Best Practice Name: Honor Our Heroes
Category: Citizenship / Character Education
Population Served: Grades K-5
Year Awarded: 2003-04
District: Hamilton Township
School: Yardville Elementary School
City: Hamilton Township

Abstract
On September 11, 2001, Americans risked their lives to save others. Firefighters in our local community were among the many who traveled to the World Trade Center site to lend a helping hand. To thank our firefighters for their heroic efforts and the services they continue to provide, our school implemented a program entitled, "Honor Our Heroes."

"Honor Our Heroes" is an interdisciplinary service-learning project that promotes character education by providing the opportunity for students in grades kindergarten through five to become actively engaged in their school and community.

Each grade level created a project and made a presentation to our local firefighters at a school assembly. The assembly included the singing of patriotic songs, the reading of essays and poems, and the donation of a patchwork quilt and baskets containing food and recreational items.

Program Description
9-11-01...As our nation was struck by tragedy, Americans risked their lives to save others. Our firefighters were among the brave people who spent days sorting through destruction at the WTC. To thank our firefighters for their heroic efforts and services, our school united to "honor our heroes."

"Honor Our Heroes" is a service-learning project that promotes character education by providing opportunities for students to become actively engaged in their school and community. It generates involvement through meaningful experiences and reinforces civic responsibility while strengthening academics.

After reviewing the Character Pillars, each grade decided to honor the firefighters at an assembly. The assembly began with the Pledge of Allegiance and "You're a Grand Old Flag," welcoming the firefighters.

Each grade level made a presentation. Kindergarteners sang about firefighters' responsibilities. First graders recited a poem, presented firefighters with a thank-you book, and sang "You are Our Heroes." Second graders wrote acrostic poems and sang "Heroes" while waving American flags. Third graders shared cinquain poems about heroes. A poem quilt was donated to the firefighters. Fourth graders created a patchwork quilt, and described the process. The quilt was donated to the firefighters, and hangs proudly in their firehouse. Lastly, fifth graders expressed gratitude by writing essays about people who exemplified heroic qualities. Essays were shared at the assembly and during morning announcements.

Finally, students presented the firefighters with "We Care" baskets containing food and recreational items. The assembly concluded by singing, "G-d Bless the USA."

-perform songs/movements about patriotism/heroism(1.2)
-sing with accurate lyrics/rhythm/tempo(1.2)
-describe the Six Pillars of Character(2.2)
-organize/participate in service learning(2.2)
-discuss how helping others impacts personal/community wellness(2.2)
-use writing as a tool for learning about heroism(3.2)
-read aloud fluently to convey information(3.3)
-develop/deliver a presentation based on the theme of heroism(3.3)
-listen to essays read aloud daily(3.4)
-explain the importance of public service activities(6.1)
-develop positive interpersonal skills(9.2)

Grade-Specific Objectives:

Kindergarten:
-identify firefighters' responsibilities(9.1)

First Grade:
-produce writing showing relationships between illustrations and text(3.2)

Second Grade:
-use graphic organizers to plan writing(3.3)

Third Grade:
-express firefighting skills/abilities by composing cinquain poems(3.3)

Fourth Grade:
-communicate patriotic sentiment by creating a quilt(1.1)
-select/use accurate measurements to create a quilt(4.2)
-create/extend patterns using concrete materials(4.3)

Fifth Grade:
-recall past experiences to write descriptive essays(3.2)
-produce documents using word processing software(8.1)

This program promotes high student achievement by providing varied opportunities for self-expression through different forms of composition and appreciation of the personal qualities and sacrifices of heroes in our lives.

Alignment With Core Standards
As an interdisciplinary program, "Honor Our Heroes" addresses many Cross-Content Workplace Standards and Core Curriculum Content Standards.


1.1(Aesthetics) Use aesthetic knowledge to create and respond to music and art

Patriotic songs, quilt presentation, and hero essay readings generated feelings of pride, unity, and happiness.

1.2(Creation/Performance) Utilize skills/methods in the creation/presentation of music.

Students sang with tempo, rhythm, and accompanying hand movements.

