American Heroes

GLAD UNITLevel 2

By

Suzette Campbell, Nabby Casteel,Jackie Vallines, and Gloria Erickson

Project GLADEscalon Unified School District

American HeroesLevel 2

Idea Pages

I. Unit Theme-American Heroes played an important part in history. American Heroes come from a wide variety of cultures and times throughout history. Cross-cultural sensitivity-how people from different cultures

influenced America. American Heroes from long ago and from the recent past make a difference in others’ lives because of their actions and character.

II. Focus and Motivation Big Book-American Heroes Inquiry Chart Map of North America Read Aloud Hero Award Reinforcers Songs and Chants Picture File Cards Poetry

III. Closure Share Team Tasks Students add to walls Expert Group Presentations Process all charts and learning On-going assessments

IV. ConceptsStudents understand the importance of how individuals actionsand character have made a difference in their lives and the livesof others.Learn about heroes of the United States and their achievements.

V. StandardsHistory/Social Science-Second 2. Labeling a simple map from memory of the North American continent, including the

countries, oceans, Great Lakes, major rivers, mountain ranges:identifying the essential map elements of title, legend, directional indicator, scale, and date.

3. Locating on a map where their ancestors lived, describing when their family

lived, describing when their family moved to the local community, and describing how and why they made their trip.

2.2 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past make a difference in others’ lives.

ELD standards are listed below the corresponding ELA standards and are listed in blue.B= BeginningEI= Early IntermediateI= IntermediateEA= Early AdvancedA= AdvancedLanguage ArtsReadingDecoding and Word Recognition1.1 Recognize and use knowledge of spelling patterns when reading ELD-same1.2 Apply knowledge of basic syllabication when reading ELD-same1.3 Decode two-syllable words and regular multi-syllable words ELD-same1.4 Recognize common abbreviations (e.g., Jan, Sun., Mr., St.) ELD-same1.5 Identify and correctly use regular plurals and irregular plurals ELD-same1.6 Read aloud with fluency and accuracy with appropriate intonation and expression

ELD-same Vocabulary and Concept Development1.7 Understand and explain common antonyms and synonyms ELD-same1.8 Use knowledge of individual words in unknown compound word to predict

their meaning1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ly)1.10 Identify simple multiple-meaning words ELD-sameReading Comprehension2.1 Use titles, table of contents, and chapter headings to locate information

in expository textLevel B Write a few words or phrases about an event or character from a story read

by the teacherLevel EI Write simple sentences about events or characters from familiar stories read

aloud by the teacherLevel I While reading aloud in a group point out basic text features such as titleLevel EA Red and use basic text features, such as title, diagrams, table of contents

Comprehension and Analysis of Grade-Level-Appropriate Text:2.2 State purpose in reading

Level B Respond orally to stories read aloud, using physical actions and other meansof nonverbal communication

Level B Respond orally to stories read aloud-1-2 word responses2.3 Use knowledge of author’s purpose(s) to comprehend informational text

Level EI Respond orally to simple stories read aloud, using phrases orsimple sentences to answer factual comprehension questions

Level I Read stories and respond orally in simple sentences to factualcomprehension questions about stories read

2.4 Ask clarifying questions concerning essential textual elements of expositionLevel EI-Draw logical inferences from a story read aloudLevel I Draw inferences about stories read aloud and use simple phrases

or sentences to communicate the inferences madeLevel EA Read text and use detailed sentences to identify orally the main idea

and use the idea to draw inferences about the text2.5 Restate facts and details in text to clarify and organize ideas

Level I Write captions for drawings related to a storyLevel EA Write a brief summary of a story

2.6 Recognize cause and effect relationships in text

Level EA Read stories and orally respond to them by answering factualcomprehension questions about cause-and-effect relationships

2.7 Interpret information from diagrams, charts, and graphs2.8 Follow two-step written instructions

Level B Follow 1 step instructions Level EI Understand 2 step directions Level I some multiple-step directions

3.0 Literary Response and Analysis3.1 Compare and contrast plots, settings, and characters presented by

different authorsLevel B Draw pictures related to a work of literature identifying setting and characterLevel EI Identify orally the setting and characters by using simple sentences and

vocab.Level EA Read a literary selection and orally identify the literary elementsLevel A Compare and contrast author’s different use of literary elements

