Grades 5/6

Transcription

Grades 5/6

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Grades 5/6 Learning Resource
Intermediate
2009/2010 Edition
Created by
Kirsten Verhoeven, Laura Harrison
Terri Zolob and Bill Robinson
Published by the Hidden Heroes Education Society
Distributed by The Critical Thinking Consortium
© Hidden Heroes Education Society 2007
Our Hidden Heroes
Grades 5/6 Learning Resource
2009/2010 Edition
©Hidden Heroes Education Society
Published by the Hidden Heroes Education Society
Ph: 250-741-7499
322 Kennedy Street,
Nanaimo, BC,
V9R 2J1
Toll Free 1-877-836-2781
email: info@ourhiddenheroes.org
Web site: www.ourhiddenheroes.org
Funded in Whole or Part through the Canada-British Columbia Labour Market Development
Agreement
Mission Statement
“To
inspire students to seek out the best in themselves and each other, and to strive to make a difference:
one person, one family, one community at a time.”
Hidden Heroes Education Society
Board of Directors
President
Vice President
Secretary/Treasurer
Board Member
Board Member
Board Member
Board Member
Board Member
Board Member
Board Member
Board Member
Board Member
Student Advisor
Student Advisor
Ed Poli, Management Consultant
Ross Fraser, Dean (Retired), Faculty of Arts & Humanities, Malaspina
University-College and Chair, Nanaimo Port Authority
Lee Fulla, Church Picard Accountants
Laura Harrison, Teacher
Cori Lynn Germiquet, Exec. Dir., Vancouver Island Economic Alliance
Elverna Edwards-Mailloux, Customer Relations Manager, THG
Carol McNamee, President (retired), Nanaimo District Teachers’ Assoc.
Heather Bronson, Elementary Principal (retired)
Pat Bugera, Impact Visual Communications, Public Relations
Andrea Rosato-Taylor, Sales Manager, Nanaimo Daily News
Phillip Wolf, Deputy Editor, Nanaimo Daily News
Rob Bye, General Manager/General Sales Manager, Island Radio
Michelle Fries
Celia White
Curriculum Development Team
Kirsten Verhoeven, MEd
Laura Harrison, MEd
Terri Zolob, BEd
Dolores Gottenberg, DEd
Bill Robinson, BA
Elementary Teacher, with a special interest in Social Responsibility
curriculum development
High School teacher with a special interest in leadership
Teacher with unending energy and enthusiasm
Original Consultant
Program Founder
Bill Robinson, BA
Founder and CEO
Writer, Broadcaster, Inspirational Speaker (Semi retired)
Special Thanks to:
Rotarians in District 5020, for their ongoing support
Robin Humphrey, for her layout and editing support
All of the teachers, students and other volunteers whose combined contributions helped to create this
Our Hidden Heroes program.
© Hidden Heroes Education Society
Grades 5/6
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“I am only one,
But I am one.
I can’t do everything,
But I can do
something.”
Helen Keller
Table of Contents
Page
•
•
•
•
•
•
•
•
•
Welcome from the Founder
History and Future
Hidden Heroes Philosophy & Program Overview
Principles of Hidden Heroes and BC Performance Standards
Creating Media Coverage for Students’ Hidden Heroes Work
Invitation to Teachers – “Your Turn”
Social Responsibility Book List
Sponsor Acknowledgements
Foreword to Teachers
i
ii
vii
ix
xi
xiii
xiv
xvii
xix
Learning Resource Overview
Lesson 1a & 1b: Learning about oneself and how that knowledge can and
does affect others
Lesson Resources:
1b.A
1b.B
1b.C
1b.D
Story- Randerson Ridge, Part 1& 2
Story- Small Communities
BC Quickscale Performance Standard
Journal
Lesson 2: Evaluating oneself according to the British Columbia Social
Responsibility Performance Standards, and the effects of having
positive self-esteem
Lesson Resources:
2.A
2.B
2.C(i) &(ii)
2.D
Personal Inventory
Social Responsibility Assessment Rubric
Biographical Poem Format and Sampler
Journal
Lesson 3: Identifying Hidden Hero characteristics
Lesson Resources:
3.A
3.B
3.C(i) &(ii)
3.D
3.E
Story – The Stranger Who Helped
Story - Making a Difference
Daily Reflection and Check In Sheets
Journal
Reflection & Thinking
(Quotes for Closure)
Grades 5/6
Hidden Heroes
Lesson 4: Understanding the value and role of a positive attitude, as well as
overcoming adversity and obstacles:
Lesson Resources:
are:
Ordinary people
doing small things
that make a
difference.
“I am only one,
But I am one.
But I can do
something.”
4.A
Story – Jake Kaese
4.B
Story – Les Annesley
4.C
Story – Lorna Prentz
4.D(i) &(ii) Daily Reflections & Check In Sheets
4.E
How to Post and Share Your Stories
4.F
Story – Joy Hunter
4.G
Story – Kristy Tymos
4.H
Story – Heather Williams
4.I
Think About it
4.J
Journals
4.K
Three Minute Pause
4.L
Hidden Hero Descriptors
Lesson 5: Identifying the Hidden Hero within.
Lesson Resources:
Helen Keller
5.A
5.B
5.C(i) &(ii)
5.D
5E
5F
Story – Darren Hauca
Story – Tom & Joyce Huck
Daily Reflections and Check In Sheets\
Hidden Hero Descriptors
Journal
for Grades 4-5
Lesson 6: Discovering the power of compliments and acknowledgment
Lesson Resources:
6.A(i)
6.A(ii)
6.A(iii)
6.A(iv)
6.B
6.C
6D
6E(i) &(ii)
6F
6G
What Is a Compliment?
Example of Compliments
Compliment Quiz
“Give a Compliment” Scenarios
Story – Dale Dawes
Story – Betty Dillabough
Hidden Heroes Descriptors
Daily reflections & Check in Sheets
Three Minute Pause
Journal
Lesson 7: Understanding the “ripple effect”, created when someone makes a
small personal improvement in what they think, say or do, or does
something positive for themselves or others
Lesson Resources:
7.A
7.B(i)
7.B(ii)
7.C.
7.D
7.E
7.F
“Ripple Effect” Record Sheet
Story – Bill Pineo
Story – Darcie Pineo
Story – Ripple Effect, by Hidden Heroes Founder
Story – Brenda Aubin/Mid Island United church
Your Influence Begins With You
“The Ripple Effect” Quote by John Heider
Grades 5/6
Lesson 8: Putting into practice the concepts and outcomes of the
Our Hidden Heroes program
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
Lesson Resources: 8.A
“BC Quick Scale Performance Standard
8.B
Secret Agent Hidden Hero Contract
8.C(i) &(ii) Daily Reflections Check In Sheets
8.D
Three Minute Pause
Lesson 9: The culminating activity has the students reflecting
on what they have learned, how it has changed them
and possibly changed or influenced others.
Lesson Resources: 9.A
Puppet Show or Play Rubric
9.B
Quick Scale for Social Responsibility
9.C(i) &(ii) Daily Reflections Check In Sheets
“I am only one,
But I am one.
But I can do
something.”
Helen Keller
Lesson 10: Celebrations of our Hidden Heroes
Lesson 11: Energy Conservation Lesson (An extra lesson to be used at the
teacher’s discretion)
Additional Stories:
This supplemental story section has been added to our support materials for
teachers to use at their discretion.
1. Kathaleen Thompson: Severely disfigured in a house fire as a baby.
Now a successful mother of six.
2. Phil Nealy: Quadriplegic overcomes his challenges….big time
3. Brenda Tom: Mom goes back to school and inspires her children
4. Karen Clevette: 43 year old high school graduate and class
valedictorian
5. Robin & Sylvia Campbell: One injured owl changes their lives
6. Deborah Gallant: Starts school, Nanaimo Unique Children,
for developmentally challenged children
7. Robin Dutton: He and his bike totalled a truck. He’s a competitive rider
again
8. Lessons from Parents; Bill Robinson’s parents taught him lessons now
taught in the Our Hidden Heroes program
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“There lives in
each of us a hero
awaiting the call to
action.”
H. Jackson Brown
Jr.
