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.
Why is this an important concept?
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
- Heroes QuickTime Video
Part I: Learning Activity
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.
Part II: Assessment
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.