3.2 Generate alternative endings to plots, settings, and characters presented by different authors

3.4 Identify rhythm, rhyme, and alliteration in poetryLevel EI Recite simple poemsLevel I Read simple poetry and use simple sentences in answering factual comp. questionsLevel EA Read short poems and orally identify the basic elements Level A Describe the elements of poetry (e.g., rhythm, rhyme, alliteration)

Writing1.0 Writing Strategies1.1 Group together related ideas, and maintain a consistent focus

Level B Copy the English alphabet legiblyLevel EI Write one to two simple sentencesLevel I Write sentences for other content areas, social studiesLevel EA Use complex vocabulary and sentences appropriate for language arts

or other content areasLevel A Write short narratives that include examples of writing appropriate for language

Arts and other content areas (e.g. math, science, social studies).1.2 Create readable documents with legible handwriting

Same as standards for 1.11.3 Understand the purposes of various reference materials1.4 Revise original drafts to improve sequence and provide more

descriptive detail Level I Following a model, proceed through the writing process to

independently write short paragraphs of at least three linesLevel EA Proceed through the writing process to write short paragraphs that

maintain a consistent focus.Level A Proceed through the writing process to write clear and coherent sentences

and paragraphs that maintain a consistent focus2.0 Writing applications2.2 Write a friendly letter complete with date, salutation, body, closing,

and signatureLevel I Write a friendly letter of a few lines

1.0 Written and Oral English Language ConventionsSentence Structure1.1 Distinguish between complete and incomplete sentences and recognize and

use corect word order in written sentencesLevel 1 Use standard word order but may have some inconsistent grammatical formsLevel EA Use standard word order with some inconsistent grammar formsLevel A Use complete sentence and correct word orderLevel A Use correct parts of speech including correct subject/verb agreement

Grammar1.2 Identify and correctly use various parts of speech, including nouns and

verbs, in writing and speakingSame standards as 1.1

Punctuation1.3 Use commas in the greeting and closure of a letter and with dates and

Words in a seriesSame standards as 1.1

1.4 Use quotation marks correctly.Capitalization1.5 Capitalize all proper nouns, words at the beginning of sentences and in greetings,

months and days of the week, and titles and initials of peopleLevel B Use capitalization when writing one’s own name.Level EI Use capitalization to begin sentences and for proper nounsLevel EI Use a period or question mark at the end of a sentenceLevel I Produce Independent writing that may include some inconsistent use of

capitalization, periods, and correct spelling.Level EA Produce independent writing that may include some periods, correct spelling, and

inconsistent capitalization.Spelling1.6 Spell frequently used, irregular words correctly

Level EA Spell three- and four-letter short-vowel words and grade-level-appropriateSight words correctly

Level EA Spell frequently used, irregular words correctly1.7 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend

patterns correctlySame as 1.5 and 1.6

Listening and Speaking1.0 Comprehension1.1 Determine the purpose(s) for listening

Level I-Listen attentively and identify important detailsLevel EA Listen attentively and orally identify key detailsLevel A Listen attentively and identify orally and in writing

1.2 Ask for clarification and explanation of stories and ideas1.3 Paraphrase information that has been shared orally by others

Level I Participate in social conversation about familiar topicLevel EA Participate in more extended conversations on unfamiliar topicsLevel A Negotiate in conversations by questioning, restating and paraphrasing

the communication of others1.4 Give and follow three-and four-step oral directions

Level B Respond to simple directions and questions by using physical actions and other

means of nonverbal communicationOrganization and Delivery of Oral Communication:1.4 Organize presentations to maintain a clear focus1.6 Speak clearly and at an appropriate pace for the type of communication

Level B Use some English phonemes and rudimentary English grammatical formLevel EI Begin to be understood when speaking but may have inconsistent use of EnglishLevel I Make oneself understood when speaking English-standard

forms and soundsLevel EA-Level I+intonations, pitch, and modulation-some errorsLevel A-Level EA-no errors

1.7 Recount experiences in a logical sequenceLevel EI-Retell familiar stories and short conversationsLevel I Retell stories about school-related activitiesLevel EA Retell stories in greater detail including plot, setting, char.Level A Narrate and paraphrase events in greater detail