Founder’s Message
Welcome:
We believe you will find the Our Hidden Heroes program as powerful as it
is simple.
Bill Robinson, our founder and CEO, planted the seeds of the Our Hidden
Heroes program in 1975 on his CKFM radio show in Toronto. The
concept grew stronger when he moved down the street to do a show called,
“The Robinson Connection,” on CKEY, and then continued to grow in the
late 1990s when he launched a Hidden Heroes newspaper column in the
Mid Vancouver Island Region and later an Island-wide TV feature. The
Hidden Heroes stories in these lesson plans are reprints of Bill’s column.
The DVDs are features he produced with the support of Shaw TV in
Nanaimo.
Should you be interested, a more complete history of our project and vision
for the future follows on the next few pages.
In April of 2001, Bill began to think about expanding beyond the media to
develop a set of Our Hidden Heroes lesson plans for schools. At that point
he decided to form the Hidden Heroes Education Society (a not-for-profit
society) and in early 2002, with support from two Nanaimo teachers,
Mary-Lynn Epps and Ray Schlitz, he created a Hidden Heroes WebQuest,
which he later developed into his own set of amateur lesson plans and
support materials. These materials were extremely well received by
students, teachers, and administrators in School District 68.
A few years later, our project took on a new and exciting potential when
the Ministry of Education’s District Review Team found teachers in
School District 68 working with our amateur lesson plans. They deemed
our program a “promising practice that should be further developed.”
By the early summer of 2006, with financial support from School District
68, as well as many local businesses, and most important of all, exceptional
financial support from Sprott-Shaw Community College, we were able to
recruit our Development Team and offer them an honorarium. The team
includes:
 Kirsten Verhoeven – Elementary Teacher, M.Ed. with an interest in Social
Responsibility

Laura Harrison – High School teacher, MEd with a special interest in
leadership



Terri Zolob – BEd and Teacher
Dolores Gottenberg – EdD Educational Leadership Consultant
Bill Robinson – BA, Hidden Heroes founder, writer, broadcaster, speaker
The following materials have been developed by teachers for teachers.
We are confident you will find them both effective and easy to implement.
i.
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“A thankful heart
is not only the
greatest virtue,
but the parent of
all other virtues.”
Cicero
Our History and Future:
The seed of the basic Hidden Heroes concept was planted in 1975 when I met
with Dr. Hans Selye, the man who first began to study stress in human
beings. He also had become a bit of a philosopher by the time I met him and
he was considered a genius by many.
During that conversation, I learned that Dr. Selye enthusiastically agreed with
me that in short, it’s not the one in a million heroes that make the biggest
difference in this world, it’s the millions of ordinary people who consistently
do small, positive things to improve life for themselves and the people around
them. Today I call these people Hidden Heroes. We also talked about the
“ripple effect”, the power of acknowledgement and the importance of
persistence. Simply put, we discussed the wisdom of the ages.
As I was leaving our meeting, Dr. Selye encouraged me to talk about these
ideas on my CKFM weekend radio show in Toronto. I promised I would.
For years I had recognized that these ideas were as powerful as they were
simple but because of their simplicity, I never talked about them on air even
though I tried my best to live by them every day.
The next weekend, I found myself on air playing a song called, “Loneliness
Can Really Get You Down” by Gary and Dave and, with Dr. Selye’s silent
support, I came off the back of the song and said, “If you are feeling lonely
and depressed today and all you do is sit around listening to the radio feeling
lonely and depressed, I’ll guarantee at midnight tonight, you’re going to feel
REALLY lonely and REALLY depressed; however, if you get up and go for a
walk, dig in the garden, go shopping, do almost anything, no guarantees, but
your chances of feeling better at midnight go way up.”
The phone rang almost immediately and a man with a flat, depressed,
monotone voice said he wanted me to know he had heard me and that he was
getting dressed and going for a walk. He also mentioned that he had lost his
job some months before, that he was being threatened with eviction, and that
he had had very little to eat for several days. Times were tough but he was
going for a walk.
Twenty four hours later, I had pretty much forgotten the incident and, given
that I had met my commitment to Dr. Selye, I was moving on as usual with
my show -- but not for long.
ii
The following Saturday, the very first call to the studio came from a man with
an upbeat voice who said, “Hi, remember me? I’m the guy that called you last
week and I’m here to report a series of minor miracles.”
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“A thankful heart
is not only the
greatest virtue,
but the parent of
Cicero
It turns out that during his walk, when he was near the Royal York Hotel, the
listener met a man who was in town for a conference. The visitor took him
into the hotel and into a room where one wall was lined with tables full of
food.
Not only was he invited to eat his fill but he was given a doggy bag that fed
him for the next several days. That initial meeting led to another and another
and yet another miracle. By the end of the week, the listener had found a job
and was able to borrow money to buy food and pay at least some of his rent.
His life had taken a 180 degree turn because he heard some guy on the radio
telling him a simple truth, something we all know to be true but something we
don’t always act on.
This story also teaches an even more important lesson about the power of
acknowledgement.
That simple phone call had a huge impact on both my career and my life.
After that call, my constant and passionate on air commitment was to inspire
my listeners to take small “doable” steps to make a difference in their own
lives and the lives of people around them. I did that by telling stories about
other ordinary people who had done, or were doing, small things that make a
difference - small things any other ordinary person could do in similar
circumstances. Off air I did my best to be aware of the lessons these everyday
Canadians were teaching me and then to live by them.
That phone call gave birth to my Mid Vancouver Island Hidden Heroes
newspaper column, television feature and the various Our Hidden Heroes
curricula we have developed. Many of these columns and video features have
been including with our support materials.
The truly fascinating part of this whole story is that my listener has no idea
that his simple 60 second phone call dramatically changed my life and career.
And, thanks to the “power of acknowledgement,” the “ripple effect” and the
power of the media, I can only guess how many people he has touched over
the years and then, in turn, how many those people have touched, and so on
and so on and so on.
One thing is definite. Had he not called to thank me, you would not be
reading this material because the Our Hidden Heroes program would not
exist.
Small things really can make a big difference.
iii
Birth of the Our Hidden Heroes Education Program:
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“A thankful heart is
not only the
greatest virtue, but
the parent of all
other virtues.”
Cicero
A few years after moving to Nanaimo in 1996, I found myself missing a
media “soap box” that would give me an opportunity to promote the
motivating and inspiring people I meet in my day to day life. That’s when I
began to write my Hidden Heroes column in two local newspapers.
Six months after I began writing the column, I began to realize that I knew a
lot of local teachers who would be interested in the Hidden Heroes concept,
so, given their support, I began to develop a Hidden Heroes WebQuest and
eventually a set of amateur lesson plans and teacher support materials -- I’m
thankful for the early support of Nanaimo teachers Mary-Lynn Epps and Ray
Schlitz.
I couldn’t help thinking about the powerful impact we could have if several
times through their school years, students met, interviewed and wrote about
some of the Hidden Heroes in their lives, studied various Hidden Heroes
concepts and experienced the power we all have to make a difference by doing
small positive things for ourselves and others. We believe our graduates
would tend to be more aware of and to emulate the Hidden Heroes around
them and also to be natural Hidden Heroes themselves. In other words, they
would be the heart of a more socially responsible society.
Schools, I began to realize, would be the most powerful means in helping us
reach our Hidden Heroes goal: to transform the world one person, one family,
one community at a time.
During this time period the Hidden Heroes Education Society was created.
Our work received strong support from School District 68 Trustees, three
different School District 68 Superintendents, the Nanaimo District Teachers
Association, Drs. Neil Smith and Pat Ross of Malaspina University College
(now VIU), CUPE, the RCMP and many other community organizations.
My amateur lesson plans also became so popular with local teachers that I
began to think of expanding the project across the province and in fact around
the world. To do so, I knew I would need to have the lesson plans and support
materials professionally designed.
Over the next year and a half, a couple of attempts were made to consult with
teachers during the school year. This did not work out because, as you know
only too well, teachers are 150% busy just keeping up with their classroom
responsibilities. Since then I have also learned that developing curricula is a
huge, time consuming job, much more daunting than I had ever imagined.
