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= __What Makes A Hero__ =

Susan LaBonte, Kevin Jones, and Mike Zaikowski
Our topic question is, “What makes a hero.” It is the common thread for a series of activities, a lesson plan, primarily in English Language Arts, focusing on multicultural literature. The works used will be, Our Twisted Hero by Yi Munyol, and Lord of The Flies by William Golding. These activities will address the following Massachusetts English Language Arts Frameworks Standards:

11.7 – Analyze and compare texts that express universal themes and locate support in the texts for the identified themes 15.10 – Analyze and compare style and language across significant cross-cultural literary works.

Special care will be taken during this project to emphasize the elements of literature important for success on the English Language Arts MCAS exam.

The time frame for this project is 3-8 weeks depending on its final form.





Learning Activities:

1-Each student will be given a list of 5 words which Visuwords has indicated are synonyms for hero. The students will be introduced to Visuwords, and told to enter the words one at a time and generate a map for each. The students will print out the 5 maps, and be asked to find the word common to each. They will not all have the same 5 words. When they realize hero is the common word a discussion of the appropriateness of their word lists, as synonyms will follow.



2-Each student will be given the name of a heroic figure from history or literature to research on the web. They will write a brief essay, and these will be read aloud. A discussion of these figure’s qualifications as heroes will follow.

3-Each student will be asked to write a paragraph or two about someone they feel is a hero. They will then make a brief video reading their essay. Students will be asked to find an image of their hero on line. The video and the image will be put on a Windows Movie Maker file. This file will be revisited, and perhaps revised toward the end of the project.

4-A Wordle will be made of a brief passage from Our Twisted Hero and distributed to the students. A reward will be offered to the first student that can correctly identify the passage.



“The only thing pain can wring from a soul that has abandoned resistance and from a mind that has lost its hate is sorrow”

Study Plan:

Summary: Our Twisted Hero is the story of a struggle between children that represents the larger world. The protagonist, Han Pyongt’ae is 12 years old when he moves from the large city of Seoul to a small town with his family. The move is the result of his father’s demotion. Han feels he will have special status among his new classmates because he is from the big city. His new classmates are dominated by a bigger, older boy, and Han’s urban sophistication amount to nothing. Because the class is stable and cooperative, the teacher ignores the older boy’s bullying.

Han tries to change the situation, but becomes even less popular with his classmates. Han succumbs to his desire for acceptance, and becomes the bully’s accomplice. When a new teacher takes over the class, he makes the children change the regime.

The novel will be read aloud in class. Discussion questions will be distributed at intervals of 20 pages. Students will be encouraged to take notes on these, and this will serve as a study guide.

P.1- 20 1. Look at the title of this novella. What do you think this novella is going to be about just based on the title? 2. From the first paragraph predict what happened to the main character. 3. How old is the main character, and what grade is he going into? 4. Name four disappointments the narrator talks about. Would you be just as disappointed if you were in his situation? Why? 5. What differences have you noticed in the Korean school system? 6. What kind of a person is Han Pyongt’ae? Give examples from the reading. 7. Do you think Han Pyongt’ae expectations of his new school are too high? Why or why not? 8. What is your first impression of Om Sokdae? 9. Would you have reacted the same way Han did, in regards to Om and his requests, on his first day at a new school? Why or why not? 10. What are the two kinds of “fights” than Han discusses? Which one do you think is the harder of the two to win? Why? 11. What exactly is a class monitor? 12. How does Om’s treatment of Han seem out of character? Why do you think he would do this? 13. Han mentions two things that “boggled” his mind about what happened that first day. What are those two things and why do you think Han thought they were strange? 14. What kind of social “orders” do you see in your life, at school, and in general? What do you think is the hardest “order” to establish oneself in? Why? 15. Define presentiment. Why does Han have a presentiment of “irrationality and violence”? 16. What was Han’s father’s reaction to what happened that day? Why did it surprise Han? 17. What is your definition of a bully? From what you know of Om does he fit any part of your description? 18. What is your definition of a leader? From what you know of Om does he fit any part of your description? 19. Without using a dictionary what do you think the word “sekki” means?

