for the project. The statement should
encompass all project content and outcomes, and provide a central focus for student inquiry.

HALL OF HEROES
Students will receive their challenge after anticipatory activities. A new
museum is being opened. It is solely dedicated to five heroes who have
shaped your country. You and your classmates have been selected to decide
which five figures will be inducted to The Hall of Heroes. Each person
should nominate one person. Discuss your choice with your classmates. Then
vote on the five inductees. If there is a discrepancy, continue to vote until
you reach a consensus.
Students will investigate the questions below while the teacher provides
some helpful links and facilitates the exploration with regular individual and
group reflection. During the project, students will engage independently
and with small groups in three mini activities to support the understanding
of main idea and detail and integrating text from multiple representations
of fiction and non-fiction text. This instruction will culminate in
informational and persuasive compositions and multimedia products. Students
will closely investigate the characteristics they find important and after
analyzing the data they have collected through the investigation, they will
identify five heroes for the Hall of Heroes. They will share their decision
in a visual format in the school hallway.
What makes a hero?
How do heroes emerge in a society?
What are the characteristics of a hero?
How have heroes impacted the world?
How do you honor a hero?

! Have you posed an authentic problem or significant question that engages

students and requires core subject knowledge to solve or answer?

WHAT MAKES A HERO?

Back To Article

DIRECTIONS: Directions: Read the statements below. Circle the word agree next to each statement that matches your opinion
of what makes a hero. Circle the word disagree if the statement does not fit your opinion of what makes a hero.

1. A hero is brave and strong.

2. A hero is caring and thoughtful.
3. A hero is selfish.
4. A hero is never frightened.
5. A hero wants to be rewarded for his or her actions.
6. A hero makes mistakes.
7. A hero is never silly.
8. A hero is dishonest.
9. A hero puts others before himself or herself.
10. A hero stands up for himself or herself.
11. A hero never gets angry.
12. A hero is always a popular person.

Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree

Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree

Use your own words to finish the sentence below.

In my opinion, a hero is someone who:

2000 by Education World. Education World grants users permission to reproduce this page for educational purposes.

HEROES
Two heroes enter the stage. The hero
on the right is wearing a red cape. He has a
chiseled chin and bulging muscles. You know,
if prompted to, he could stop a speeding bullet
or leap a tall building in a single bound. The
hero on the left is wearing a simple dress and
a cloth wound tightly around her head. Her
face and hands are wrinkled from the years
she has spent laboring in the ditches of
Calcutta, caring for the sick and dying. She has touched the lives of millions worldwide, but her
footing is so weak she can barely stand.
Which one is the real hero?
Obviously, there are many different definitions to the word hero. For some it might mean
a political or religious figure. For others, a beloved relative or friend. It might even mean comic
books and spandex to few. But
Some heroes dont have supernatural powers. Some heroes havent changed the world.
Some heroes arent even famous. Whats the tried and true qualifier for a hero then? At some
point a hero has impacted another persons life. Heroes are personal. Affecting the lives of thousands
is great, but one is enough.
Heroes are trailblazers. Heroes overcome great challenges. Heroes have all the
weaknesses the rest of us havegreed, fear, hatebut they have mastered and defeated them.
Heroes make their heroic deeds look easy, even though theyre not.
Many people have asked, Are heroes born or made? Does everyone have the hero
capability lying dormant inside him or her? Or are heroes only a certain type of people, the ones
destined to do great things? (Youll learn what the Greeks thought on the subject soon.) Dont
ordinary people do heroic deeds all the time? They stop a child from drowning. Their kind
words keep a woman from committing suicide. They save a man from going hungry. Until they
were placed into these situations, they might not have known if they were heroic or not.
Our culture talks about heroes so much, its almost clich. When youre asked to write
about heroes for the five-hundredth time, you might roll your eyes. But actually this topic is one
that should be run into the ground. We should never forget the sacrifices made in the past and in
the present to preserve their safety, freedom, and happiness. If writing My Hero Is essays
until a hand falls off is the way to remember that, so be it.
Heroes inspire more heroes. Its a side effect of their actions. Seeing them do their best,
inspires us to do our best. The heroic spirit is kept alive and reborn for a new generation.
All of these points are important to consider. Someday you might want to be a hero
yourself. Youll need to know how this whole hero thing works. Along the way, you might also
discover that heroes arent confined to the lofty heights of Mount Olympus or even the BatCave. They might be everyday people right here on earth, a lot closer than you thought.

