UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
10 class periods of 30 minutes each
Students will use spoken, written, and visual language to communicate effectively with a variety of audiences. Technological resources will be used to display and represent the characters students create.
Note:This lesson sequence is another way to look at heroes in the Grades 3-5 "Wall of Fame" activity. This activity can be used alone or as a follow-up to that activity. Students answer a series of defining questions that lead them to develop a fully realized heroic character. Guided imagery that emphasizes sensory impression is used to fully define the character of the hero. Students create a variety of multimedia representations of their hero, including video interviews, HyperStudio stacks, Web pages, and digital art. By selecting appropriate materials and resources, teachers can adapt this learning activity for students whose first language is not English.
Guided visualization may seem odd as a technique to use before students begin to write, but it became one of the most exciting and enjoyable activities in this unit. As teachers, we looked for questions that students needed to ponder, and we always urged students to elaborate on their answers by showing details. Typically, we'd start each visualization session the same way, believing that all students would eventually become trained to the pattern. Lowering the lights, playing soothing music, and using temple chimes all served as focus devices and were part of the routine. Anyone who has lowered the lights in a middle school classroom knows that training is needed to get the students to focus. Students were reminded that talking, making noise, laughing, and so on were arrogant and selfish acts that said to the group that the offender's ideas were more important than anyone else's thoughts. We cast the offender as a snob acting as if he or she were better than the rest of the students. This peer-pressure tactic helped control those middle school impulses!
Design rubrics that will promote the use of detail when students answer the defining questions.
Create rubrics that detail specific requirements for the multimedia presentation (e.g., a five-page stack, representing five traits, with at least one animation and one sound recording for a grade of X.)
The Utah Education Network received permission from ISTE (The International Society for Technology in Education) to share this lesson. Written by: Dennis O'Connor, Kingsbury Middle School, Douglas County, Nevada Carla Fenner, New Mexico School for the Deaf, Santa Fe, New Mexico