P 21-40 1. On page 21 Han is put into a situation. What is your impression of what he did? Would you have done the same? Why or why not? 2. Name several ways that Om has control over the boys in the class. (What are the advantages of him “never being there” when something happens to another student?) 3. Name some of the tactics Han is plotting to get Om. Which ones do you think will be the most effective? 4. Can you think of other people who “buy” people’s loyalty? 5. What setback did Han experience? 6. Why is Han having a difficult time finding Om’s “weakness”? 7. How is Om a brilliant manipulator? 8. Define perfunctory and how is it used in the text? 9. Who does Om remind you of? Why? 10. What emotions did you have at the end of the “lighter” incident? 11. What do you think is going on in the mind of Om when he returned the lighter to Pyongjo on page 32? 12. What is the dilemma that Yun Pyongjo is going through on page 34? 13. Define sycophancy. (p. 35) 14. Why could none of the students really tell the teacher what was going on? What would be a better way of getting to the bottom things? 15. “Fortunately he didn’t single me out in front of the others to scold me; he was content to believe [Om] Sokdae and the class would let it go” (40) comment on this quote

p. 41-60 1. What did you feel after reading the teacher’s response to Han? 2. What do you think Om was saying to the class just before the teacher and Han reached the classroom? 3. While reading p. 44-45 predict what will happen with this new “suggestion”? 4. When the teacher realized that the students were not writing, what was his next suggestion? What do you think they will write about? 5. Why do you think Han believed his classmates would reveal all of Om’s sins? 6. Were you surprised that Han’s paper was the only one that said anything bad about Om? Why or why not? 7. “You have to give up thinking that the Seoul way is unconditionally good and our way was unconditionally bad. Even if you insist you are right…at least, you have to change your approach,” (50) Comment on this quote...do you agree? Disagree? 8. In what ways does the teacher tell Han how to “win”? 9. Do you agree with the teacher’s reasons for keeping Om in power? Why or why not? 10. When Han states that he is giving up his fight, do you think he is giving up too quickly? Why or why not? What would you do? 11. How do you know that Han is lonely? Give specific examples. 12. In what ways do you think that the other students are punishing Han unfairly? Give specifics. 13. Is it fair to label Han as a delinquent and a troublemaker? Why or why not? 14. How do students in this school get labeled unfairly? Is it hard to break those labels? 15. How do you think Han’s parents handled the situation? What should they have done differently?

P. 61-80 1. How is Han a different person since his move to this new school? Give examples. 2. What is another difference between western schools and Korean schools? 3. Beginning on page 64 with the window-cleaning incident, what do you think of Om’s treatment of Han? Why do you think he does this? 4. What would you have done in Han’s place? 5. “The only thing pain can wring from a soul that has abandoned resistance and from a mind that has lost its hate is sorrow” (68-69). Comment on this quote. What do you think Han means by this? Is it true? Why or why not? 6. Throughout this novella there have been several incidences of gift giving. When Han finally stops his fight with Om he gives him a gift as well. What do you think the symbolism is in the gifts? The receiver of the gifts? The giver of the gifts? 7. Do you really believe that Han has totally submitted to Om? Why or why not? Give examples of how Han’s social standing has changed. 8. Why do you think Om would allow him to be higher in the social order than he was before? 9. Do you think that this situation happens today? Why and give examples. 10. “…submission didn’t really feel like a great price at all” (73). Is this true for Han? Why or why not? 11. Predict how Om’s “kingdom” will be “smashed to pieces.” 12. Who is Pak Wonha and what did Han find out from him? 13. Would you have done the same if you could reap all the benefits the students had under Om’s control? Why or why not? 14. On page 78 Han is thinking like he did at the beginning. Do you think he would do anything that would harm his social order and his relationship with Om? 15. What would you do with this information if you were in Han’s place? 16. Define ignominious. 17. What does Han have to lose if he goes through with his revenge? 18. What is Han’s dilemma and predict what he will do.