2.1(Wellness) Learn/apply health concepts to support healthy lifestyles.

Students reviewed 911, fire safety rules, and firefighters' contributions to personal and community wellness.

2.2(Integrated Skills) Use health-enhancing life skills to support healthy lifestyles.

Students showed responsibility by completing projects, respect by listening, citizenship by singing patriotic songs, and caring by donating items for "We Care" baskets.

3.2(Writing) Write in organized language that varies in for different audiences/purposes.

Students wrote thank-you cards, acrostic poems, cinquain poems, and essays on heroism.

3.3(Speaking) Speak in clear language that varies for different audiences.

Students delivered presentations by describing the quilt-making process and reading poems, cinquains, and essays.

3.4(Listening) Listen to information in a variety of situations.

Students listened to presentations at the assembly and during morning announcements.

4.2(Geometry/Measurement) Develop spatial sense to use geometric properties/measurement.

Students used accurate measurements and geometric properties, including symmetry and congruence, to create quilt patches.

4.3(Patterns/Algebra) Represent relationships involving patterns.

Students extended a pattern throughout their quilt.

6.1(Civics) Understand/appreciate values and principles of democracy and the responsibilities of citizens.

Students exhibited citizenship by actively participating in this project. Students learned they are responsible for providing community services.

8.1(Information Technology) Use technology skills to organize information.

Students used word-processing software to type essays.

9.2(Consumer/Family/Life Skills) Demonstrate life skills to be successful society members.

Students completed projects timely, and developed interpersonal skills through patience, listening, and speaking. Fourth graders worked cooperatively to complete their quilt.

Cross-Content Workplace Readiness Standards

1:Develop career planning and workplace readiness skills.

Students demonstrated work ethic by cooperating and completing multiple tasks, such as learning songs and writing essays, in a timely manner.

2:Use technology/information/other tools.

Students used word processing software to type essays.

3:Use critical thinking, decision-making, and problem-solving skills.

Students applied problem-solving skills to complete their projects.


4:Demonstrate self-management skills.

Students created plans and set goals. They selected roles and worked cooperatively to deliver presentations.

5:Apply safety principles.

Fourth graders demonstrated tool safety while sewing. Students discussed their responsibility to call 9-1-1 and practice fire safety.

Program Assessment
The character of our youth reflects the character of our society. If students are to display good character, we must provide them with meaningful and practical situations to develop a sense of belonging in their school and community. Efforts must be made to infuse ethical values into the curriculum and to help students develop values and abilities for decision-making and appropriate conduct.

"Honor Our Heroes" incorporates these values into the curriculum, while providing meaningful and practical experiences for students. The program provides opportunities for personal growth and character development. It allows students to develop self-esteem by being responsible, respecting others, and developing interpersonal skills. It also promotes academic achievement by providing a variety of opportunities for written expression, speaking, and listening.

As an interdisciplinary practice, "Honor Our Heroes" utilizes a variety of assessment measures to evaluate core curriculum standards and objectives. Students were assessed on their participation, completion, and presentation of their grade-level projects at the assembly.

Fifth grade essays were assessed using a variety of criteria including relevance to topic, use of supporting details, and demonstration of writer's voice.

Fourth graders were assessed on completion of their patchwork quilt. All students accurately measured their patch and worked cooperatively to extend the pattern. The patches lined-up evenly with the correct pattern, and were sewn together to create the finished product.

Third graders were assessed on the criteria for writing cinquain poems and could place their poem on the quilt if they followed directions and remained on-topic.

Second graders were assessed on their writing of an acrostic poem and active participation in singing "Heroes." The acrostic poem was evaluated based on accurate use of each beginning letter, on-topic writing, proper handwriting, and completion. Upon completion, poems were placed in a book and donated to the firefighters.

First graders created a thank-you book and sang "You Are Our Heroes." The students discussed ideas for the book, wrote, and illustrated the pages. They were assessed on their correct usage of sentence mechanics, the relationship between their illustrations and writing, and the production of a finished product created for others to read. When singing, students were observed using accurate lyrics, rhythm, tempo, and accompanying hand movements.