Maybe your definition of a hero doesnt match this one. Maybe you want more
qualifications. For you heroes may only be linked to sports or music or politics. Since heroes are
personal, its up to you to determine your personal definition. That way theyll be easier to spot
when they come along.
What does it take to be a hero for you?

HALL OF HEROES

new museum is being opened. It is solely

dedicated to five heroes who have shaped your
country. You and your classmates have been
selected to decide which five figures will be inducted to The
Hall of Heroes. Each person should nominate one person.
Discuss your choice with your classmates. Then vote on the
five inductees. If there is a discrepancy, continue to vote
until you reach a consensus.
What were some of the different qualifications used
to justify your nominees?
Is there a quality every nominee has in common?
Who are the heroes of your society? How do you tell? Explain.
Are heroes born or made? Defend your answer.

Plan the Assessment

Step 1: Define the products and artifacts for the project:
Early in the Project:

Individual Project:
Share your learning and thoughts about heroes. Answer the questions below.
Share with peers.
What makes a hero?
How do heroes emerge in a society?
What are the characteristics of a hero?
How have heroes impacted the world?
How do you honor a hero?
Select your method to share your learning. Options may include a poem,
poster, word processed essay, electronic application, or whatever suits your
interest and talent.
During the Project:

Create a video to be shared with peers that identifies the hero you would like to
see admitted to the Hall of Heroes. Decide on your video content and be sure
to explain your reasoning while providing text based evidence.

End of the Project:

Group Project: Create a Hall of Heroes display in the main school hallway.

Plan the Assessment

Step 2: State the criteria for exemplary performance for each product:
Product:

Heroes: Who, What, When, Where, and maybe Why?

Criteria:

Content and Presentation rubric attached

Product:

My Hero: Who, What, When, Where, and Why?

Criteria:

Content and Presentation rubric attached

Product:

Hall of Hero display

Criteria:

Product:
Criteria:

Display rubric attached

Reflection Entries-students will respond to a variety of questions

that will inform the teacher about attitudes and reactions to
individual and group activities. Discussion Blog will be integrated if
allowed at my school.

Participation rubric attached

! Do the products and criteria align with the standards and outcomes for the project?

BULLETIN BOARD RUBRIC

Exemplary
4

Proficient
3

The bulletin board

shows considerable
attention to
construction. The
items are neatly
trimmed. All items
are carefully and
securely attached.
There are no stray
marks, smudges or
glue stains. Nothing
is hanging over the
edges.

The bulletin board

shows attention to
construction. The
items are neatly
trimmed. All items
are carefully and
securely attached. A
few barely
noticeable stray
marks, smudges or
glue stains are
present. Nothing is
hanging over the
edges.

The bulletin board

shows some
attention to
construction. Most
items are neatly
trimmed. All items
are securely
attached. A few
barely noticeable
stray marks,
smudges or glue
stains are present.
Nothing is hanging
over the edges.

The bulletin board

was put together
sloppily. Items
appear to be just
"slapped on". Pieces
may be loose or
hanging over the
edges. Smudges,
stains, rips, uneven
edges, and/or stray
marks are evident.

Several of the
graphics or objects
used in the bulletin
board reflect an
exceptional degree
of student creativity
in their creation and/
or display.

One or two of the

graphics or objects
used in the bulletin
board reflect student
creativity in their
creation and/or
display.

One or two graphics

or objects were
made or customized
by students, but the
ideas were typical
rather than original.

Students did not

make or customize
any of the items on
the bulletin board.

Students give a
reasonable
explanation of how
every item in the
bulletin board is
related to the
assigned theme. For
most items, the
relationship is clear
without explanation.

Students gives a
reasonable
explanation of how
most items in the
bulletin board are
related to the
assigned theme. For
many of the items,
the relationship is
clear without
explanation.

