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9/11 Lesson Plan
2nd- 3rd Grade

Everyday Heroes

Objectives: Students will respond to a video clip of September 11 by discussing their emotions and reactions with the class. Students will discuss and analyze different definitions of a hero in the context of September 11 and in their own lives. Students will write letters to a hero in their lives, demonstrating their ability to apply the characteristics of heroes to real life people and their ability to write in letter format.
Advance Organizer: Have students take out a piece of paper and a pencil. Students will watch a muted or soundless video clip of the World Trade Towers falling. After watching the video clip, have students write down words or phrases that came to their minds while they watched the clip. What reactions did they have? What things did they think of?
Concepts: Students will watch a video clip to begin thinking about their emotions and reactions to the events of September 11. Students will brainstorm characteristics of heroes and different types of heroes in the world by using a concept map. Students will write letters to everyday heroes to help bring the definition of hero to the context of their own lives and to practice letterwriting format.
Procedure/Method:
1. After students have watched the video clip and written down their reactions and
emotions, discuss the words they have chosen. Have people volunteer to read their list of
words or a couple of their words aloud. Discuss what the words mean.
2. Discuss with students the people that they think of when they watch that video clip. Why
did those people come to mind? What kinds of people are they?
3. Ask students what they think of when they hear the word hero? How are heroes typically depicted? What do heroes usually do? When they think of September 11, what heroes do they think of? How were these people heroes? Would the firemen we met the other day be considered heroes? Why? What words would you use to describe them?
4. Write the word hero on the whiteboard. Ask students to tell you different words that
describe a hero or different characteristics that they think a hero should have. What
makes a hero?
5. Have students look at the list you have created. Based on those words on the list, have
students think about the people in their own lives? Are there any heroes? Can a mom be
a hero? Can a dad? A brother? A sister? A friend? A stranger?
6. Using the overhead projector, model letter writing style as the class collaborates to write a thank you letter to the school janitor for being a hero to their class. Ask students to tell you the proper way to start a letter, where the comma goes, how we should start, what we should thank him/her for, etc. Work with the class to write the janitor’s thank you letter
together.
7. When this is through, have students write a letter in a similar style to someone that is an everyday hero to them.
8. When students have finished creating their letters, give them each an envelope so the
letter can be delivered/given to whoever it was written for.
Resources:
Video clip of the WTC buildings falling:
http://msnbc.com/modules/interactive.asp?fmt=frame&id=nn_cable_collapse_010911&ty
pe=v
Envelopes (enough for each student)
Assessment: Students will be assessed on their contribution and participation in the
brainstorming and letter writing activity. Students will not receive a formal grade for this
assignment.
Closure: Invite the janitor to whom the thank you letter was written to the class. Together as a class (the teacher included), read the thank you letter aloud to the janitor. This way, the students get to take part in the delivery of the letter, and they get to see the reaction and impact that their letter has on the janitor.
Standards Addressed:
Language Arts:
3A. Use correct grammar, spelling, punctuation, capitalization and structure.
1. Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
3B. Compose well-organized and coherent writing for specific purposes and audiences.
2a. Generate and organize ideas using a variety of planning strategies.
4A. Listen effectively in formal and informal situations.
1b. Ask questions and respond to questions from the teacher and from group members to improve comprehension.
Social/Emotional:
2A: Recognize the feelings and perspectives of others.
1b. Use listening skills to identify the feelings and perspectives of others.
2B: Recognize individual and group similarities and differences.
1b. Describe positive qualities in others.
Special Needs Student Accommodation: ADHD
For the student in our class with ADHD, be sure to actively include them in discussion, perhaps giving them the topic early to bring home and look over before the class discussion so they have time to think through their response and emotions. Develop a symbol or hand motion with this student that you can show them when they are getting off task to help keep them on track. It may also help to have a basic letter format written out for them, so they can have an example at their desk while they work on their own letter.