Visual Representation of Heroes and Legends Multi-genre Text Box

Text Specific Curriculum Learning Goals Accompanying

Outcomes Activity

What makes a hero? 4.3 use a wider range I understand the Graffiti Board
(Video) of pictorial, pattern of the hero’s
typographical and journey. I can apply
organizational that pattern to stories
features of written I am familiar with.
texts to obtain, verify,
and reinforce their
understanding of
information

6.1 explain why a

particular text matters
to them and
demonstrate an
increasing ability to
make connections
among texts

Something Just Like 6.1: explain why a I can relate the song Revolving Circles
This by The particular text matters "Something Just Like
Chainsmokers and to them and This" to the hero
Coldplay (Music) demonstrate an stories we have been
increasing ability to learning about in
make connections class.
among texts

Illustrated Myths 7.1: recognize that I understand that 5 W’s Chart

From Around the facts can be different cultures
World (Collection of presented to suit an understand what it
Myths) author’s purpose and means to be a hero
point of view – differently.
consider information
from alternative I can identify heroic
perspectives SCO characters in the
7.2: identify the myths I read.
conventions and
structure of a variety
of print and media
texts and genres
- make connections
 with the purpose of
each text or genre

Glooscap Mi’kmaq 3.2 detect examples I can respectfully Socratic Circle

(First Nations Origin of prejudice, discuss ideas with my
Story) stereotyping, or bias teacher and peers.
in oral language, I can identify ways
recognize their that prejudice has
negative effect on negatively affected
individuals and first nations culture in
cultures; and attempt Canada.
to use bias-free
language

Rosie the Riveter 6.2: reflect on and I can explain why a Bell ringer
(Image) give reasons for their person is or isn't a
interpretations of an hero.
increasing variety of I can reflect on real
texts people who I think
are heroes.

The Hero’s Journey 9.1: create written I can create my own Story Blocking
(Interactive Activity) and media texts, hero and tell the story
using an increasing of their journey
variety of forms –
demonstrate
understanding that
particular forms
require the use of
specific features,
structures, and
patterns

Olympians Athena 4.2 read widely and Project - Make your

(Graphic Novel) experience a variety own comic strip that
of children’s literature introduces a hero
with an emphasis on
genre and authors
4.3 use a wider range
of pictorial,
typographical and
organizational
features of written
texts to obtain, verify,
and reinforce their
understanding of
 information

I, too by Langston SCO7.3: respond I can use reading Read-Talk-Write

Hughes (Poem) critically to texts by- strategies to better
applying a growing understand a poem
range of strategies to
analyze and evaluate I can identify the
a text purpose and
- demonstrating perspective of the
growing awareness poem "I, Too"
that all texts reflect
purpose and
perspective
- recognizing when
language is being
used to manipulate,
persuade, or control
them - detecting
prejudice,
stereotyping, and
bias
SCO 6.1 explain why
a particular text
matters to them and
demonstrate an
increasing ability to
make connections
among texts

The Giver (Book) SCO7.3: respond I can use Read Aloud followed
critically to texts by- comprehension by a socratic circle
applying a growing strategies when
range of strategies to reading The Giver.
analyze and evaluate I can form my own
a text opinions about what I
- demonstrating am reading.
growing awareness
that all texts reflect
purpose and
perspective
- recognizing when
language is being
used to manipulate,
persuade, or control
them - detecting
prejudice,
stereotyping, and
 bias

The Maker (Short 4.5 reflect on and I can identify a Double Entry Journal
Film) discuss their own strategy that I can
processes and use to understand a
strategies in reading film with no words.
and viewing