Students gives a
fairly reasonable
explanation of how
most items in the
bulletin board are
related to the
assigned theme.

The students
explanations are
weak and illustrate
difficulty
understanding how
to relate items to the
assigned theme.

Time and
Effort

Much time and effort

went into the
planning and design
of the bulletin board.

Adequate time and

effort went into the
planning and design
of the bulletin board.

Some time and

effort went into the
planning and design
of the bulletin board.

Minimal time and

effort went into the
planning and design
of the bulletin board.

Titles and text were

easy to read closeup. Text varied in
color, size and/or
style for different
text elements.

Titles and text were

easy to read closeup. There was little
variation in the
appearance of text.

Titles and/or text

were hard to read,
even when the
reader is close.

Titles and Text

Titles and text were

easy to read from a
distance. Text varied
in color, size and/or
style for different
text elements.

Criteria

Quality of
Construction

Creativity

Attention to
Theme

Emerging
2

Limited
1

Score

Points
Earned

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

Research Report : What Makes A Hero Report

Teacher Name: Barmon
Student Name:

CATEGORY

________________________________________

Organization

Information is very
organized with wellconstructed
paragraphs and
subheadings.

Information is
organized with wellconstructed
paragraphs.

Information is
organized, but
paragraphs are not
well-constructed.

The information
appears to be
disorganized. 8)

Quality of
Information

Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.

Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.

Information clearly
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.

Mechanics

No grammatical,
spelling or
punctuation errors.

Almost no
grammatical,
spelling or
punctuation errors

A few grammatical
spelling, or
punctuation errors.

Many grammatical,
spelling, or
punctuation errors.

Sources

All sources
(information and
graphics) are
accurately
documented in the
desired format.

All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.

All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.

Some sources are

not accurately
documented.

Copyright 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

To view information about the Privacy Policies and the Terms of Use, please go to the following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse

Productivity Rubric
Poor = 1

Fair = 2

Good = 3

Excellent =
4

Workload

Did less work

Did almost as
and the task
much work as
was incomplete. others. The
task was
incomplete.

Did an equal
share of the
work. Group
completed the
task.

Did a full share

of the work
or more. Group
completed the
task and began
extensions.

Time

Some work
never got
completed and
other
partner(s)
completed the
assignment.

Work was
usually late,
but
was completed
Group members
waited on you.

Work was
ready very
close to the
agreed time.

Work was
ready on time
or sometimes
ahead of time.

Communicatio
n

Never spoke up
to express
excitement
and/or
frustration.

Rarely
expressed
feelings or
preferences.

Usually shared
feelings and
thoughts with
others.

Clearly
communicated
desires, ideas,
personal needs
and feelings.

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

Multimedia Project : Hero Report Presentation

Teacher Name: Barmon
Student Name:

CATEGORY

________________________________________

Requirements

All requirements are All requirements are One requirement

met and exceeded. met.
was not completely
met.

More than one

requirement was not
completely met.

Attractiveness

Makes excellent use

of font, color,
graphics, effects,
etc. to enhance the
presentation.

Makes good use of

font, color, graphics,
effects, etc. to
enhance to
presentation.

Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.

Use of font, color,

graphics, effects etc.
but these often
distract from the
presentaion content.

Oral
Presentation

Interesting, wellrehearsed with

smooth delivery that
holds audience
attention.

Relatively
interesting,
rehearsed with a
fairly smooth
delivery that usually
holds audience
attention.

Delivery not smooth, Delivery not smooth

but able to hold
and audience
audience attention
attention lost.
most of the time.

Sources

Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.

Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.

Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.

Very little or no
source information
was collected.

Copyright 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

To view information about the Privacy Policies and the Terms of Use, please go to the following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse

Map the Project

Look at one major product for the project and analyze the tasks necessary to produce
a high-quality product. What do students need to know and be able to do to complete the
tasks successfully? How and when will they learn the necessary knowledge and skills?
Product:

Construct a Hall of Heroes to be displayed in the main

school hallway.

check http://bie.org/objects/cat/planning_forms
http://bie.org/objects/cat/student_handouts

ALREADY
HAVE
LEARNED

KNOWLEDGE AND SKILLS NEEDED

1.
2.
3.
4.