P. 81-100 1. Predict what you think Om is up to by inviting Han to “have a bit of fun”? 2. Find out how much a hwan is worth. (Look up Korean exchange rates) 3. What do you think is going on in Han’s mind, as Om wants to talk to him alone? 4. “Actually, you could say that for that day he had raised my ranking to the level of his own” (84). Comment on this quote by Han. 5. How is the new teacher different from the old teacher? What makes him so suspicious of the class? Give details. 6. Why is the teacher so upset at the elections? 7. Give specific examples of how the new teacher is catching on to Om. 8. How has Om changed his tactics in regards to his treatment of his classmates? 9. If Om knew that the teacher was catching on to him, why do you think he still cheated on his exams? 10. What is the point in beating Om in front of the class? Why not in private? What does he want to accomplish? 11. What surprised you most about Om’s admission of his cheating? 12. Why did the teacher really beat the boys after they had admitted to changing tests with Om? What lesson was he trying to teach them? 13. Do you think the teacher was right to ask each boy what Om did to them? 14. Had could have had his revenge here. Where you surprised he did not?

P. 101-end 1. “They seemed to me no more than traitors who had waited for [Om] Sokdae to fall before jumping on him and walking all over him” (101). Comment on this quote. Isn’t this what Han was doing all along? 2. By the end of the novella do you think Han is happy? Why or why not? 3. What are some of the “life lessons” that Han has learned being in the real world? 4. Are there any situations in the last twenty pages that reminded you of what happened to Han in elementary school? 5. Who do you think Han is crying for at the end? Why? 6. Who is the twisted hero? Why? Look back at the first question about the title of the novella...how close were you in your prediction? 7. What lessons have you learned? (power, bullies, social orders, etc.) From the lessons you have listed, which one can you use right now or in your future?

TPACK Content [C]: subject matter to be learned • English Language Arts • Multicultural Literature • Media

Technology [T]: foundational and new technologies

Cool Tools Xtranormal Inspiration Google Lit Map Wiki E-Pals Wordle Wordsift Windows Movie Visuwords Flicker

Pedagogy [P]: purpose, values, & methods used to teach and evaluate learning. Other method of instruction will include: lecture, discussion, small group

PURPOSE 1.) What make a Hero? 2.) How do the authors build and support the idea of a hero as a character in these two novels? 3.) Give evidence of the character being a hero. 4.) Identify who the hero is in each novel and why you think they are hero. • Build parallels between Themes and Characters of novel The Twisted Hero and Lord of the Flies.

METHOD: • Hands on applications • Discussion following • Reading aloud and assigned reading • Assessments random questions to check for understanding • Observation

Small groups • Identify characteristic of a hero • Video presentation

Lecture • Teacher directed instruction of structure of literature • Teacher directed instruction of technology tool

Values • Student investigation research culture with WIKI site as guide • Student Brain storming HERO • Inspiration Character list

TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? • Differential instruction • Apply different technology tools to the learning style of individual learners • Multimedia technology is being used as an alternative way of delivering instruction. • Integrating Modality Theory in Educational Multimedia Design

“The use of multimedia technology has offered an alternative way of delivering instruction. Interactive Multimedia has the potential to revolutionize the way we work, learn and communicate (Stemler 1997). With interactive multimedia, the learning process becomes active, not passive and it ensures that users are doing, not simply watching. Learning with multimedia is a process, rather than a technology that places new learning potential into the hands of users.:|” Internet Site Address http://www.ascilite.org.au/conferences/coffs00/papers/lorna_uden.pdf

TCK : How is the content represented and transformed by the application of technology? • Wiki guides Internet search to readable materials for struggling readers • Students demonstrate proficiency in writing through word processing • Students create images to demonstrate learning.

TPACK: Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”

MA Frameworks Standard 1: Discussion Student will use agreed upon rules for informal and formal discussion in small and large groups. Standard 11: Theme Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set tone, and will provide evidence from the text to support their understanding. Standard 15: Style and Language 15.10 Analyze and compare style and language across significant cross-cultural literary works. For example, students compose essays in which they analyze and compare figurative language in a variety of selections from works such as The Epic of Gilgamesh, The Odyssey, The Hebrew Bible, The New Testament, The Bhagavad-Gita, The Analects of Confucius, and The Koran. Standard: Media Production 26.5: Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness. 26.6: Identify the aesthetic effects of a media presentation and identify and evaluation. 27.6: Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. 27.7: Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication. 27.8: Create coherent media productions that synthesize information from several sources.

