The present lesson plan aims to work on describing people by using physical adjetives through a "Heroes" theme. It was made for 9th grade or above. It has a STOP GAME warm-up to review general vocabulary. Then it follows an explanation about related adjectives plus worksheet as classwork and homework. After that, a game called "Descrive the suspect" as a pair-work activity aims to practice drawing and use the subject. The lesson plan ends with a culminant game called "Guess the hero", which two or more groups have to choose a representative to guess standing back to the whiteboard (which has several heros sticked on it) and give descriptions of one hero chosen by the teacher.

Designed to explore the hero and the heroic in literature, this unit asks students to discuss their ideas of heroism and analyze heroes in literature.

Using the character of Edward Cullen from the Twilight series, this lesson introduces the Byronic hero and asks students to compare the Byronic hero to the traditional hero and villain.

This lesson provides ideas for celebrating Martin Luther King, Jr. Day by encouraging students to explore the connections between Dr. King and themselves through journaling and inquiry-based research.

This online textbook contains short articles on each major deity, hero, monster, etc., in Greek mythology. The text is supplemented with color photographs and maps to enhance the learning experience.

Poster showing Kosciuszko and Pulaski, and the Polish flag. Text also given in Polish.

Students read a variety of picture books that contain elements of the hero's journey and use an online interactive tool to analyze the stories.

Students will examine the sculpture of the Greek hero Herakles (Hercules to the Romans) and discuss what it means to be a hero in ancient Greece and today. They will then choose a modern hero and create a sculpture that expresses the hero's identity and attributes.

Everyone knows that "Star Wars" character Darth Vader is a villain. This lesson asks students to explore how they know such things about heroes and villains they encounter in texts. After examining how moviemakers communicate the villainy of Darth Vader, students examine a passage from Harry Potter and the Sorcerer's Stone that describes the villain Voldemort, noting how Rowling communicates details about the character. Students then read novels in small groups, with each group member tracking a character in a reading log. When they finish their novels, students design posters and present details on their novels to the class. After the presentations, students make observations on how authors develop character and write journal entries reflecting on what they learned.

This module is designed for 3rd through 5th graders to explore their names, identity, immigration and cultural lore to find heroic moments in their family history. Using Icelandic immigration, both historical and current, as a model to explore: the meaning and uses of names, the difficulties of language, belonging and identity, and historical storytelling through "Egil's Saga", the student creates a personal definition of a hero. After learning basic interview techniques, the module includes interviewing a family member and identifying a heroic moment to portray through a student created comic. A gallery of comics is displayed for the community viewing including artists statements.