Read for main idea and detail

What are character traits-static or dynamic?

Define hero and civic virtue

7. Responsibly (Digital citizenship and literacy)

explore internet websites taking notes, collecting

citations, avoiding off topic info.

9.

Students need to know how to use Boolean and other search strategies

Students should be justifying or explaining how they

chose sources and why those sources are credible and
important.

10. Students need to know how and when to cite

sources

11.

Read to integrate ideas, analyze, and evaluate

nonfiction characters

8.

box)
TAUGHT
DURING THE
PROJECT
X

Create an electronic slideshow, Glogster, Nearpod

5. Similarities and differences between fiction and

6.

(Check appropriate
TAUGHT
BEFORE THE
PROJECT

Students need to know how to work with a rubric

What project tools will you use?

" Know / need to know lists
" Daily goal sheets
" Journals
" Briefs
" Task lists
" Problem logs

"
"
"
"
"
"

Wood and other materials to build the Hall of Heroes

Teacher created self reflections

Rubrics

! Do the products and tasks give all students the opportunity

to demonstrate what they have learned?

Map the Project

12 weeks Possibly Nov-Jan after Science presentation

Draw the storyboard for this project, with activities, resources, timelines, and milestones.
Session 1
Complete anticipatory survey from educationworld.com
Read to understand elements of the final product.
Begin to define hero
Identify schema, concept brainstorm, review of literature options, synonym brainstorm and word ladder
Assessments: Discussion Blog?, REACH Reflection and Participation Rubric
Sessions 2,3,4
Review elements of final product
Character Traits: review character trait list, direct instruction, application
Integrate literature Seedfolks Sid Fleischman G4-5 and Strawberry Girl by Lois Lensky
G3
Read in literature circle and then prepare presentation to demonstrate understanding of character traits and how a
person traits may change over time. Create What Makes a Hero project that responds to activity questions.
Assessments: Presentation Rubric, Discussion Blog?. Newsroom Breaks, REACH Reflections adapting optional Habit of
Mind prompts as needed
Sessions 4,5,6
Review elements of final product
Fictional Heroes:introduce with superhero and supeos
superman videos
Is Superman Really All That Super? Critically Exploring Superheroes RWT
Begin to think about My Hero presentation with concept map, storyboard, brainstorming list
Assessment: Discussion Blog?, Writing Rubric, REACH Reflections adapting optional Habit of Mind prompts as needed
Sessions 7,8,9
Review elements of final product
Non-Fiction Heroes
Integrate NaturalHeroes.com and myhero.com Create My Hero presentation.
Assessment: Discussion Blog?, Presentation Rubric, Newsroom Breaks, REACH Reflections adapting optional Habit of
Mind prompts as needed.
Sessions 10,11,12
Final Product: Choose 5 people for Hall of Heroes and create display, possible parent demonstration of process and
learning
Assessment: Bulletin Board Rubric, Participation Rubric, reflections as necessary
Re-examine anticipatory survey from educationworld.com. Has your understanding of what makes a hero changed?
Respond to how your understanding of what makes a hero has or has not changed. 1 session

Use the Tuning Protocol with other teachers or a group of students to refine the project design or
guide you further in your planning. What other thoughts do you now have on the project?
From work completed during ICTI-130 the plans are below:
Step 1: Introduce primary/secondary and firsthand/secondhand sources with Nolan Video

! What challenges or problems might arise in this project?

humble
brave
courageous
serious
funny
humorous
sad
resourceful
stubborn
loyal
gullible
handsome
caring
carefree
selfish
unselfish
generous
self-confident
respectful
considerate
imaginative
inventive
creative
independent

studious
intelligent
honest
mischievous
friendly
adventurous
hard-working
timid
shy
bold
daring
dainty
busy
lazy
patriotic
fun-loving
successful
responsible
helpful
dreamer
happy
disagreeable
conceited
leader

demanding
bossy
gentle
loving
proud
wild
messy
neat
joyful
cooperative
lovable
ambitious
quiet
curious
witty
fighter
determined
energetic
cheerful
thoughtful
calm
mannerly
rude
mean