1.8 Retell stories, including characters, setting, and plot1.9 Report on a topic, including supportive facts and detail

Level I Ask and answer instructional questions by using simple sentences2.0 Speaking Applications2.1 Recount experiences or present stories that (1) move through a logical

sequence of events (2) describe story elements (e.g., character, plotsetting)

2.2 Report on a topic with facts and details, drawing from several sourcesLevel EA Ask and answer instructional questions with supporting evidence

VI. Vocabulary List

achievements NASAadmire natureAlamo naturalistactivist neighborhoodsastronaut presidentaerospace prime ministeraviator Revolutionary Warbrave Rough Riderschief segregationchallenge space shuttleconfidence slaverycourage/courageous strengthConfederates symboldetermination technologyeducation transportationestablished travelengineer universityequal unionexplorer volunteerfamous woundedfreedomfoundationgovernmentinspirationhistoryhumanitarianintegratelawsleaderlecturelegendlawyerMarshals (Federal)

VII. RESOURCES AND MATERIALS (NON-FICION)

Adler, David A. – Picture Book Biography SeriesA Picture Book of Rosa ParksA Picture Book of Davy CrockettA Picture Book of Harriet TubmanA Picture Book of Benjamin FranklinBaker, Courtney – Let’s Read About… Rosa Parks

Black, Sonia – Let’s Read About… Abraham LincolnBradly, Marie – More Than Anything ElseDenega, Danielle – Let’s Read About… Betsy RossFritz, Jean – George Washington’s Mother Fritz, Jean – Just A Few Words Mr. Lincoln The Story of the Gettysburg AddressHudson, Wade – Book of Black Heroes from A to ZKrull, Kathleen – Wilma Unlimited – How Wilma Rudolph Became the World’s Fastest WomanMurphy, Frank – George Washington and the General’s DogNaden, Corinne J. and Blue, Rose – John Muir Saving the WildernessNichols, Catherine – Harriet TubmanSanford, William R. and Green, Carl R. – Daniel Boone Wilderness PioneerSchaefer, Lola M. – Cesar ChavezWeinberger, Kimberly – Let’s Read About George Washington

RESOURCES AND MATERIALS (TEACHER GUIDES)Aber, Linda Williams – 1 - Minute Biographies and ActivitiesMarzollo, Jean – My First Book of Biographies Great Men and Women Every Child Should KnowStier, Catherine – If I Were President

Websitewww.heroesofhistory.comwww.scholastic.comwww.kent.k12.wa.us/KSD/DE/research/heroes.htmlwww.cesarechavezfoundation.orgwww.atozteacherstuff.com/theme/columbusday.shtm/www.westED.org/products (888) c-wested

Project GLADEscalon Unified School District

American HeroesLevel 2

PLANNING PAGES

I. FOCUS/MOTIVATION*Hero Awards*Inquiry Charts*Observation Charts* Cognitive Content Dictionary with Signal Word

II. INPUT*Hero Awards*Map of the North American-Identifying Countries, Great Lakes

Major Rivers, Mountain Ranges*Pictorial Input-Harriet Tubman*Narrative Input –Harriet Tubman *Graphic Organizer – Timeline showing heroes have lived at different times and some are still living*Read Aloud Stories of American Heroes

III. GUIDED ORAL PRACTICE*Hero Awards*T-Graph on cooperation*Picture File Activities-observe and predict accomplishments of heroes*Personal Interactions*Poems and Chants*Process Grid-American Hero Information*Farmer In The Dell-Harriet Tubman*Home/School Connections

IV. READING/WRITINGA. Total Class

-Writing Frames-found poetry-expository paragraphs about American Heroes-narrative-poetry frame & flip chant-cooperative strip with responding and revising

-narrative story map-Modeling strip books

B. Co-op Reading/Writing Choices-Team tasks-Team poetry-Story mapping-Cooperative strip paragraph-Cooperative found poetry-Ear-to-ear reading-team worksheet-Expert Groups

C. Individual Activities – Portfolio-Individual Tasks-Reading log-Interactive journal writing-Poetry booklet-Reading choices

V. CLOSURE*Hero Awards*Group presentations*Process all charts and information*Student made Big Book*Group Paragraph of “American Hero” and Group Art Project*Parent Letter