Knowing I couldn’t develop curricula on my own, I was about to give up …
but then the cavalry arrived.
iv
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
To my surprise the Ministry of Education’s District Review team visited
Nanaimo and found several teachers working with my Hidden Heroes lesson
plans and named the program a “promising practice that should be further
developed”.
With this endorsement from the District Review Team, School District 68
made a significant financial donation to our society to support the professional
development of our lesson plans and support materials. Several local
businesses also lent their support, including our major sponsor to date, Dean
Duperron, owner of Sprott-Shaw Community College, who donated over
$8,000 to help us grow.
Without the Sprott-Shaw Community College commitment it would have been
difficult, if not impossible, for us to move forward with our development
plans.
“A thankful heart
is not only the
greatest virtue,
but the parent of
Cicero
Given this financial support, we were able to provide honoraria for two
teachers to develop Hidden Heroes lesson plans and teacher support materials
for Grades 1/2, 3/4, 5/6 and 7/8 over the summer and fall of 2006.
Kirsten Verhoeven, a teacher at Uplands Park Elementary, was one of those
teachers. She completed her Masters degree in 2005 with a focus on Social
Responsibility. Then, as luck would have it, Dolores Gottenberg moved to
town in the spring of 2006 with her D.Ed. in Educational Leadership. We had
our development team.
In partnership with Kirsten, Dolores did a huge amount of research to ensure
that our lesson plans support the BC Curriculum as well as the BC
Performance Standards for Social Responsibility. Our Grades 1/2, 3/4, 5/6
and 7/8 lesson plans were prepared with this work as a foundation.
Next, we formed our Development Team in the late fall of 2006. The team
includes: Terri Zolob, B.Ed.; Kirsten Verhoeven, M.Ed.; Laura Harrison,
M.Ed.; and Bill Robinson, B.A.
Media:
The basic Hidden Heroes concept has been developed in the media over a 30
year period. The school-based version was nurtured and grown primarily in
School Districts 68 starting in 2001. Although I am still interested in the
media, my passion for the school-based Our Hidden Heroes program has
attracted most of my attention.
That said we are now beginning to explore partnerships with local newspapers
and radio stations in an attempt to see our students’ stories find their way into
print or on air. These would be stories about certain Hidden Heroes in their
lives and/or times they have been Hidden Heroes themselves.
All stories emailed to stories@ourhiddenheroes.org will be posted on our web
site.
v
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“A thankful heart is
not only the greatest
virtue, but the
parent of all other
virtues.”
Cicero
Our Learning Resource Development Team
(Kirsten Verhoeven M.Ed., Laura Harrison, M.Ed. and Terri Zolob, B.Ed.)
Working with this enthusiastic, mutually supportive team has been one of the
greatest joys of my life. The result is a set of Our Hidden Heroes lesson
plans developed from beginning to end by teachers for teachers so I am
confident that you will find them both effective and easy to implement.
Special thanks also go out to our Hidden Heroes Education Society Board of
Directors, especially Ross Fraser and Ed Poli. They have served on our board
since it was founded in April 2001. Without the support of all of these people,
I probably would have given up on this project long ago.
Current board members include Ed Poli, Ross Fraser, Laura Harrison, Cori
Lynn Germiquet, Carol McNamee, Pat Bugera, Elverna Mailloux, Heather
Bronson, Andrea Rossato-Taylor, Phillip Wolf, Lee Fulla, Rob Bye.
Former board members include: Karen Clevette, Lesley McInney, Bruce
Mitchell, Zoe Brown, Andrew Smity, Lorraine Lemon (now our bookkeeper)
and Patrick McMurchy.
All grade levels of Our Hidden Heroes program are dedicated to the
memory of Bruce Mitchell, former Hidden Heroes board member and
Principal of Dover Bay Secondary School.
The Future of Our Hidden Heroes:
Over the next few years, our goal is to expand across British Columbia,
Canada and beyond. We are currently exploring a partnership with
Vancouver Island University that would see the program adjusted by three
retired SD 68 teachers to be more culturally appropriate for students in Ghana
and other English speaking African countries.
A partnership is also underway with the Mid Vancouver Island Boys and Girls
Clubs to adapt the Our Hidden Heroes program to meet the needs of their preteen programs.
I believe that Hidden Heroes everywhere share many of the same values,
characteristics and strengths but express them differently depending on their
culture. Therefore when students read Hidden Heroes stories written by
students from other countries, they will also be learning about different
cultures.
I look forward to reading stories your students have written about their Hidden
Heroes, their experience becoming Hidden Heroes themselves and any other
insights they may have gained from the project. I guarantee that all of their
stories and insights will be posted on our website at
www.ourhiddenheroes.org.
vi
Hidden Heroes
are:
Hidden Heroes Philosophy and Program Overview:
Ordinary people
doing small things
that make a
difference.
The philosophy of the Our Hidden Heroes program is simple; it states that, “It’s
not the one in a million heroes as defined in the dictionary that make the
difference in this world; it’s the millions of Hidden Heroes, ordinary people
doing small, positive things that make a difference.”
“Knowledge is
always gained
through action and
for action.”
Bill Torbet
We believe it is possible to make a difference “One Person, One Family, One
Community at a Time,” and we are committed to helping to make that happen.
Our programs, lessons and activities have been designed with you, the teacher in
mind. More importantly, each lesson and activity in these units have been
designed for teachers by teachers; teachers who passionately believe in and are
committed to both the Hidden Heroes philosophy and to helping our students
become more socially responsible citizens. You will find that we have created a
fun and inviting program that enables teachers to formally assess each student’s
growth through a variety of activities and projects.
We are familiar with and understand the ideas and concepts around action-based
research and have endeavoured to create that type of learning atmosphere
throughout the progression of our lessons. It is our desire that through our
activities and lessons, your students will become familiar with many of the
action-based philosophies and thus gain practical knowledge that can be
incorporated into their everyday lives. Further still, by putting into practise their
new knowledge, they will begin to see that they can make a big difference not
only in their own lives but also in the lives of people in their families, their
schools, their communities and ultimately, the world.
The Our Hidden Heroes program supports British Columbia’s Mandate for
Social Responsibility. It also integrates well with learning outcomes for language
arts, personal planning, social studies and ethics, and it integrates well with
programs such as the Virtues Project.
Our teacher support materials include written and video stories of real life
Hidden Heroes who exemplify the learning outcomes in the teacher-ready
lessons. Each lesson also features a variety of engaging student activities,
handouts, self-assessment and teacher-assessment tools.
The word “bullying” is never used in the Our Hidden Heroes materials, yet
teachers report that Our Hidden Heroes has proven itself to be a “proactive antibullying program”.
Although developed in British Columbia, Our Hidden Heroes is on the Toronto
District School Board’s recommended resource list. Direct links to the Ontario
Curriculum and TDSB’s Character Development Initiative have been developed
by Ontario teachers and are available by emailing a request to
info@ourhiddenheroes.org.
vii
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“Knowledge is
always gained
through action and
for action.”
Bill Torbet
When using performance assessment, students are asked to apply the skills and
concepts they have learned to successfully complete complex, realistic tasks. The
Our Hidden Heroes program has been carefully designed with the social
responsibility criterion in mind. We have created a program that starts with an
introduction to the Hidden Heroes philosophy and then slowly moves the
students through a series of learning activities that initially start with learning
about oneself and progress outward. Once the students are able to look outside
themselves, they are asked to assess how one simple act can and usually does
grow (ripple effect). Finally, the students are asked to reflect on the whole
process as they understand and assess their own individual learning.
The process is designed in such a way that it enables students to meet the
expectations for a socially responsible student at the grade 7/8 level. See below
for an overview of the growth Students will experience throughout the program
from Grade 1/2 to Grade 7/8.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Learning about oneself and how that knowledge can and does affect others
Knowing the difference between needs and wants and how Glasser and Maslow
see the hierarchy of human needs
Valuing diversity by examining the impact of ‘first impressions’
Understanding the value and role of a positive attitude
Identifying the Hidden Hero within
Discovering the power of acknowledgment
Putting into practice the concepts and outcomes of the Our Hidden Heroes
program
Understanding the ‘ripple effect’ that begins to happen when someone makes a
small personal improvement in what they think, say or do, or does something
positive for others
The culminating activity asks the students to reflect on what they have learned,
how it has changed them and possibly changed or influenced others
As mentioned earlier, Our Hidden Heroes also assists teachers in meeting a variety of
cross-curricular learning outcomes including: language arts, social studies, personal
planning and ethics.
viii
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
Principles of the Our Hidden Heroes Program



“If you can keep on
trying after three
failures in a given
undertaking, you
may consider
yourself a "suspect"
as a potential
leader. If you keep
on trying after a
dozen failures, the
seed of genius is
germinating within
your soul."