Created by Laura Candler - Teaching Resources - www.lauracandler.com

What Makes a Hero Web Sources for Planning and Research

Planning Sources
Matthew Winkler. What Makes a Hero? TedEd Lesson. http://ed.ted.com/lessons/
what-makes-a-hero-matthew-winkler Retrieved August 3, 2016
Zachary Hambry. The Heroes Journey. Mythology Teacher http://
mythologyteacher.com/The-Hero%27s-Journey.php Retrieved August 3, 2016
Heroes Online: Looking to the Web For Those We Can Look Up To. Education
World. http://www.educationworld.com/a_lesson/lesson157.shtml Retrieved
August 3, 2016
Fantastic Characters: Analyzing and Creating Superheroes and Villains.
ReadWriteThink. http://www.readwritethink.org/classroom-resources/lessonplans/fantastic-characters-analyzing-creating-30637.html Retrieved August 3, 2016
Heroes Around Us. ReadWriteThink. http://www.readwritethink.org/classroomresources/lesson-plans/heroes-around-171.html Retrieved August 3, 2016
Amanda Glover. How to Search the Internet. Piktochart.https://
magic.piktochart.com/output/15435429-3-tips-to-research Retrieved August 28,
2016
Susan Barmon.Search Strategies and Techniques. Glogster http://
ssbarmon.edu.glogster.com/search-skills-and-strategies-for-research-and-learning.
Retrieved August 28, 2016
Markham Nolan.How to Separate Fact and Fiction Online https://
www.youtube.com/watch?v=sNV4yIyXXX0&feature=youtu.be. Retrieved August
28, 2016
Susan Barmon.Lessons learned.Weebly http://lessonslearnedbarmon.weebly.com
Retrieved August 28, 2016

1 of 2

What Makes a Hero Web Sources for Planning and Research

Primary Reference Source

Allen, Erin. The Hero of Two Worlds. Library of Congress. June 25, 2015. https://
blogs.loc.gov/loc/2015/06/the-hero-of-two-worlds/ Retrieved August 20, 2016
Secondary Reference Sources
Hero. http://myhero.com Retrieved August 3, 2016
Natural Heroes. http://naturalheroes.org Retrieved August 3, 2016
What Makes a Hero. Greater Good. http://greatergood.berkeley.edu/article/item/
what_makes_a_hero Retrieved August 3, 2016
Susan Barmon.Citation Machine diigo.com. https://www.diigo.com/outliner/
bhs8fx/REACH?key=3fwcd9ygge Retrieved August 28, 2016

2 of 2

Find four examples of how the author indirectly shows this characters
traits in the first half of the story (think actions, thoughts, & dialogue).
Finally, identify a parallel piece of music or a similar character from
another story or film.

The characters trait in the beginning.

Find four examples of how the author indirectly shows this characters
traits in the second half of the story (think actions, thoughts, &
dialogue). Finally, identify a parallel piece of music or a similar character
from another story or film.

The characters trait in the end.

Name

Date
Reflection

1. What did you learn about the content as you completed your work today?

2. What did you learn about yourself as a learner as you completed your work
today?

Name

Date
Reflection

1. What did you learn about the content as you completed your work today?

2. What did you learn about yourself as a learner as you completed your work
today?

Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students,
special-needs students, or students with diverse learning styles.

Students with IEP accommodations or those that would benefit with extra
time, small group, enlarged print, peer support, audio readers, teacher
prompts, or frequent checks for understanding will be provided.
During sessions other teaching strategies will include:
Under-performing Student:
-During the class discussion, call on student to discuss question 1 or 2
(lower-level questions)
-Provide more practice, scaffolding, and teacher cues when reading
informational text or working through the learning process
Gifted Student: During class discussion, challenge student to create a new
questions or transfer of understanding.
Refer to Technology Matrix http://fcit.usf.edu/matrix/matrix.php
when evaluating student progress.

How will you and your students reflect on and evaluate the project?
" Class discussion
" Fishbowl
" Student-facilitated formal debrief
" Teacher-led formal debrief
" Student-facilitated formal debrief
" Individual evaluations
" Group evaluations
" Other: Incorporate BIE evaluation and organization handouts
"

! What do you expect to learn from this project?