Lastly, kindergartners were assessed on their participation in a large group discussion about firefighters' responsibilities. They were also evaluated on the completion of their paper firefighter hats, and the accurate singing of "Fire, Fire."

Good character helps improve test scores and decrease discipline problems. A decrease in discipline problems leads to more academic time on-task, less time out of the classroom by students who display misbehavior, and an overall improved learning environment with fewer disruptions. The expression of good character through the use of effective social skills and interpersonal communication throughout the program was assessed on a school-wide basis. Since the implementation of "Honor Our Heroes," no students have been suspended, and the percentage of fourth graders passing the ESPA/ASK increased by 19.2% in mathematics and 11.8% in language arts.

Inclusion of Special Needs Students
Respecting individual differences is the hallmark of our character education program. All students and their families, regardless of the student's individual challenges, have a right to contribute and be included in the general education curriculum and school community.
This participation often requires the use of modifications, adaptations or simply the use of good teaching strategies and practices that would benefit not only special education students, but also all students with learning differences. "Honor Our Heroes" utilized several strategies and practices that helped to ensure the success of students with special needs. Some of these practices were in place prior to the program.

For example, special education and basic skills staff at our school work extensively to coordinate support classes with the lessons of the regular education teacher. Each week, the special education/basic skills staff distribute communication sheets to the regular education teacher requesting the specific assignments, projects and skills to be taught that week. The sheet is completed and returned by the regular education teacher. This coordination makes it possible for any special education/basic skills student to receive assistance on any classroom assignment, including the acrostic and cinquain poems.

In addition to the out-of-class support for classroom assignments, several classroom modifications/strategies were utilized including the use of a sound field system for communication-impaired students. Assistance was also available to special needs students through the use of several in-class teaching strategies through cooperative learning and peer mentoring. Second and third graders were encouraged to use peer editing to assist each other with the acrostic and cinquain poems. Fourth graders worked in cooperative groups to measure and cut patches for the quilt.

Parental support and community involvement also contributed to the success of special needs students. Fourth grade students were lead in the quilt making process by veteran quilt-makers, who were parents of former students. Fifth graders' Hero Essays were assigned as an out-of-class project, which allowed for parental assistance. The essays were evaluated on content and focus, but not on mechanics, so students with deficiencies in spelling and language skills were not penalized. Moreover, when special needs students chose to share their essays over the PA system, they were given several days to practice and were within close proximity to the special education teacher, who was available to assist in reading, or to provide "moral support."

Finally, during the performance, our younger students used hand gestures in conjunction with many of their songs to facilitate kinesthetic learning.

Replication
"Honor Our Heroes" can be easily replicated and implemented in any school at the elementary, middle, or high school level. The program can be copied exactly, or can be modified to meet the needs of diverse communities.

The program also does not have to focus solely on firefighters. Any person who is considered a hero can be honored, including, but not limited to police officers, doctors and nurses, or members of the armed forces. It is important for each school to assess its own community and develop a working relationship with its community helpers.

At the elementary level, schools may choose to engage their students in the same activities, such as essay writing, cinquain poem writing, and quilt-making, or may choose other activities that will exhibit appreciation for their community heroes. Other ideas include writing letters, presenting a cheer, creating a mural, planting a tree, or raising money for a cause. Each grade level should choose an activity related to heroism that best meets the needs of their own student population.

At the middle and high school levels, students can participate in this project in many of their classes. They can write essays and poems in English, discuss the character pillars and the theme of heroism in Social Studies, learn to sing or play relevant songs in chorus or band, and/or create a craft in home-economics or shop classes.

No matter what activity is chosen, it is important that schools replicating this program have enough time to prepare their grade-level projects. Projects that are rushed will not be as meaningful and will not allow students to reflect on the process.

This program required very little monetary costs, and did not use a significant amount of supplies. Therefore, any school, no matter their budget, can implement this program.

Schools interested in replicating this program are welcome to contact our school to view a copy of our "Honor Our Heroes" program video.