Napoleon Hill

It’s not the one in a million heroes as defined in the dictionary that make the
biggest difference in this world; it’s the millions of Hidden Heroes, ordinary
people doing small, positive things that make a difference.
We are all surrounded by Hidden Heroes yet somehow we have been trained
to pay less attention to them than we do to those who are the antithesis of
Hidden Heroes.
We can become more powerful, effective people by emulating the Hidden
Heroes (positive role models) that surround us.
No matter how old, young, weak or strong, we all have the power to make
this world a better place; one person, one family, one community at a time.
Because of the ripple effect, Hidden Heroes can sometimes make a BIG
difference for people they have never and will never meet.
Because we can each make a positive difference in the world, we have a
responsibility to do so.
Small consistent acts of kindness are “doable,” but, they are not always easy
– that’s when persistence is essential.
A simple “thank you” encourages others to do even more of the positive
things for which we thanked them. We call this the power of
acknowledgement. (It’s also a good idea to acknowledge ourselves for things
we do well).
It’s important to maintain a positive attitude and surround ourselves with
positive, supportive friends. (Dr. Hans Selye once said, “Adopting the right
attitude can convert a negative stress into a positive one.”)
The Our Hidden Heroes program connects to and supports the learning
outcomes of the British Columbia Social Responsibility strands, which
include:
Valuing Diversity and Defending Human Rights
 Treat classmates, family, friends and school staff fairly and
respectfully
 Generally accept differences in language, accent, dress and actions of
others
 Work and interact with a variety of classmates
 Listen without interrupting
 Identify positive aspects of diversity
 Identify and comment on effects of stereotyping
 Recognize and describe several basic human rights
ix
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
“If you can keep
on trying after
three failures in a
given undertaking,
you may consider
yourself a
"suspect" as a
potential leader.
If you keep on
trying after a
dozen failures, the
seed of genius is
germinating within
your soul."
Solving Problems in Peaceful Ways
 Manage conflict appropriately, including presenting views and
arguments respectfully, and considering others’ views
 Use effective problem-solving steps and strategies.
Exercising Democratic Rights & Responsibilities
 Follow classroom rules
 Accept consequences for not following rules
 Willingly participate in positive actions suggested by others
 Can describe some ways citizens interact with and influence
governments
 Practice conservation
 Demonstrate understanding of global citizenship
 Begin to show a sense of unselfishness
 Identify ways to make the world a better place
Contributing to the Classroom and School Community
 Friendly and kind
 Willing to help others
 Show a sense of community
 Encourage and praise others
 Willing to participate in and complete class activities
 Contribute, explain and elaborate on ideas
 Work well with a variety of classmates and different situations
 Contribute in accomplishing the assigned task when working in a
group situation
 Willing to take responsibility for maintaining and/or improving
personal space, the classroom and other school areas
Napoleon Hill
Note: Although these lessons have been developed to meet the guidelines for
Social Responsibility as set out in the British Columbia Provincial Standards,
they can be readily adapted to meet learning outcomes for curricula in many
other regions.
x
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
Media Coverage:
Kids love to see their work represented on the internet or in the media.
It’s the icing on the cake for this project and in most communities, your
local media will be interested in interviewing your students about things
they have learned through the Our Hidden Heroes program.
All stories written by your students about Hidden Heroes they know or
about times they have been Hidden Heroes will be posted on the Our
Hidden Heroes website if they are submitted by you. We would suggest
that you have one student link all stories into one document and email
them to you to be forwarded to us at stories@ourhiddenheroes.org.
Newspapers might be interested in printing stories your students have
written or, for younger students, printing selected drawings illustrating
scenes where people have demonstrated socially responsible behaviour.
Local television stations may also be interested.
“Try to bring a
rainbow to
someone’s life
every day.”
Grace Kremer
On the next page, you will see a sample media release. Now all you have
to do is get it to the right person.



For newspapers, contact the managing editor
For radio stations, contact the newsroom
For television, contact your local television office and ask to whom
you should send your media release.
We would appreciate hearing about any media coverage you get for your
project. Please send copies of newspaper or other media coverage to Bill
Robinson, Our Hidden Heroes, 322 Kennedy Street, Nanaimo, BC V9R
2J1.
To make it easier for you, you’ll find a digital copy of our sample media
release in the “Teachers’ Section” of Our Hidden Heroes website.
(www.ourhiddenheroes.org )
Note: Permission from parents must be received before any child’s name
or picture is released to the public.
xi
Hidden Heroes
______________________________
are:
(Name of your school & grade level)
Ordinary people
doing small
things that make
a difference.
Our Hidden Heroes Program
MEDIA RELEASE (sample)
Date: __________________________
For Immediate Release
“Try to bring a
rainbow to
someone’s life
every day.”
Grace Kremer
Contact:
(Ms. / Mr. So-and-so (teacher) phone number and
email address)
Photo attached
(If a photo or photos are attached (always a good
idea) list names, left to right with appropriate
permission)
======================
The Grade 7/8 students in (Ms. / Mr. So-and-So’s class) have just completed a __
week Our Hidden Heroes unit of study. During this program, they have learned
that it’s not the one in a million heroes that make the biggest difference in this
world; it’s the millions of Hidden Heroes, ordinary people just like them doing
small things that make a difference in their own lives and the lives of people
around them.
After much discussion, the students agreed that we are all surrounded by many
more Hidden Heroes than hidden criminals and that our Hidden Heroes deserve
to be celebrated.
Given that realization, they became Hidden Hero detectives and sleuthed out
Hidden Heroes in their school and community. Then each student drew a picture
illustrating their Hidden Hero in action.
Many also did small things that qualified them as Hidden Heroes.
We are certain that your readers / viewers would be interested in hearing about
these Hidden Hero experiences as seen though the eyes of our Grade 7/8
students.
(MS. / MR. SO-AND-SO) WILL ARRANGE TO HAVE THESE STUDENTS
AVAILABLE TO BE INTERVIEWED AT YOUR CONVENIENCE WITH
PARENTAL PERMISSION.
xii
Hidden Heroes
Invitation to Teachers: Your Turn
are:
Ordinary people
doing small things
that make a
difference.
“The first step in
the acquisition of
wisdom is silence,
the second,
listening, the third
memory, the
fourth practice,
the fifth teaching
others.”
Solomon I. Gabriol
Teachers, we want to express our sincere gratitude and thanks for both the
time and effort you put into bringing Our Hidden Heroes program into
your classrooms, and your commitment to making our students more
socially responsible. We gladly welcome any suggestions, comments or
questions you may have regarding the Hidden Heroes Education Society
and these lessons.
In fact, we not only welcome your advice and suggestions, we encourage
you to share your experiences from the project with us and any other ideas
or changes you may have made to enhance your lessons. You can always
contact us at 1-250-741-7499 or at our toll free number 1-877-836-2781,
or by email at bill@ourhiddenheroes.org.
We look forward to hearing from you.
xiii
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
Social Responsibility Book List
1. Strand: Contributing to the Classroom and School Community
Theme: Friendship/Kindness/Generosity/Caring
Fox – Wild, Margaret, Gr. 3-5, ISBN 1929132166
The Giving Tree – Silvertein, Shel, Gr. K-5, ISBN 0060256657
George and Martha – The Complete Stories of The Two Best Friends –
Marshall, James, Gr. K-5, ISBN 0395851580
Horace and Morris but Mostly Dolores – Howe, James, Gr. 2-4, ISBN 068931874X
Miss Rumphius – Cooney, Barbara, Gr. K-5, ISBN 0670479586
Boxes for Katje – Fleming, Candace, Gr. 4-8, ISBN 0374309221
Rosie and Michael – Viorst, Judith, Gr. 4-8, ISBN 0689712723
Terry Fox: The Story of Hope – Trottier, Maxine, Gr. 4-8, ISBN 0439948886
“We are always
surprised at the
progress that
comes from doing
simple things
well.”
