Courageous Heroes

Grades: 
6, 7, 8

The learners will define courage and relate courage to the concept of a "hero."  They will describe the characteristics of a hero.  

Lesson Rating 
0
Duration 
PrintOne 20-minute lesson
Objectives 

The learner will:

  • define courage.
  • relate courage with the concept of a hero.
  • create an acrostic for COURAGE.
Materials 
  • a large sheet of paper for every two students

Instructions

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  1. Anticipatory Set:

    Tell the learners they are going to use a strategy called --"Think, Pair and Share." They are to take a few minutes to think about someone from history or the present, a real or fictional character, that they would call a "hero." They should also be ready to explain why they think this person or character is a hero. After allowing a few minutes to think, ask the learners to pair by forming groups of two or three, and then to share their idea of a hero and the rationale.

  2. Allow about five minutes for the learners to share. Then ask for some volunteers to share with the whole class the name of the hero and the rationale. They may share the hero they thought of or a hero of a group member. As the learners share names and mention character traits or attributes of heroes, write them on a display area.

  3. Discuss with the students what all the heroes had in common. Lead the discussion to the character traits that seem to be the most common in heroes. If courage doesn't naturally come into the discussion, suggest that as one trait heroes might have.

  4. Draw a large "T chart" in a display area. Entitle the chart Courage. Label the left side of the chart "What it Is" Label the right side of the chart "What it Is Not." Ask the learners to suggest words or phrases to fill in each of the sections. Encourage them to think of what courage might look like, sound like, and feel like. Courage may be defined as bravery; the ability to confront fear or uncertainty.

  5. Ask the learners to return to their original "pair" groups. Distribute a large sheet of paper to each group and ask the groups to create an acrostic [a poem using the letters of a word as the first letter of each line of the poem] for the word "courage," using some of the information generated during the sharing and discussions. Post the acrostics in the room for all to see.

Cross Curriculum 

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to www.generationon.org.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
      2. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.3 Identify and give examples of stewardship in cultural traditions around the world.
      2. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      3. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.