American Heroes(Level 2)

Sample Daily Lesson Plans

Day 1

Focus/Motivation Hero Awards Cognitive Content Dictionary (CCD) with signal word Inquiry Chart Observation Chart Big Book

Guided Oral Practice Poetry-American Heroes

Input Timeline of American History 10/2 lecture, primary language group Learning Log

Guided Oral practice T-graph Cooperation Picture File cards Exploration Report

Input Narrative Input- Harriet Tubman 10-2 lecture, primary language groups

Reading/Writing Writer’s Workshop-Author’s Chair

Closure Home/School Connection-Origination of ancestors Process Inquiry Chart

Day 2

Focus/Motivation Hero Awards Process Home School Connection & team points Cognitive Content Dictionary w/Signal Word American Hero Here, There- (Highlight Poetry)

Input Timeline review with Word Cards & Picture File Cards North American Map

o Learning Log

Guided Oral practice Chant American Heroes Sound Off-Highlight Review Narrative with speech bubbles

o Learning Log

Reading Writing/Language Arts Pictorial of Harriet Tubman Review T Graph on Cooperation Team Tasks –North America Map, Time Line, Story Retell with picture

cards, Pictorial of Harriet Tubmano Expert Group-Neil Armstrong

o ELD Review of Harriet Tubman Narrative

Closure Interactive Journal-Anything you want to know about us? Home/School Connection-If you could spend a day with a hero.

Day 3

Focus/Motivation Cognitive Content Dictionary w/Signal Word Process Home School Connection

Reading Writing/Language Arts Team Tasks-Add CCD

o Expert Group-Ruby Bridgeso ELD Group Frame of Harriet Tubman

Input Story Map- Harriet Tubman Farmer-in-the-Dell

o Read & Sing Gameo Trading Game

Guided Oral Practice Chant-American Hero Sound Off-Highlight words

Reading Writing/Language Arts Process Grid with #’d heads Cooperative Strip Paragraph Story Map

Guided Oral Practice Chant-American Hero Bugaloo Chant-Are You An American Hero

Reading Writing/Language Arts Interactive Journals

Closure Review Charts Revisit the Big Book Home/School Connection-Tell Parents about an American Hero

Day 4

Focus/Motivation Cognitive Content Dictionary w/Signal Word Process Home School Connection

Reading Writing/Language Arts Respond, revise, and edit Coop. Strip Paragraph Here, There Poem-Heroes Read & Sing Trading Game

Guided Oral Practice Chant-American Heroes

Input Listen and Sketch-Little House in the Big Woods

Reading Writing/Language Arts Team Tasks-Flip Chant, Story Map, Web-Harriet Tubman

o Emergent readers review and practice Coop. Strip paragrapho At or Above-Clunkers and Links

Writer’s Workshop-Mini Lesson Share in Author’s Chair Ear to Ear Reading

Guided Oral Practice Chant-Are You An American Hero?

Closure Home School Connection-Time Line

Day 5

Focus/Motivation Cognitive Content Dictionary w/Signal Word Process Home School Connection

Guided Oral Practice Found Poetry-Amelia and Eleanor

Reading Writing/Language Arts Team Evaluations Letter Writing-Whole class and individual Read the Walls Team Group Presentations

Guided Oral Practice Poetry-American Hero Bugaloo

Closure Family Feud with Hero Awards Student Awards Teacher Standards

(Big Book)American Heroes

BySuzette Campbell, Nabby CasteelGloria Erickson, & Jackie Villines

The important thing about American Heroes is that they accomplished something that has made life better for others.

There have been many heroes who have worked for civil rights.

Martin Luther King gave speeches and held marches.

Rosa Parks gained rights for black people by staying in her seat on the bus. She would not get up for the white man.

Ruby Bridges was the first black child to attend an integrated school.

Many American Heroes were involved in helping others gain their freedom.

Theodore Roosevelt fought against the Spanish in Cuba so that Cuba would not be under Spain’s control.

George Washington fought against the British to gain America’s independence.

Abraham Lincoln fought for the rights of slaves during the Civil War.

Some heroes were inventors. They invented things that have changed our lives.