,
H. Jackson Brown,
Jr.
Theme: Respect – Honouring the worth of oneself and/or others
A special thanks
goes to Margaret
Ann Litch for her
support. She is a
retired school
librarian.
Verdi – Connon, Jannell, Gr. 2-4, ISBN 0152010289
I am the Dog I am the Cat – Hall, Donald, Gr. 4-8 ISBN 0803715056
Blubber – Blume, Judy, Gr. 3-5, ISBN 0440407079
Gypsy Princes – Gilman, Phoebe, Gr. 4-8, ISBN 0590123890
A Gathering of Days: A New England Girl’s Journal 1830-32 – Blos, Joan,
Gr. 4-8, ISBN 0689829914
A Salmon for Simon – Waterton, Betty – Gr. 4-8, ISBN 0888992653
Theme: Teasing and Bullying
Don’t Laugh at Me – Seskin, Steve, Gr. K-5, ISBN 1582460582
The Hundred Dresses – Estes, Eleanor, Gr. 3-5, ISBN 0156423502
Mean, Mean Maureen Green – Cox, Judy, Gr. 2-4, ISBN 0440417007
Give Maggie a Chance – Wishinsky, Frieda, Gr. 4-8, ISBN 1550417045
Scrambled Eggs and Spider Legs – Hogg, Gary, Gr. 2-4, ISBN 0590205897
Simon’s Hook – Burnett, Karen, Gr. 2-5, ISBN 0966853016
xiv
4. Strand: Solving Problems in Peaceful Ways
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
Ballerinas Don’t Wear Glasses – Manson, Ainslie & Griffiths, Dean, Gr. 2-5,
ISBN 1551431580
Berlioz the Bear – Brett, Jan, Gr. K-2, ISBN 0399222480
Chicken Sunday – Polacco, Patricia, Gr. 2-4, ISBN 0399221336
Enemy Pie – Munson, Derek, Gr. K-3, ISBN 081182778X
Hunter’s Best Friend at School – Elliot, Laura Malone, Gr. K-1, ISBN 0711219400
Lilly’s Purple Plastic Purse – Henkes, Kevin, Gr. K-3, ISBN 068812898X
Me First – Lester, Helen, Gr. K-2, ISBN 0395587069
The Big Pumpkin – Silverman, Erica, Gr. K-1, ISBN 002782683X
Sami and the Time of the Troubles – Heide, Florence & Gilliland, Judith,
Gr. 5-7, ISBN 0395559642
Sometimes I’m Bombaloo – Vail, Rachel, Gr. K-2, ISBN 0439087554
The True Story of the Three Little Pigs – Scieszka, Jon, Gr. 2-5, ISBN 0670826592
When Sophie Gets Angry – Really, Really Angry, Bang, Molly,Gr. K-1,
ISBN 0590189794
“We are always
surprised at the
progress that
comes from doing
simple things
well.”
H. Jackson Brown,
Jr.
Why? - Popv, Nikolai, Gr. 2-5, ISBN 1558585346
Wolf! – Bloom, Becky, Gr. K-2, ISNB 0531301559
5. Strand: Valuing Diversity and Defending Human Rights
A Life Like Mine - Khan, Jemima (In Assoc. with Unicef), Gr.3-5, ISBN0789488590
All the Colours of the Earth – Hamanaka, Sheila, Gr. K-3, ISBN 0688111327
Bein’ With You This Way – Nikola, Lisa W., Gr. K-3, ISBN 1880000059
Celebrations – Kindersley, Anabel, Gr. 3-5, ISBN 1551681080
The Colours of Us – Katz, Karen, Gr. K-2, ISBN 0805058648
Everybody Bakes Bread – Dooley, Norah, Gr. K-5, ISBN 0876614864X
From Far and Wide – Cugnet, Jo Bannatyne, Gr. 3-5, ISBN 0887764436
The Keeping Quilt – Polacco, Patricia, Gr. 1-5, ISBN 0671649639
We are All Related – Littlechild, George, Gr. 2-5, ISBN 0968047904
What a Wonderful World – Weiss, George David, Gr. K-2, ISBN 0689800878
Whoever You Are - Fox, Mem, Gr. K-3, ISBN 0152007873
Why Am I Different – Simon, Norma, Gr. K-3, ISBN 0807590746
6. Strand: Valuing Diversity and Defending Human Rights
Theme: Prejudice/Stereotyping/Racism
Amazing Grace – Hoffman, Mary, Gr. 1-3, ISBN 1854303341
The Butterfly – Polacco, Patricia, Gr. 3-5, ISBN 0399231706
Crow Boy – Yashima, Taro, Gr. K-3, ISBN 014050172X
Horace – Keller, Holly, Gr. K-1, ISBN 0688118445
I Have a Dream – King, Martin Luther, Gr. 3-5, ISBN 0590205161
If a Bus Could Talk the Story of Rosa Parks – Ringgold, Faith, Gr. 1-5,
ISBN 0689818920
Journey to Jo’Burg – Naidoo, Beverley, Gr. 3-5, ISBN 0006754554
Mrs. Katz and Tush – Polacco, Patricia, Gr. K-3, ISBN 0440409365
Nothing Wrong with a Three-Legged Dog – McNamee, Graham, Gr. 3-5,
ISBN 0385327552
Number the Stars – Lowry, Lois, Gr. 3-5, ISBN 0440403278
The Other Side – Woodson, Jacqueline, Gr. 1-3, ISBN 0399231161
The Sneetches – Dr. Seuss, Gr. 1-5, ISBN 0396900898
xv
Hidden Heroes
The Story of Ruby Bridges – Coles, Robert, Gr. 2-4, ISBN 05905722814
Through My Eyes – Bridges, Ruby, Gr. 4-8, ISBN 0590189239
Underground to Canada – Smucker, Barbara, Gr. 4-5, ISBN 01413006866
Yo! Yes! – Raschka, Chris, Gr. K-2, ISBN 0531054691
When the Soldiers Were Gone – Propp, Vera W., Gr. 4-9, ISBN 0399233253
7. Strand: Exercising Democratic Rights and Responsibilities
are:
Ordinary people
doing small things
that make a
difference.
Dear Children of the Earth – Schiimmel, Schim, Gr. K-5, ISBN 1550612252
If the World Were a Village - Smith, David J., Gr. 4-7, ISBN 1550747797
The Great Kapok Tree – Cherry, Lynne, Gr. K-5, ISBN 015200520X
The Wump World – Peet, Bill, Gr. 1-5, ISBN 03951984
“We are always
surprised at the
progress that
comes from doing
simple things
well.”
H. Jackson Brown,
Jr.
xvi
: (250) 741-7499
Fax: (250) 741-7479
e-mail: bill@ourhiddenheroes.org
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference.
We have an extraordinary Hidden Heroes development team and
we’ve had strong support from School District 68, the Ministry of
Education’s District Review Team, the BC Minister of Education
(Shirley Bond) and many other educators, but that support was not
enough to see this program become successful. There was one piece
of the puzzle missing. Now we have found that missing piece, and
Our Hidden Heroes lesson plans and teacher support materials are
ready to be put into the hands of teachers and students. Special
thanks go to Our Corporate Sponsors for their financial support
over the years.
Hero Plus Level
($10,000+)
“Try to bring a
rainbow to
someone’s life every
day.”
Grace Kremer
Rotary Youth Programs
http://www.rotary.org/
http://www.sprottshaw.com/
xvii
Hero Level
Hidden Heroes
($5,000 - $9,999)
are:
Ordinary people
doing small things
that make a
difference.
http://www.bchydro.com/
Mentor Level
($1,000 - $4,999)
http://www.sd68.bc.ca/
http://www.npa.ca/
“Try to bring a
rainbow to
someone’s life every
day.”
Grace Kremer
Leader Level
($500 - $999)
http://www.oceansiderotary.ca/
Media Heroes
xviii
Grades 5/6
Lesson 1A.1
Hidden Heroes
are:
Ordinary people doing
small things that make
a difference
Lesson 1A
This introductory
lesson is designed to
set the stage and is a
prerequisite for all
future Our Hidden
Heroes lessons.
