EVERYONE NEEDS A HERO . . . FIND ONE IN THE LIBRARY!
Roxanne Forgrave
Dwight Common School
Summer 2005
PEARY, ROBERT EDWIN. Photograph.
Copyrighted 1909. Location: Biographical
File Reproduction Number:
LC-USZ62-8234; LC-USZC4-7507
In this unit, students will investigate people throughout history who are identified as heroes.
They will read information about heroes and determine their favorite. Students will work on
improving reading skills using non-fiction materials.
Overview/State Standards/Resources/Procedures/Evaluation/Enrichment
Overview
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Objectives
Students will:
 Identify the characteristics of a hero and write a definition
of a hero.
 Distinguish between a hero and a celebrity.
 Explain why a person is a hero.
Recommended time frame
Grade level
Curriculum fit
Resources
15-minute lesson – once a week
4th & 5th
Reading, Character Education, Social Studies
 Table of Heroes
 Hero PowerPoint
 Footprint handout
 Student handout
 Graphic organizer
 Books:
 Adler, David A. (2004). Heroes of the Revolution.
New York: Scholastic Press.
 Bridges, Ruby. (1999). Through My Eyes. New York:
Scholastic Press.
 Brooks, Philip. (2004). Tuskegee Airmen.
Minneapolis, MN: Compass Point Books.
 Coles, Robert. (1995). Story of Ruby Bridges. New
York: Scholastic Press.
 Hiatt, Catherine, Wolven, Doug, Botka, Gwen, &
An Adventure of the American Mind
Illinois State University
Everyone Needs a Hero
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Richmond, Jennifer. (1994).
More Alternatives to Worksheets. Cypress, CA:
Creative Teaching Press, Inc.
Hudson, Wade, & Wesley, Valerie Wilson. Book of
Black Heroes from A to Z. New York: Scholastic
Press.
Krull, Kathleen. (1996). Wilma Unlimited: How
Wilma Became the Fastest Woman. New York:
Harcourt Children’s Books.
Marsh, Carole. (2002). Heroes & Helpers: Resource
Book for Teachers & Parents. Peachtree City, GA:
Gallopade International.
Marsh, Valerie. (1999). True Tales of Heroes &
Heroines. Fort Atkinson, WI: Alleyside Press.
Moore, Jo Ellen, Norris, Jill, Reurm, Debby. (2001).
Literature Pockets: Nonfiction. Monterey, CA: EvanMoor Corporation.
Osborne, Mary Pope. (2002). New York’s Bravest.
New York: Knopf.
Ryan, Pam Munoz. (2002). When Marian Sang. New
York: Scholastic Press.
Tallchief, Maria, & Wells, Rosemary. (2004).
Tallchief: America’s Prima Ballerina. New York:
Viking Juvenile Press.
Walker, Christine, & Shaw, Sarah. (2004). Teaching
Reading Strategies in the School Library. Westport,
CT: Libraries Unlimited.
Illinois State Learning Standards
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Language Arts:
GOAL 1: Read with understanding and fluency.
 1.B. Apply reading strategies to improve understanding
and fluency.
(I understand my purpose for reading. I ask questions
about what I have read, predict what will happen, and
know how information in nonfiction books is
organized.)
GOAL 5: Use the language arts to acquire, assess and
communicate information.
 5.C. Apply acquired information, concepts, and ideas to
communicate in a variety of formats.
(I can share information I have learned for a specific
audience and purpose in writing, visual and/or spoken
presentations.)
An Adventure of the American Mind
Illinois State University
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Everyone Needs a Hero
Social Science:
GOAL 16: Understand events, trends, individuals and
movements shaping the history of Illinois, the United
States and other nations.
 16.A. Apply the skills of historical analysis and
interpretation.
(I can use an historical source to describe past events
and people and explain why they are important.)
Procedures
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August/September – Introduction to Heroes & Community
Heroes
1. Brainstorm the characteristics of a hero and the
characteristics of a celebrity. Discuss the similarities and
differences. List on a big chart.
2. Show the PowerPoint presentation about heroes vs.
celebrities.
3. Write a definition of a hero.
4. Present fictional/community hero books for students to
checkout and read.
5. After reading the hero books, students verbally share their
heroes with the class and how the character matches the
hero definition.