Benjamin Franklin discovered electricity. Orville and Wilbur Wright were the first

to have a successful flight. Thomas Edison invented the first light

bulb. Alexander Graham Bell invented the

first telephone.

Everyday we encounter American Heroes.

Fire fighters protect our homes. Doctors and nurses keep us healthy.

Parents or caretakers provide a safe environment for us to live.

Police officers keep our streets safe. Teachers provide us with an education

to help us be successful in life.

Some American Heroes were explorers. They went to places no one had ever been before.

Lewis and Clark explored across North America and discovered new lands.

John Muir was known for hiking in America looking for places of beauty.

Neil Armstrong explored in space. He was the first American to walk on the moon.

But, the important thing about American Heroes is that they accomplished something that has made life better for others.

Events For Timeline

Important People-Birth and DeathAdd to bottom of timeline.

George WashingtonAbraham LincolnNeil ArmstrongRuby BridgesHarriet TubmanTheodore RooseveltMartin Luther King Jr.Christopher Columbus

Events in History

Add to top of timeline

Mayflower LandsSigning of Declaration of IndependenceRevolutionary WarCivil WarWorld War IWorld War II

Are You An American Hero?Are you a hero? Yes, ma’am.Are you a hero? Yes, ma’am.Where did you live? In the United States.Where did you live? In the United States.

Did you do something important? Yes, ma’am.

Can you tell me all? Yes, ma’am.Well what did you do? I fought for civil rights.What are civil rights? Everyone is treated equally.

What else did you do? I was an explorer.Where did you explore? I explored the earth and space.Why did you go? To find new lands.Why else did you go? To learn about space.

What else did you do? I fought for independence.Independence from who? The King of England.Who else did you fight? The Mexican Government.Did it make life better? The people were free.

What else did you do? I worked for the government.Why did you do it? To help change laws.Why else did you do it? To improve the economy.What was your job. I was the President.

What else did you do? I was an inventor.What did you invent? I invented electricity.What else did you invent? I invented the car.Why did you invent things? To make life easier.

Well, now, are you through? Yes, ma’am.Did you tell me true? Yes, ma’am.And what did you learn? There are many heroes.And what did you learn? There are many heroes.

American Heroes Here, American Heroes ThereBy Abigail Casteel

American heroes here, American heroes there,American heroes, American heroes everywhere.

Brave frontiersmen searching,Intelligent astronauts flying,Civil Rights Leaders working, and

Founding father’s writing.

American heroes in Washington,American heroes in California,American heroes in Texas, andAmerican heroes all over.

American heroes here, American heroes there,American heroes, American heroes everywhere!American Heroes! American Heroes! American Heroes!

American Heroes BugalooBy Abigail Casteel

I’m an American hero and I’m here to say,American heroes are important in many ways.Sometimes he’s a lawyer, sometimes she’s an astronaut.But always there’s a person who cares a lot.

Presidents, inventors, frontiersmen too,Doing the American hero bugaloo.

An American hero may have tried something new.They worked real hard, there are more than a few,

Many went on trips near and far.They traveled by horse, space shuttle, and car.

Civil rights leaders, writers, tooDoing the American hero bugaloo.

Next time you’re trying something new,Think about becoming a hero too.

American Heroes-Sound Off

Yes we know for we’ve been told,American heroes can be very old.Astronauts, explorers, artists, too,Princesses, chiefs are important too.

Sound Off-AmericanSound Off-Heroes

Sound Off-1 2 3 4 They’re cool.

Always working for the rest,American heroes did their best.They tried new things and gave it their all.They made us proud when they stood tall.

Sound Off-AmericanSound Off-Heroes

Sound Off-1 2 3 4 They’re cool.

American HeroesBy

A. Casteel

I know an American hero,a smart, American hero,a talented, American hero,

with honor and fame.

And doing something important,trying new things,working very hard,

and making life better.

I know an American hero,a hard working American hero,a caring American hero,

that lives within these books.

Hero Expert GroupNeil Armstrong

Expert_________________________

Personal Information-Neil Armstrong was born August 5, 1930 in Wapakoneta, Ohio. He was married and had two sons.

Education-Neil Armstrong went to school at Purdue University and earned a Bachelor of Science degree in aeronautical engineering. He earned a Master of Science degree in aerospace engineering from University of Southern California. He holds several honorary doctorates from a number of universities.