Lesson 1A is
specifically designed
for those students
who have been
introduced to the
program in an earlier
grade. This lesson will
help to access your
students’ prior
knowledge about the
Our Hidden Heroes
program giving them a
good foundation on
which to further build
their understanding
and knowledge of the
Hidden Heroes
concepts.
This lesson addresses
the question,
“What characteristics
or qualities constitute
a good role model /
Hidden Hero?”
Purpose:
This review lesson is aimed at students who have experienced the
program in Grade 3/4. It will provide students the opportunity to
reconnect with their understanding and definition of what a Hidden Hero
is, as well as re-establishing both the underlying philosophies and
principles of the Our Hidden Heroes program. For those who are new to
the program, see Lesson 1b.
Duration: 2 classes of 30 – 45 minutes
Social Responsibility Strands Addressed:
 Contributing to the Classroom and School Community
 Valuing Diversity and Defending Human Rights
 Exercising Democratic Rights and Responsibilities
Objectives:
The students will:
 Be able to define the terms role model & Hidden Hero
 Develop a list of qualities that depict a Hidden Hero & role model
 Identify their own Hidden Heroes
Materials:
 Paper and pencils for each student
 Two different coloured highlighters for each pair of students
 Chart paper
Suggested Assessment Tools:
 Journal entries addressing some or all or some of the closure
questions.
Setting the Stage:
Hidden Heroes/role models are important because they set examples from
which people can observe and pattern positive behaviours. It is our belief
at Hidden Heroes Education Society that as people increase positive
behaviours they also increase their feelings of self-worth. Patterning our
behaviours after positive role models can also help students build positive
values, as well as teaching them how to set and achieve attainable goals.
Lesson 1A.2
Hidden Heroes
are:
small things that make a
difference
Lesson 1A
This introductory lesson
is designed to set the
stage and is a
future Our Hidden
Heroes lessons. Lesson
1A is specifically
designed for those
students who have been
introduced to the
help to access your
students’ prior
knowledge about the
Our Hidden Heroes
good foundation on
their understanding and
knowledge of the
Hidden Heroes
concepts.
the question, “What
characteristics or
qualities constitute a
good role model /
Hidden Hero?”
Grades 5/6
More importantly, Hidden Heroes/role models provide a sense of hope
and act as an example to illustrate that dreams and goals can be fulfilled
“one step at a time”.
Remember, ANYONE can be a Hidden Hero – a teacher, a parent, a
friend, an athlete, a relative, and a pet. The question then becomes, ‘what
characteristics or qualities constitute a good hidden hero/role model?’
Procedure:
 Without too much preamble”, as this is designed to be a preassessment, write the words “Hidden Hero” on the board (if you have
new students to your school that may not have been introduced to the
Hidden Heroes concept before, you may want to write “Hidden
Heroes/Role Model”). Instruct the students that you will set a timer
for 5 minutes and their task is to write as much as they know about
being a Hidden Hero, such as: what qualities they may possess, who
could be a Hidden Hero, and how does a role model fit with being a
Hidden Hero?
 When the time is up pair students up to share their responses. They
are to choose one highlighter (yellow so everyone is the same) and
highlight each response that they both have. Highlight, in a different
colour, ideas that are solely their own.
 Have the students choose their top 3 choices of the shared ideas
(yellow highlighted ones) to share out to the class. Repeat for the
other colour.
 When sharing out to the class, students are to only share those ideas
that have not been given already.
 Teacher records the classes shared ideas on a Know/Want to
Know/Learned (K.W.L.) chart also filling in some of their “wonder”
ideas – to be used as a guide to direct future lessons.
 If some key concepts, ideas or characteristics were not mentioned, the
teacher may want to ask students to elaborate, or leave them to be
covered later in the program.
Grades 5/6
Hidden Heroes
are:
Ordinary people
doing small things
that make a
difference
Lesson 1A
This introductory
future Our Hidden
Heroes lessons.
Lesson 1A is
specifically designed
for those students
who have been
introduced to the
help to access your
students’ prior
knowledge about the
Our Hidden Heroes
good foundation on
their understanding
and knowledge of the
Hidden Heroes
concepts.
Lesson 1A.3
Closure:
To ensure that the students comprehend today’s objectives of being able
to identify and list qualities and characteristics of a Hidden Hero, invite
them to write, in journal format, on one or all of the following
suggestions:
 What they believe it means to be a positive role model/ Hidden Hero
 Who they currently see as a Hidden Hero/role model in their lives
 Why they chose that person (What qualities/characteristics does that
person possess?)
Extensions:
 Recap what the students already know about being a Hidden Hero.
Read a story from the suggested reading list and have the students
identify the characteristics and qualities that the main character
possesses that would qualify them as a Hidden Hero.
 Have the students create an Acrostic Poem with the term “Hidden
Heroes”
characteristics or
good role model /
Hidden Hero?”
Grades 5/6
Lesson 1B.1
Hidden Heroes
are:
a difference.
Lesson 1B
This introductory
future Our Hidden
Heroes lessons. (The
exception being if the
students have already
been exposed to the
Hidden Heroes
concepts in earlier
grades – If so go to
Lesson 1a.)
characteristics or
good role model /
Hidden Hero?”
Purpose:
This introductory lesson will provide students the opportunity to
understand, appreciate, and start to apply the philosophy and
principles of the Hidden Heroes Program. It is designed to
encourage students to develop their own definition of a Hidden
Hero.
Objectives:
The students will:
 Be able to define the terms role model & Hidden Hero
 Develop a list of qualities that depict a Hidden Hero & role
model
 Identify their own Hidden Heroes
Materials: (All Lesson Resources are located at the end of this
lesson)
 Chart Paper for each group of students
 Markers
 Hidden Hero stories, “Randerson Ridge Elementary School
Grade 7 (2 separate stories)” – Lesson Resource 1b.A, and
“Small Communities Can Make a Big Difference” – Lesson
Resource 1b.B
 BC Quick Scale Performance Standard - Grades 4 to 5 –
Lesson Resource 1b.C
 Journal – Lesson Resource 1.D
 Journal entries addressing some or all or some of the closure
questions.
Lesson 1B.2
Grades 5/6
Setting the Stage:
Hidden Heroes
are:
a difference.
Lesson 1B
This introductory
future Our Hidden
been exposed to the
Hidden Heroes
concepts in earlier
Lesson 1a.)
characteristics or
good role model /
Hidden Hero?”
Hidden Heroes/role models are important because they set
examples from which people can observe and help pattern positive
behaviours. It is our belief at Hidden Heroes Education Society
that as people increase positive behaviours they also increase their
feelings of self-worth. Patterning our behaviours after positive role
models can also help students build positive values, as well as
teach them how to set and achieve attainable goals. More
importantly though, Hidden Heroes/role models provide a sense of
hope and act as an example to illustrate that dreams and goals can
be fulfilled “one step at a time”.
Remember, ANYONE can be a Hidden Hero – a teacher, a parent,
a friend, an athlete, a relative, a pet. The question then becomes,
‘what characteristics or qualities constitute a good hidden
hero/role model?’
Procedure:
 Place the students in small groups and pose the following
questions orally or on the board. Allow students to brainstorm
their ideas within their group using the chart paper provided:
 “What is a positive role model?”
 “What qualities or characteristics do you think a positive
role model should/would possess?”
 Create a class list of qualities and characteristics of positive
role model. The list could be created using a pair/share strategy
and then further taking it into a jigsaw activity to involve the
whole class.
 Next instruct the students to consider their lists and have them
think of some people they know who they would consider a
positive role model.
 First have them spend a few minutes on their own to choose
one of their role models and write down the
characteristics/qualities that their role model possesses. You
could provide them with an example of someone you consider
to be a positive role model.
 Allow students to share their examples within their groups and
then with the whole class.
 Teacher can make copies and distribute one set of the 3 Hidden
Hero Stories (“Randerson Ridge, Parts I & II” and “Small
Communities”) to each group.