October – Explorer Heroes
1. Brainstorm several explorers who might be considered
heroes. Why are they heroes? How do they fit our
definition? Show PowerPoint slide #4.
2. Read the picture book, New York’s Bravest, by Mary Pope
Osborne.
3. Present a variety of explorer books for students to
checkout and read.
4. After reading the book, students complete a “footprint”
about their hero and display it on the hallway walls.
November – Native American Heroes
1. Discuss Native American heroes. Use PowerPoint slide
#5.
2. Read the book, Tallchief: America’s Prima Ballerina, by
Maria Tallchief. In pairs, complete a bubble graphic
organizer about the “hero” in the picture book.
3. Present a variety of Native American books for students to
checkout and read.
4. After reading the book, students complete either a footprint
or create a “hall of fame” poster.
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Everyone Needs a Hero
December – War Heroes
1. Using PowerPoint slide #6, discuss war heroes. Name
other war heroes that students know.
2. Who are some family/local war heroes? Why are they
considered a hero?
3. Read the book Tuskegee Airman by Philip Brooks to the
students.
4. Write one or two sentences that state how the Tuskegee
airmen fit our definition of a hero.
5. Review the library war hero books.
6. After reading the book, students will complete a footprint
about the characteristics their hero has, using an event(s) as
support.
January
1. Introduce inventors as heroes. Discuss whether or not
inventors fit our definition of a hero? Use PowerPoint
slide #7.
2. Make a list of 5 inventions. In pairs, use the library
resources to discover who invented those items.
3. Look for a book about that person and check it out if it you
would like to read it.
4. Present inventor books and encourage students to check
these out.
5. Make a timeline of this person’s life and display for the
class.
February
1. Introduce African American history month by discussing
heroes. Use PowerPoint slide #8.
2. Name some famous African Americans who would be
considered a “celebrity” instead of a “hero.”
3. Are there any African Americans in the news who would
be considered as heroes?
4. Display books on heroic African Americans for student
checkout.
5. Create a “wall of fame” for African Americans by using an
8 ½” x 11” paper. Put an oval picture of the person (drawn
or printed)
March
1. Introduce Women in History month by brainstorming
women heroes. Use PowerPoint slide #9.
2. Look at the slide and list hero characteristics you see
exemplified in the pictures. How does our hero definition
fit these women? Search library resources to find the
An Adventure of the American Mind
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Everyone Needs a Hero
answer (print and non-print).
3. Read the book When Marian Sang,
4. Introduce various women in history books for student
checkout.
5. After reading the book, complete a footprint, chart, or
create a “book” about the woman hero and how the hero
definition fits her.
April
1. Introduce sports heroes. Brainstorm a list and write them
on a chart. How do they exemplify our definition?
2. Use the PowerPoint slide #10 and as you look at the
pictures, how do these sports heroes pictures exemplify our
definition of a hero?
3. Introduce sports hero books for student checkout.
4. After reading the book, create a large (8 ½” x 11”) “sports
card” with the person’s picture on one side and facts as
well as heroic characteristics on the back.
May – Concluding Activity – Who is your hero? – Choose
One
Rubric – Historical Role Play
1. Determine your favorite hero. Dress up as your favorite
hero and explain why he/she is a hero.
2. Draw a picture of your favorite hero and tell us something
you learned about your hero – why is he/she a hero?
3. Design a diorama illustrating an important event in your
hero’s life. Explain the diorama and tell why this person is
a hero.
4. Write a paragraph explaining who your favorite hero is and
why he/she is a hero. Orally present the information to the
class in a short talk.
5. Write and perform a song or skit about your favorite hero.
6. Write clues about your hero. Classmates will guess who
your hero is. Explain why this person is your favorite
hero.
7. Design a book about your hero to share with an elementary
class. Explain events in this person’s life that make
him/her a hero.
8. Create a PowerPoint about your hero (at least 8 slides).
Present orally to the class.
9. Create your own hero. Using the definition of a hero,
write a story with the major character as your “ideal” hero.
Include illustrations. Share a brief oral summary of your
story.
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Everyone Needs a Hero
Evaluation
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
Historical role play rubric

Using books listed under RESOURCES, student will
choose a hero and choose a project to complete using
guidelines on student handout.
Extensions
An Adventure of the American Mind
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