Evaluation/Assessment: Each student will be given one of the following past MCAS English Language Arts writing prompts to respond to based on his or her study of Our Twisted Hero. These will be evaluated according to the MCAS rubric.

MCAS Prompts

2005 Often, works of literature include characters that change as a result of a particular event. From a work of literature you have read in or out of school, select a character that has been changed by a particular event. In a well-developed composition, identify the character, describe the event, and explain why the character’s change is important to the work of literature. 2006 Works of literature often feature characters with the ability to inspire or lead others. From a work of literature you have read in or out of school, select a character with the ability to inspire or lead others. In a well-developed composition, identify the character, describe how the character inspires or leads others, and explain why this character's ability is significant to the meaning of the work of literature 2007 Works of literature often feature characters who overcome hardship and misfortune. From a work of literature you have read in or out of school, select a character who overcomes hardship and misfortune. In a well-developed composition, explain how the character overcomes adversity and why this success is important to the work of literature. 2008 In many works of literature, a character must adjust to life in a new environment. From a work of literature you have read in or out of school, select a character who must adjust to life in a new environment. In a well-developed composition, identify the character, describe how the character adjusts to life in a new environment, and explain how the character’s adjustment relates to the work as a whole. 2009 Works of literature often feature characters whose pride or selfishness creates problems. From a work of literature you have read in or out of school, select a character whose pride or selfishness creates problems. In a well-developed composition, identify the character, describe how the character’s pride or selfishness creates problems, and explain how the character’s experience relates to the work as a whole.

Scoring Guide for Topic/Idea Development 6 5 4 3 2 1
 * Rich topic/idea development
 * Careful and/or subtle organization
 * Effective/rich use of language
 * Full topic/idea development
 * Logical organization
 * Strong details
 * Appropriate use of language
 * Moderate topic/idea development and organization
 * Adequate, relevant details
 * Some variety in language
 * Rudimentary topic/idea development and/or organization
 * Basic supporting details
 * Simplistic language
 * Limited or weak topic/idea development, organization, and/or details
 * Limited awareness of audience and/or task
 * Little topic/idea development, organization, and/or details
 * Little or no awareness of audience and/or task

Scoring Guide for Standard English Conventions 4 3 2 1
 * Control of sentence structure, grammar and usage, and mechanics (length and complexity of essay provide opportunity for student to show control of standard English conventions)
 * Errors do not interfere with communication and/or
 * Few errors relative to length of essay or complexity of sentence structure, grammar and usage, and mechanics
 * Errors interfere somewhat with communication and/or
 * Too many errors relative to the length of the essay or complexity of sentence structure, grammar and usage, and mechanics
 * Errors seriously interfere with communication AND
 * Little control of sentence structure, grammar and usage, and mechanics

Our Twisted Hero and Lord of The Flies have many similarities in theme and plot. Our students read Lord of the Flies last year. After finishing with Our Twisted Hero we will review Lord of The Flies and produce activities to explore these similarities.

To complete our examination of what makes a hero, we will return to the videos the students made at the start and ask whether the protagonists of the two novels resemble the heroes they had selected. Another brief video will be made and inserted in the file with the first.

Another possible project is to make contact with a group of high school students in Korea and share our project. This will be done using a combination of Flat Classrooms, Global School Net, iEARN (International Education and Resource Network), ePals, National Consortium for Teaching About Asia (NCTA), The Five College Center for East Asian Studies.

Websites:

www.nctasia.org/ National Consortium for Teaching About Asia (NCTA) www.wallkillcsd.k12.ny.us/glt.htm A Glossary of Terms for Literary Analysis www.indiana.edu/~easc/outreach/educators/literature/ Our Twisted Hero Lesson Plan www.smith.edu/fcceas/ The Five College Center for East Asian Studies www.rafi.ki/site/ rafi.ki Link classroom to world www.iearn.org/ iEARN (International Education and Resource Network) http://flatclassrooms.ning.com/ Flat Classrooms www.globalschoolnet.org/ Global School Net www.epals.com/ ePals

Cool Tools:

http://www.glogster.com/?eduwarning=1 http://www.xtranormal.com/ http://www.wordsift.com/ http://www.wordle.net/ http://www.visuwords.com/ http://animoto.com/ http://blogoscoped.com/archive/2005-10-27-n84.html



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