 Each group will discuss how these stories reflect positive role
models and the Hidden Heroes concept – Refer to their class
list and see if any qualities or characteristics can be added.
Grades 5/6
Hidden Heroes
are:
a difference.
Lesson 1B
This introductory
future Our Hidden
been exposed to the
Hidden Heroes
concepts in earlier
Lesson 1a.)
characteristics or
good role model /
Hidden Hero?”
Lesson 1B.3
Closure:
To ensure that the students comprehend today’s objectives of being
able to identify and list qualities and characteristics of a Hidden
Hero invite the students to write in journal format on one or all of
the following suggestions:
 What they believe it means to be a positive role model/ Hidden
Hero?
 Who they see as a Hidden Hero/role model currently in their
lives?
 Why did they choose that person (what qualities/characteristics
does that person possess)?
Extension:
The following activity is designed to ensure that the students can
both interpret and associate different qualities and characteristics
of a socially responsible person. In addition, the students will also
be able to demonstrate their understanding of the ministry’s
performance standards on social responsibility by being able to
determine where someone may fall within those guidelines.
 Teacher can invent or read a story such as “Ordinary Mary’s
Extraordinary Deed” by Emily Pearson, or “Swimmy” by Leo
Lionni, to the class. Each story addresses some aspect of social
responsibility such as ‘Contributing To The Classroom And
School Community and/or Exercising Democratic Rights and
Responsibilities.’ Specifically, these strands could focus on the
responsibility of being “friendly and kind and often seeks



opportunities to help or include others” or “…emerging sense of
idealism – wants to make the world a better place…”
Once the story has been read hand out copies of the “BC Quick
Scale Performance Standards – Grade 5”.
Have the students, working in pairs or small groups, try to
decide where they feel the main character would fit within
these strands, and why they believe that particular strand best
describes the situation presented. Students also provide
justification for their choice. Try to allow the students to work
through this activity themselves, offering as little guidance as
possible, this will allow you to determine where everyone is
and what material may have to be readdressed.
Debrief and share the students’ results.
Closure:
To ensure that the students have a working knowledge of the
performance standards – have each student create a scenario, or
better yet, write about an actual time when they “Fully Met” or
“Exceeded Expectations” for social responsibility.
Lesson Resource 1B.A
Grades 5/6
Randerson Ridge Students Find Dozens of Hidden Heroes
Bill Robinson, Founder & CEO, Hidden Heroes Education Society: “I am in total agreement with Bria Sharkey's
mom, Corrine, who says that when her job is something she loves, it's like playing all day.
I love writing this column. I love doing the Hidden Heroes video features and, most of all; I love going into
elementary and high school classrooms supporting our school-based Our Hidden Heroes program.
Last week I got twenty-six Hidden Heroes nominations from Mary-Lynne Epps' Grade 7 class at Randerson Ridge
Elementary School. I'll do my best to reflect what these students had to say about their Hidden Heroes in the limited
space I have here.”
Danny Rye nominated his uncle, Cavan, who drives people with handicaps to wherever they need to go, and doesn't
charge them.
Cole Newman and Declan Burdett nominated Mathew Pringle who graduated from Randerson Ridge last year.
Mathew has many physical challenges, which he deals with extremely well. Declan describes him as courageous,
brave, selfless, and kind. Cole says he put smiles on people's faces and is always in a positive mood.
Rob Kroeker nominated Valerie Robinson, another person who has overcome major challenges. Valerie was
moving toward becoming an Olympic level marathoner when she found out she had Multiple Sclerosis. Rob says she
now has two sons, a very busy life, and he has never heard her complain once.
Spencer Oberst nominated Zamboni drivers because they get up between 4 and 5 in the morning to make sure the
rink is ready for kids to practice.
Tyler Berreth, Michael Gibbard, and Mitchell Read nominated their Principal at Randerson Ridge, Greg
Halfyard, because he often gives up his lunch hour and other breaks to organize sports activities or to help students
who are having academic challenges. Michael says he never says anything negative to them and he always
compliments them on things they do.
Josh nominated his friend Daniel who stood up for him when people were calling him names, and Tara Bradley
nominated her friends, Cassandra Kneivel, Katie McKibben, and Ritchie Hall, who, she says, are caring, kind,
supportive and generous, and never make her feel bad about her learning.
Crosby Rushton sees Britta Peterson as a Hidden Hero because she is responsible, well organized and "incredibly
nice". She also plays rugby on the national team and influences others to make good choices. Mackenzie Bayliss
thinks her friend, Stephanie Faccio, who is also in Grade 7 in Edmonton, is a Hidden Hero because she tries to stop
scientists from testing products on animals.
Angela Ho nominated her older brother who is studying to become a doctor because he keeps persisting at
everything he does until he succeeds; Michelle Cavin nominated her older brother, Alan, who she says is a great role
model for her because he is responsible and caring; and Cassandra Knievel says her sister, Taylor, is a Hidden Hero
because, as captain of her provincial basketball team, she worked hard in the gym all summer when other people her
age were on vacation or at the beach.
Katie McKibben describes her cousin, Tayler McPhee, as selfless and trustworthy, someone she can always go to
if she is having a bad day.
Cherine Oltman nominated her mom, Faith Hunt, because she always tries to understand her ways and asks how
she can help. She also describes her mom as "selfless" because she bakes bread even though she can't eat it herself.
Grades 5/6
Lesson Resource: 1B.A
Randerson Ridge Students - Part 2
Now I want to write about four more Randerson Ridge Grade 7 students who have nominated their parents as Hidden
Heroes and two others who nominated their pets. We have something to learn from all six of these nominations.
These students have proved once again that it is not the one in a million heroes, the famous ones, that make the
biggest difference in most of our lives; it's the millions of Hidden Heroes, people we see regularly (and sometimes our
pets) who are our true heroes.
Bria Sharkey wrote, "Hidden Heroes are confident, positive, courageous, and brave. That's why I want to nominate
my parents, Lyle and Corrine Sharkey."
Bria went on to say that her parents are truly selfless, consistent, persistent, and non-judgemental. Occasionally, she
added, they may slip on the non-judgemental part, but 99.9% of the time they don't.
"If I had different parents, she concluded, "I would be a totally different person than I am today."
Kaylin Godin sees her mom, Delores, as "the most amazing person I have ever met" because no matter how many
"ordeals" she has had to face, "she still manages to keep everything together."
Kaylin concluded, "She is both inspiring and encouraging and that is why she is far more than just a mom, she is my
hero."
Jason Normand sees both of his parents as heroes. His dad gets up early to take him to hockey and always tries to
compliment him. His mom is also committed to his sports and music. She also makes his lunch every day and helps
with his chores.
Taylor Stiller nominated her mom, Kelli, as a Hidden Hero because she understands what it's like to be a kid in
school.
Taylor tells us that her mom is never down even though she has gone back to school, and she is very busy with
bookkeeping, schoolwork, housekeeping, cooking, and volunteering in the community. In summary he says, "Mom is
hardworking, positive, helpful, caring, and very special. I'm lucky she's my mom."
Now let's move on to pets as Hidden Heroes:
I recently received an email from a friend entitled, "If Dogs Were Our Teachers, We would Learn the Following
Lessons." Some of the "lessons" included: Even if you are mad at someone, never pass up the opportunity to have
fun. When it's in your best interest, practice obedience. Let others know when they've invaded your territory but
avoid biting when a simple growl will do.
There were other lessons we could learn from our pets as well. Some of these lessons you will hear from Carlee
Meldrum and Paige Lagasse.
Carlee says her dog, Tory, is one of her best friends. "Whenever I have a bad day, Tory comes up to me wagging her
tail and she cheers me up. I know that I can trust her and she never gets mad at me. Every morning, to make sure I'm
not late for school, she jumps up on my bed and starts licking my face. Luckily, she only does this on weekdays.
That's how she shows responsibility ... Although she is a dog, she is my role model."
Paige nominated her pet turtle, Swirls, as a Hidden Hero. "He's always happy and doesn't have a worry in the world,"
she wrote. "In that way he's my role model because I always worry too much." Paige continued, "He never stops
trying at anything he does. He's energetic and always in a mood to play ... He's definitely not aware of what he does
for me, and I wish I could tell him. "Swirls might not make a big difference in the world but he makes a HUGE
difference in my life."
