Digital Age Skill: Language Arts - What Makes a Hero

Language Arts - What Makes a Hero

Description of the Lesson


Created by Emily Iverson for the Nebraska ESUCC Digital Age Skills Project.  

Students will create a documentary about their hero by writing in the third person point-of-view.

ISTE Standard

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

NE Standard

SL 10.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice,  grammar, and sentence structure.

DC 10.4.1.b Demonstrate ethical use of information and copyright guidelines by appropriately quoting or paraphrasing from a text and citing the source using available resources (e.g., online citation tools, publication guidelines).

FOC 501. Maintain a focus on discussing the specific issue in the prompt throughout the essay.

Rubric Used for Assessment


Example Student Artifact(s)

Student Example from Adobe Spark

Lesson Design Reflection

Lesson Design: 


  • Pose the question: Do you have someone in your life that you look up to? What Makes them a Hero? After reading Rosa Park, do you think she was a Hero? Here is your opportunity to create a documentary depicting your own hero.
    • Students will then be able to share elements they think you should include in a documentary.



  • Show the students how to search credible sources using EBSCO. Then show them how to cite their sources. (extension is EasyBibliography)
    • Then, refresh their memory about the Rosa Parks documentary as a guide for what theirs needs to look like.


  • Students begin to write their documentary addressing the essential question.
    • Student will turn their finished documentary


  • Students will present their videos to the class. All audience members will share with students a connection to the Hero they presented. 
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