Accomplishments-Neil Armstrong became an astronaut in 1962. He served as a pilot for the Gemini 8 mission, launched March 16, 1966. In 1969, Armstrong was the commander of Apollo 11. He was the first man to land a craft on the Moon. He was the first man to step on the moon’s surface. He then became a professor at the University of Cincinnati where he taught aerospace engineering. Armstrong flew 78 combat missions during the Korean War.

How We Benefit Today-Space travel helps us learn more about what is out in space. Astronauts do experiments in space that help us on earth. People are trying to figure out how to live in space. Some people are living on the space station orbiting the earth.

Interesting Facts-Neil Armstrong was awarded thePresidential Medal for Freedom in1969 and the Congressional SpaceMedal of Honor in 1978.

Hero Expert GroupTheodore Roosevelt

Expert_________________________

Personal Information-Theodore Roosevelt was born October 27, 1858. He died January 6, 1919. He was buried in New York on Long Island. In 1865 he watched Abraham Lincoln’s funeral procession from his grandfather’s house in New York. He had one daughter and four sons.

Education-Theodore Roosevelt had private tutors when he was young. He came from a very well off family. He later attended Harvard University.

Accomplishments-Theodore Roosevelt was Vice President and the 26th President of the United States. He was in the army. He was a naturalist and a conservationist. He protected 230 million acres of land. He started National Parks, the National Forest Service. He began the Panama Canal. He wrote thirty-five books. He won the Nobel Peace Prize on December 10, 1906.

How We Benefit Today-Much of what Theodore Roosevelt achieved affects each and every American today. His name and personality have become part of what America stands for today. We can enjoy the environment and nature. We can visit National Parks that have been unspoiled.

Interesting facts-Theodore was in the army. He was theleader of the Rough Riders and foughtagainst the Spanish in Cuba. He metClara Barton while she tended his men inTexas. His face is carved in Mt. Rushmore.

Hero Expert GroupRuby Bridges

Expert_________________________

Personal Information-Ruby Bridges was born on September 8, 1954. She was born to a poor family in Tylerton, Mississippi. Her parents were determined for her to get an equal education. Ruby Bridges lives near New Orleans, Mississippi. She has four children and is married.

Education-Ruby Bridges attended school in New Orleans. She went to public school clear through high school. She went to Frantz Elementary.

Accomplishments-Ruby Bridges parents wanted her to have the same education that white children had. A judge ordered her to integrate a school that only white children attended. The parents of the white children did not let their children come to school. She was the only student in her class. She ate lunch in her classroom by herself. Federal marshals walked her to school each day so the white people would not hurt her.

How We Benefit Today-Black children today can go to the same schools as white children. As an adult Ruby opened a foundation to encourage parents to become more involved in their children’s education. Ruby taught us how to be brave and courageous.

Interesting facts-Ruby Bridges wrote a book about her life. She visits schools and tells them about her life. She is aninspiration to all.

Hero Expert GroupClara Barton

Expert_________________________

Personal Information-Clara Barton was born December 25, 1821 in North Oxford, Massachusetts. She had two brothers and two sisters who were much older than her. She felt like she had six parents. She died April 12, 1912.

Education-Clara Barton attended local schools as a young girl. She was also tutored by her older sisters and brothers. Clara became a teacher. She treated her students with respect. She opened her own school after three years of teaching.

Accomplishments-Clara started helping people who were hurt during the Civil War. She wrote to friends and neighbors to obtain supplies. Clara got a permit to go to where battles were being fought. She helped men on both the North and the South. Clara began speaking to people about the horrors

of war. She traveled to Europe to learn about the International Red Cross. When she came back to America she started the American Red Cross.

How We Benefit Today-Today we are very lucky to have the Red Cross in the United States. The Red Cross helps with tornado victims, flood victims, and victims of other natural disasters. She had a fighting spirit and a great concern for the helpless. She is one of the world’s most famous humanitarians.

Interesting facts-Clara published her autobiography in1907. She found 22,000 soldiers whohad been missing during the Civil War. Clara was shot threw her dress andthe bullet killed her patient.

Name of American Hero

Personal Information Education

Accomplishments

How we benefit today

Interesting Facts