Understanding Heroism

Context and Overview

Unit: Heroes in Literature (Lesson 1 of 15)
Class: Year 7 (Step Up to English Silver Step, SEN with ASC and SLCN needs, working 4+ years below chronological age)
Duration: 50 minutes
Class Size: 12 students
Subject: English (National Curriculum for England)

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Curriculum Links and Learning Objectives

This lesson aligns with the official National Curriculum for English, Key Stage 3 (Year 7), and is adapted for SEN learners working below chronological age.

• Reading - Word Reading & Comprehension:
  • Understand the meaning of unfamiliar words and phrases through stories and discussion (NC KS3)
  • Retrieve and interpret information from texts (spoken or written) (NC KS2)
• Writing - Composition:
  • Express ideas clearly and in an organised way, using appropriate vocabulary (adapted for SEN) (NC KS3)
• Speaking and Listening:
  • Participate in discussions, explaining ideas confidently and clearly (adapted KS2-3 for SEN)

Specifically addressing SEN needs in communication and social understanding (ASC, SLCN), this lesson uses multi-sensory and visual resources for comprehension and engagement.

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WALT (We Are Learning To)

• Understand the concept of heroism.

Success Criteria

• Define heroism in their own words.
• Identify examples of heroes from simple stories and visuals.
• Share what makes a character or person a hero.

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Resources and Materials

• Dyslexia-friendly printed copy of a short story featuring a hero (e.g., a simplified version of a classic hero story with clear font & spacing).
• Visuals/posters of famous heroes (historical and literary).
• Whiteboard and coloured markers.
• “Hero Qualities” image cards (e.g., bravery, kindness, helping others).
• Simple worksheet with sentence starters (“A hero is…”, “A hero can be someone who…”).
• Tablets or laptops (optional) for extension research task.
• Timer or visual countdown clock.

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Lesson Structure

1. Starter: Hook and Activate Prior Knowledge (10 minutes)

• Greet students and introduce the unit “Heroes in Literature”.
• Show a large colourful poster with pictures of different heroes (e.g., Mo Farah, Little Red Riding Hood, Mother Teresa, Harry Potter).
• Think-Pair-Share: Ask, “Who do you think a hero is? Tell your partner.” Provide sentence stems on board or cards for support.
• Invite 3-4 students to share their ideas aloud using simple language prompts.
• Write a simple class definition of heroism on the whiteboard, guided by students’ ideas. (Example: “A hero is someone who helps others or is brave.”)

Differentiation: For students with speech difficulties or SLCN, allow the use of tablets to record ideas or draw a hero instead of speaking. Use visual prompts liberally.

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2. Main Activity: Exploring Heroism Through Story & Visuals (25 minutes)

• Distribute dyslexia-friendly printed story of a simplified hero tale (around 150 words). Read aloud as a class, modelling fluency and intonation.
• After reading, read the story again but pause to ask simple comprehension questions:
  • “Who is the hero in this story?”
  • “What did they do that was brave or kind?”
• Show “Hero Qualities” cards and match qualities to the story character together as a class.
• In pairs, students complete a worksheet:
  • Sentence starters: “A hero is…”, “This hero was brave because…”, “An act of kindness was…”
  • Use pictures next to sentences for context.

Differentiation:

• Support lower ability students with one-to-one prompts or sentence options.
• Use visuals heavily.
• Provide word banks on the worksheet.

Extension:

• Challenge advanced learners to think of a hero from history or their own life and write an extra sentence or draw a picture explaining why.

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3. Plenary: Reflect and Share (10 minutes)

• Invite pairs or individuals to share their sentences or drawings.
• Recap the class definition of heroism, allowing students to add new words learned today.
• Highlight that heroes can be real people or characters in stories.
• Set a short, optional homework task for extension learners: Research a hero from history or your community and be ready to tell us one fact next lesson (can use internet or books at home).

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Assessment and Evidence of Learning

• Observe student participation in discussions (speaking & listening).
• Review completed worksheets for understanding of heroism definition and ability to identify qualities.
• Use verbal questions to assess comprehension.
• Collect extension homework (optional).

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Differentiation Summary

Learner Need	Strategies
ASC (Autism)	Clear structure, visual timetable, repetition, concrete examples
SLCN (Speech & Lang)	Sentence starters, simple vocabulary, paired talk supported by visual prompts
Dyslexia-friendly	Special font & layout for reading, word banks, oral reading
Lower ability learners	One-to-one support, scaffolded worksheets, peer support
Advanced learners	Extension research task and deeper questioning

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Additional Tips for Success

• Use positive praise that recognises effort and engagement.
• Keep instructions short and clear, checking understanding.
• Encourage use of drawing and role-play for students who struggle with writing or speaking.
• Maintain a calm, predictable environment to support anxiety often found in ASC.

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This lesson blends respected pedagogical practices from the National Curriculum with specialist SEN strategies, ensuring all students build a foundational understanding of heroism in literature and beyond.