Engage

• Write ‘Hero’ in the center of the board and circle it (create a brainstorm web).
• To start the lesson, ask students if they know what the term ‘hero’ is. Solicit student responses and add ideas to the brainstorm web.
  • Formal definition: a person admired or idealized for his/her courage, outstanding achievements, or noble qualities
• Then have them share a shero they look up to. This can be someone in their community as well.
  • Add a list of heroes to the brainstorm web.
• Then ask them why these individuals are heros.
  • Add a list of reasons to the brainstorm web.

Explore

• Show a photo of Choua Thao (https://hmongmuseummn.org/collection/hmong-women-pioneers/choua-thao/) 
  • Write her name on the board.
  • Say her name and have students repeat it.
  • Ask students to make a guess why she is a hero?
• Read aloud her bio from the Hmong Museum website:
  • Use link https://hmongmuseummn.org/collection/hmong-women-pioneers/choua-thao/
  • Periodically pause to help students reflect on their new learning:
    • On the board draw a head, hands, and heart to help students connect what Choua Thao knew, did, and possibly felt based on information gathered from the above source.

Explain

• After reading aloud her bio:
  • Create a brainstorm web with her name in the center. It would be helpful for students to create their own notes, as the teacher does it on the board.
  • Ask students to describe Choua Thao.
    • For example: nurse, saved lives, top student, trainer
  • From those descriptions, have students attach adjectives and/or verbs to them.
    • For example: nurse - caring, helpful, kind, attentive

Elaborate

• Show Choua’s interview with Hmong Story 40
  • Preview a segment of the clip below to ready students for observing body language. Ask students to share examples of how they communicate with friends and family without using words.
  • Hmong Story 40 - Interview with Choua Thao (3:15 minutes), https://www.youtube.com/watch?v=OK8T8621ouw
  • Let students know that some footage is in Hmong, however, have students attend to her body and facial language to draw conclusions of how she is feeling.
• After watching the interview:
  • Ask students if they want to add anymore descriptive words to the brainstorm web.
  • Reference the heroes brainstorm web and Choua’s brainstorm web
    • Are there any similarities? What are they?
    • Are there any differences? What are they?
• Give time for students to come up with their definition of what a hero is/does and have them write it down in two to three sentences.
• Give time for them to share.

Evaluate

• Ask students, “Why was Choua Thao a hero?”
• Student Reflection - Ask students to consider: How can they be a hero to those around them? Or, think of the ideal hero. 
  • They can share at least three ways. They can submit reflections in:
    • Student Reflection - This can be a written or recorded reflection in the form of a poem or song.
    • Draw a photo of your shero and their characteristics - This should be hand colored, drawn, and labeled. Students can follow a similar ‘hand, heads, and heart’ format from the lesson.
    • Present/share a story about your hero - This can be in the form of an artifact presentation of the hero, a video, or slide deck presentation.
• Be sure to provide opportunities for students to share their final products with peers. Here are some suggestions: Table Exhibits, Gallery Walk, Give One/Get One, etc.