Title: Teacher’s Guide to Using the MY HERO Create Program
Description: Students of all ages can publish online tributes to their heroes on the MY HERO Create Web design program. This lesson plan gives an overview of the Create Program and shows how to develop individual hero stories into MY HERO webpages.
Standard(s):
[ELA] (6) 8: Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action.
[ELA] (6) 9: Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms in writing.
[ELA] (6) 10: Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses.
[ELA] (6) 11: Apply the rules governing capitalization of proper adjectives, map directions and regions of the country, seasons, titles, words showing family relationships, subjects and courses, and divided quotations.
[ELA] (6) 13: Utilize resource materials for supporting evidence in compositions.
[ELA] (6) 14: Use organizing and paraphrasing in the research process.
[ELA] (7) 9: Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate.
[ELA] (7) 10: Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses.
[ELA] (7) 13: Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings.
[ELA] (8) 8: Write in narrative, expository, and persuasive modes with attention to descriptive elements.
[ELA] (8) 9: Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences.
[ELA] (8) 13: Combine all aspects of the research process to compose a report.
[ELA2010] (6) 22: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
[ELA2010] (6) 24: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]
[ELA2010] (6) 28: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]
[ELA2010] (6) 35: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
[ELA2010] (7) 21: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]
[ELA2010] (7) 23: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4]
[ELA2010] (7) 27: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.7.8]
[ELA2010] (7) 34: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]
[ELA2010] (8) 21: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2]
[ELA2010] (8) 23: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]
[ELA2010] (8) 27: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]
[ELA2010] (8) 34: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

Title: Multiple Lessons on Writing
Description: This offers multiple lessons on writing, the writing process, fragments and run-ons, nouns, verbs, etc. These lessons are also appropriate for ESL students.
Standard(s):
[ELA] (5) 7: Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.
[ELA] (5) 8: Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner.
[ELA] (5) 10: Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns.
[ELA] (6) 8: Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action.
[ELA] (6) 9: Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms in writing.
[ELA2010] (5) 22: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]
[ELA2010] (5) 23: Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
[ELA2010] (5) 25: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]
[ELA2010] (5) 26: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]
[ELA2010] (5) 31: Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]
[ELA2010] (5) 38: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
[ELA2010] (5) 39: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
[ELA2010] (5) 40: Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]
[ELA2010] (6) 21: Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]
[ELA2010] (6) 22: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
[ELA2010] (6) 24: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]
[ELA2010] (6) 25: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-6.) [W.6.5]
[ELA2010] (6) 30: Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.6.10]
[ELA2010] (6) 37: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.6.1]
[ELA2010] (6) 38: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.6.2]
[ELA2010] (6) 39: Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]

Title: Rules for editing
Description: Basic rules for editing.
Standard(s):
[ELA] (6) 9: Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms in writing.
[ELA] (6) 10: Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses.
[ELA] (6) 11: Apply the rules governing capitalization of proper adjectives, map directions and regions of the country, seasons, titles, words showing family relationships, subjects and courses, and divided quotations.
[ELA] (6) 12: Apply grammar conventions in writing with consistent verb tense; nominative, objective, and possessive pronouns; and subject-verb agreement when interrupted by a prepositional phrase.
[ELA] (7) 10: Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses.
[ELA] (7) 11: Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects.
[ELA] (8) 9: Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences.
[ELA] (9) 10: Determine correct use of commas with appositives and within direct quotations, colons to introduce lists, semicolons with a series of elements separated by commas, and punctuation for a divided quotation.
[ELA] (9) 11: Identify correct use of parallel words; incorrect verb tense shifts within sentences; correct number and tense in verb forms, including regular and irregular verbs; and correct forms of compound nouns, including singular, plural, and possessive forms.
[ELA] (9) 12: Apply the correct use of subject-verb agreement with collective nouns when verb forms depend on the rest of the sentence; with compound subjects, including those joined by or with the second element as singular or plural; and with the subjunctive mood.
[ELA] (10) 12: Demonstrate correct use of singular and plural collective nouns and words with alternate accepted forms; pronoun-antecedent agreement in number and gender; and nominative, objective, and possessive pronoun cases.
[ELA] (10) 13: Apply the correct use of subject-verb agreement with singular and plural subjects, including subjects compound in form and singular in meaning and subjects plural in form and singular in meaning; intervening prepositional and appositive phrases; and correlative conjunctions.
[ELA] (10) 14: Edit for incorrect shifts in verb tense in paragraphs, use of verbals, use of dangling participles and misplaced modifiers, and parallelism in phrases.
[ELA2010] (6) 37: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.6.1]
[ELA2010] (6) 38: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.6.2]
[ELA2010] (7) 36: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1]
[ELA2010] (7) 37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.7.2]
[ELA2010] (8) 36: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]
[ELA2010] (8) 37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.8.2]
[ELA2010] (9) 36: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
[ELA2010] (9) 37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
[ELA2010] (10) 37: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
[ELA2010] (10) 38: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]

Title: Vocabulary University
Description: Participate in these FREE vocabulary puzzles to enhance vocabulary mastery. Teachers have endorsed this site which enriches classroom curriculum with self-paced, interactive activities. They supplement personal vocabulary acquisition and are being used in home schooling and ESL programs.
Standard(s):
[ELA] (6) 9: Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms in writing.
[ELA] (9) 6: Determine word meaning in world literature selections using word analysis and context clues.
[ELA] (10) 6: Determine word meaning in pre-twentieth century American literature using word structure and context clues.
[ELA] (11) 6: Determine word meaning in twentieth and twenty-first century American literature using word structure and context clues.
[ELA] (12) 5: Determine word meaning in British literature using word structure and context clues.
[ELA2010] (9) 39: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 9 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]
[ELA2010] (10) 40: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]
[ELA2010] (11) 38: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]
[ELA2010] (12) 38: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 12 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]

Title: Teacher’s Guide to Using the MY HERO Create Program
Description: Students of all ages can publish online tributes to their heroes on the MY HERO Create Web design program. This lesson plan gives an overview of the Create Program and shows how to develop individual hero stories into MY HERO webpages.
Standard(s):
[ELA] (6) 8: Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action.
[ELA] (6) 9: Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms in writing.
[ELA] (6) 10: Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses.
[ELA] (6) 11: Apply the rules governing capitalization of proper adjectives, map directions and regions of the country, seasons, titles, words showing family relationships, subjects and courses, and divided quotations.
[ELA] (6) 13: Utilize resource materials for supporting evidence in compositions.
[ELA] (6) 14: Use organizing and paraphrasing in the research process.
[ELA] (7) 9: Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate.
[ELA] (7) 10: Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses.
[ELA] (7) 13: Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings.
[ELA] (8) 8: Write in narrative, expository, and persuasive modes with attention to descriptive elements.
[ELA] (8) 9: Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences.
[ELA] (8) 13: Combine all aspects of the research process to compose a report.
[ELA2010] (6) 22: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
[ELA2010] (6) 24: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]
[ELA2010] (6) 28: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]
[ELA2010] (6) 35: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
[ELA2010] (7) 21: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]
[ELA2010] (7) 23: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4]
[ELA2010] (7) 27: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.7.8]
[ELA2010] (7) 34: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]
[ELA2010] (8) 21: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2]
[ELA2010] (8) 23: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]
[ELA2010] (8) 27: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]
[ELA2010] (8) 34: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]