John+-+Judge+the+better+or+best


 * Title of the Critical Challenge: Heroes - Judge the better or best **

Intended Grade and Topic: Grade 9 - The hero in media. ...........................................................................................................................................

Critical Questions & Summative Task (Assessment of Learning) In comic lore, who is the better hero Robin Hood or Batman?

In here you list the critical question(s) and/or task (s) students will grapple with in this Challenge**.**

In this critical challenge, students will judge wihich of Robin Hood or Batman shows greater characteristics of a hero. In Robin Hood, Robin lives in Sherwood Forest during Medieval times. Batman, **Bruce Wayne** is a billionaire playboy, industrialist, and philanthropist. Having witnessed the murder of his parents as a child, he swore revenge on crime, an oath tempered with the greater ideal of justice. The two characters share hero traits. Students will have an opportunity to look at which hero traits the two have in common and then which hero traits do not have in common.

Good start - Since students will be using the criteria for a hero outlined in the main challenge, I think your next step might be to consider thinking strategies. You might want to check out the "Critical Challenges for Secondary English" (the purple book) for some thinking strategies and activities that might be useful in building this challenge - no need to reinvent the wheel!

Assessment for Learning– Formative Assessment itemize your enabling tasks

Overview

In a short paragraph clearly outline how the challenge is developed in terms of content and skill through the Critical Thinking challenge(s). Establish the authentic context that will serve as the mental hook or hook for the students.

Objectives

Key Learning/ "Big Idea" Identify the enduring understanding that should result from the critical challenge. Written as a statement of understanding that students will walk away with. Overall Expectations Evaluated Identify the relevant and pertinent overall expectations assessed by the critical challenge Specific Expectations Addressed Identify the specific expectations that will be addressed by completing the critical challenge.


 * Requisite Tools **

Background Knowledge Outline what content and skills students will need to be able to learn to be successful.

Structure of the graphic novel and comic book. Understand what makes a hero. Need to know the story of Batman and Robin Hood. Criteria for Judgement Identify the criteria students will need to use to make a decision about the question being asked of them.

Identify the criteria students will use to develop an effective product. (If summatively assessed)

Critical Thinking Vocabulary Identify the critical thinking vocabulary most crucial for students to understand in order to be successful in the critical challenge. (e.g. criteria, bias, judgement, perspective) criteria hero traits

Thinking Strategies List the key thinking strategies students will use to sift through background information, apply criteria and make a decision. (e.g. rating scale, report card, graphic organizer)

Habits of Mind Identify 1 or 2 habits of mind that are most crucial for students to develop and practice to be successful. They will receive explicit focus in this challenge.

Suggested Activities Session One: Introduce graphic novels and comics by having samples of each present. Put the class into groups and have them decide on the differences between the graphic novel and the novel.

Main character - what traits does a main character exhibit?

In a class discussion, identify and list the traits students would expect a hero to have.

Divide students into groups of 3 or 4 to complete //Inferring character traits//. Groups should record significant words or actions of Batman and Robin Hood and list the character traits that can be inferred from these words and actions.

Session Two: How are the character traits of the main character and the hero similar? Different?

Ask groups to compare their completed data charts, noting differences in interpretation and discussing the reasoning that underlies their inferences about the characters' personalities.

After the group discussion, ask representatives from each group to present their groups' findings and interpretations to the class. Follow this with an open class discussion. Summarize these findings using a laptop and projector or smart board. Ask students to add information from other groups to their own data charts.

Direct students to use the accumulated information about the character traits of Batman and Robin Hood as the raw material for a two or three page essay that answers the following critical question: Is Batman or Robin Hood the better hero?

Pre-planning:

__Session 1:__ ** Inferring Character Traits (Blackline Master #1) __Session 2:__ ** **Assessing the Character Traits (Blackline Master #2)** ** __Session 3:__ ** Title (Blackline Masters # - #)
 * http://www.graphicnovels.brodart.com/history.htm

Session 4: Title (Blackline Masters # - #)