Instructional Goals:

1. This lesson will have 4th grade students deconstruct the concept of heroes, both fiction and non-fiction through the use of discussion, online searching, independent reading, written assignment and oral presentation.

Learning Objectives:

1. 4th grade students will identify fiction and non-fiction books.

2. 4th grade students will find two sources using the OPAC (either fiction or non-fiction) to research a heroic character.

3. 4th grade students will locate books, read and choose which to do research on.

4. 4th grade students will prepare an essay that consists of ten sentences responding to two questions posed regarding their hero (five for each).

5. 4th grade students will prepare a role-play to perform to another class.

6. 4th grade students will perform individually, sharing information their have gathered about their hero, speaking in the first person, (role-playing). Students must speak as if they are their selected character but dressing as the character is optional.

Motivational Goals:

1. Stimulate interest in the research process.

2. Establish the relevance in the research process.

3. Build confidence in the research process.

4. Encourage further exploration of research.

Session One:

1. Begin the class by having a mystery box or basket on a table where it is visible to the entire class. Box will contain slips of paper with names of each of the following: a well-known hero, a fictional hero, and a familiar character who is not likely a hero (i.e. Pillsbury Dough Boy).

2. Naturally, students will be curious. Use this opportunity to motivate students to sit down quickly and tell them you'll be calling on a few quiet students to choose from the mystery box.

3. Once the three students have drawn from the box. Ask each to student to share with the class what is written on the piece of paper.

4. As each student reads what is on his or her paper, ask the class if they think the person is a hero. Repeat with other two students. This will involve students in the process of determining the meaning of a hero.

5. Provide students with the definition of a hero from the dictionary. Ask the students to keep the definition in mind. This will suggest to the students that what they have just learned will be relevant to the next task.

6. Read a nonfiction book about a well-known person. For example, MARTIN'S BIG WORDS, by Doreen Rappaport, illustrated by Bryan Collier, or YOUNG ABE LINCOLN: THE FRONTIER DAYS, 1809-1837, by Cheryl Harness. .

7. After reading the book ask the students to pay attention to what they read and what they see on television and in real life with this theme of heroes in mind. This will lend to the relevancy of the definition of a hero to their everyday lives.

Session two:

1. Begin with a brainstorm session asking students to share with the class their thoughts about heroes since the last class. This will get the attention of the class, provide a means for review, and will stimulate curiosity.

2. Based on their responses (length and depth determined by brainstorm) discuss fictional characters as heroes. This activity will begin to reveal relevance to their lives.

3. Read a fiction book about a courageous, heroic protagonist. For example, TACKY THE PENQUIN, by Helen Lester, illustrated Lynn Munsinger, or HORTON HEARS A WHO, by Dr. Seuss, or OWEN, by Kevin Henkes.

4. After reading the book begin a short discussion about fictional characters as heroes. For example, is fiction simply to entertain or can fiction teach us something?

5. Ask students to continue thinking about heroes, fiction and nonfiction. Tell the students that during the next class they will be selecting a nonfiction or a fiction hero to research. Giving the students advanced notice of the upcoming task will give them time to prepare for the next task. This will build confidence in their ability to accomplish the assignment.

Session three:

1. After a quick review of the OPAC using a LCD Projector, remind the students to use the job aids posted around the room.

2. Provide the students with handouts to record the call number, the author's last name, and the title of the book. These job aids will clarify the steps involved in the task and continue to build their confidence in the process.

3. Ask students to conduct a subject, author, or title search about their hero. Remind students the material may be fiction or nonfiction.

4. Suggest the students choose two or three books that they would like read. Remind them that they are to be looking for heroes, real or not real.

5. Tell students to be prepared to write about the heroes that they have selected in the next class. Ask them to consider the following questions to be answered: Why do you think this person is a hero? How can you be like this hero? Have you ever been a hero?

Session four:

1. Prepare students for a presentation. Appear as if you are waiting for someone. Then begin YOUR presentation. The presentation consists of YOU as your hero. Be as creative as you like. Assume the role to the extent that you are comfortable. The point being that you are modeling how you would like the students to present their hero. This will get the students' attention, build their confidence, and motivate them to complete task and share their heroes will others.

2. Tell the students that you would like them to present to the third graders when they have finished. Remind students that their report must be in the first person, assuming the role of their hero. All presentations will be 2-4 minutes in length. Dressing up is optional. Establishing expectations will assure the students that they will succeed and the presentations will yield a sense of satisfaction.

3. Give them class time to work on their presentation.

4. Remind the students that they should have their presentation ready to present for the next class.

5. With the students establish the order of presentations for the following week.

Session five:

1. Presentations to the third grade class.

2. Follow up discussions with or without third grade class will be provide the students with an opportunity to evaluate their performance and also encourage further exploration in the research process.