Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students watch a short video about Ping, a young hero who proves himself worthy to be the emperor of China. After hearing the story, students identify what makes Ping's behavior special by providing evidence found in the story. As an assessment, students identify and provide evidence of what makes their hero a hero.
When students identify supporting evidence in a text, they are able to provide reasons for their opinion based upon information they read, hear or interpret visually. Acquiring this skill allows students to gain a deeper more profound understanding of the main idea or topic presented.
(1 or 2) 50-minute periods
1. Duplicate the Hero Diagram handout onto a transparency or on the board.
2. Check for prior knowledge by asking students to describe what qualities or characteristics heroes have. Take student responses. Also check for prior knowledge or understanding of the word 'evidence.' Provide the appropriate definition or explanation.
3. Again take student responses and this time write them on the appropriate lines of the diagram. Review and discuss the completed Hero Diagram.
4. Tell students they are going to watch a short video of "The Empty Pot," a story about a little boy in ancient China who does something that impresses the emperor. Play the entire video for the first time without interruption. Ask students if Ping is different from the heroes they discussed previously.
5. Tell students they are going to hear the story again, but this time, while they listen, they should pay attention to all the evidence or reasons why Ping is considered a hero. Play the video.
6. Distribute the Ping Hero Evidence handout to each student. Ask students to remember the evidence or reasons why Ping is a hero and write them on the appropriate lines.
1. Distribute the My Hero Evidence handout to each student.
2. Ask students to recall the discussion of heroes in class. Tell students to select a hero and write their name in the center of the diagram. Next, ask students to write evidence of why their hero is a hero on the appropriate lines.
3. My Hero Evidence handouts can be placed in a student's portfolio to show evidence of skill acquisition.
For students who need additional teacher guidance:
1. Pick a commonly known hero, for example a member of the community: e.g. a firefighter. Ask students to think of evidence or reasons why firefighters are heroes.
2. As a group, write the evidence on the appropriate lines on the My Hero Evidence handout. Discuss how the information on each line is an example of evidence of firefighters as heroes.