Is there someone in your life, other than your pet turtle, that has made a big difference for you? Have you
told them? Why don't you do it today? Better yet send them a card.
Lesson Resource 1B.B
Grades 5/6
Bamfield Community School students
Small Communities Can Make a Big Difference
As I have said many times before in this column, we are all surrounded by Hidden Heroes but unfortunately we
often tend not to notice them because we have become a society of "fixers". We tend to look for what's wrong and
try to fix it, instead of focusing on what's right and building upon those strengths.
A wise person once said, "By focusing on what's right, we create the energy to fix what's wrong." That's one of the
key messages in our Unleashing the Hero Within workshop which is a direct descendent of this newspaper column
as well as our school-based Our Hidden Heroes program.
It's our theory that when enough of us become committed to increasing the frequency of our small Hidden Herolike acts, we will, as our motto says, transform the world one person, one family, one community at a time.
Last week I did a series of Unleashing the Hero Within workshops with students and adults in Bamfield, a
community of only a few hundred souls. The response was extraordinary. They definitely got the message and a
seed was planted with the students, teachers, and parents, a seed that I believe has the potential to make a
significant positive difference in this community.
Just minutes before I raced out of the school to catch the Lady Rose back to Port Alberni, I knew the students had
got it. I had just finished delivering a PowerPoint presentation on our Rotary Rural School Projects in Zimbabwe
all of which started, I told them, when Comox Rotarian, Doug Ante, made a personal commitment to do a small
thing, to gather a suitcase full of pens for the students in a rural school where not even the teachers had pens.
That commitment led to Doug visiting a number of Rotary clubs on Vancouver Island asking us to collect pens.
Instead we raised $2.5 million worth of education supplies for more than 100 rural schools in Zimbabwe.
Hearing this story, eight of the students raced back to their classroom, grabbed pens they had been given the day
before by an RCMP officer, and asked me to send them to the students in Zimbabwe. I'm sure the others would
have too but I had left to catch the Lady Rose back to Port Alberni before they thought of it.
The thank you card the students gave me also showed that they got the message. Here are just two of their
comments: "I hadn't noticed before how many people do small things that make a big difference," said Logan.
"Thanks Bill for coming. Maybe this will change my life," said Casey.
The teachers definitely got the message too. They have decided to work with students to produce a regular monthly
Hidden Heroes column in their community newspaper, The Beacon, as well as a regular interview feature on their
Channel 5 television broadcast to the community. Others in the community will be invited to contribute as well.
Small communities definitely can make a big difference.
Grades 5/6
Lesson Resource: 1B.C
Quick Scale: Grade 5/6: Social Responsibility
The following Rating Scale consists of the four strands of Social Responsibility and are summarized
and represented in a student friendly language. These scales can be used by the students to selfevaluate their progress at anytime throughout the program.
Lesson Resource 1B.D
Grades 5/6
Name: ________________
Date: __________________
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Grades 5/6
Lesson 2.1
Hidden Heroes
Quote:
“The more you
cultivate a trust in
your own being, the
more you will trust
others and see the
basic goodness in
them” – John KabatZinn
Purpose:
This second lesson actually has two objectives. The first is to begin to
familiarize the students to the B.C. Performance Standards for Social
Responsibility for Grades 5/6. The second will have the students learn more
about themselves personally, which again has a dual purpose. The first
purpose enables each student to have a benchmark of who they are at the
outset of this unit versus the end of the unit. Secondly, this lesson
specifically has each student looking inward to learn to self-appreciate, for
only when one has appreciation for self, can he or she begin to express
appreciation elsewhere.
Lesson 2
In this lesson students
will take an in-depth
look at themselves
and learn that how
they see and respect
themselves is mirrored
in how they respond,
treat and interact with
others.
Objectives:
The students will:
 Analyze their personal strengths and weaknesses.
 Explore and interpret the meaning of a positive attitude.
 Understand the role that a positive attitude plays in their lives, the lives
of a Hidden Hero and a person who is socially responsible.
Materials: (All Appendices are located at the end of this lesson)
 Paper and pencils
 Markers & Highlighters
 Construction paper and colored pencils
 Old magazines
 Scissors and glue
 Copy of “Personal Inventory” for each student – see Lesson Resource
2.A
 Social Responsibility Assessment Rubric for each student – see Lesson
Resource 2.B
 Biographical Poem Format and Sample – see Appendices 2.C(i) &
2.C(ii)
 Journals – see Lesson Resource 2.D
Lesson 2.2
Hidden Heroes
Quote:
“The more you
your own being, the
more you will trust
others and see the
basic goodness in
them”
~ John Kabat-Zinn
Lesson 2
look at themselves
and learn that how
others.
Grades 5/6
 Journaling activity at the end of the lesson
 The self-assessment Rubric of the Social Responsibility Performance
Standards
Setting the Stage:
Positive self-esteem is a character trait of Hidden Heroes. The way we feel
about ourselves has an enormous effect on the way we treat ourselves and
others, as well as on the kinds of choices we make. We want our young
people to know that every one of them is important and worthy, that what
they do matters. They owe it to themselves to do and to be their very best. It
is important to ensure that our students learn to develop and/or maintain
positive self-esteem.
Procedure:
 Ask students to define the term self-esteem. Write their ideas on a sheet
of paper. Help students understand that self-esteem refers to how we
understand and value ourselves.






People with high self-esteem are realistic about their strengths and weaknesses
and are able to set goals and work toward them with optimism and humor. They
also feel competent in areas they consider important and do not take other
peoples’ negative impressions of them too seriously.
Conversely, people with low self-esteem tend to have a hard time honestly
evaluating their strengths and weaknesses and often have an unrealistic, overall
negative impression of themselves. They take other peopls’ opinions of their
strengths and weaknesses more seriously than they should. Also, they do not feel
competent in areas they consider important. People with low self-esteem tend to be
pessimistic.
Tell students that an important first step in building self-esteem is taking
a realistic look at their strengths, weaknesses, likes and dislikes. Explain
to the students that this will help them understand what goals are
realistic to pursue, what aspects of their personality and lifestyle they
may want to study more closely, and how they can begin to identify their
weaknesses without worrying about how others perceive them. Tell
students that self-knowledge helps lay the foundation for high selfesteem.
Next, inform the students that they are going to complete a personal
inventory during this lesson to help them achieve better selfunderstanding. Tell students to follow the directions, filling in blanks or
checking the answers that apply to them.
After the students have completed their inventories ask them to take the
information they learned about themselves and create a drawing or a
collage, and write a short essay to illustrate who they are.
Students may want to share their creations and writings.
Grades 5/6
Hidden Heroes
Quote:
“The more you
your own being, the
more you will trust
others and see the
basic goodness in
them”
~John Kabat-Zinn
Lesson 2
look at themselves
and learn that how
others.
Lesson 2.3
Closure:
 Ask students to journal what they have learned about themselves.
 How can they apply what they have learned to their own lives?
 How does having positive self-esteem affect the goals they set for
themselves?
 What role do they think positive self-esteem plays in leading a socially
responsible life? (For example, if a student feels good about him/herself, do they
think they will make good decisions about friends; diet; exercise; dangerous habits
such as drugs, smoking, and drinking; and overall work habits?)


Remind them that understanding their own strengths, weaknesses, and
preferences is essential in boosting their self-esteem.
After the students have written their reflections in their journals, have
them look at the performance standards for social responsibility and selfassess where they believe they fall on those charts (highlighters are
recommended for this task) at this time, reminding them that they will
revisit these charts again throughout this unit – make sure to date the
sheet and what colour highlighter they used that day.
Extension:
 Have the students create a “Biographical Poem” -- see Appendices
2.C(i) and (ii).
Day 2 Activities:
 Remind the students that last class they learned about the effects of
positive self-esteem. Today, they will take that knowledge one step
further. In today’s class they will be reflecting and celebrating a time
when they were acting like a Hidden Hero - a socially responsible
person. Have the students think of a time when they helped or were
considerate of others, or were a cooperative member of a team/group
(try to encourage the students to reflect on an actual time in their lives
rather than a fictitious event – Teacher may have to give some examples
to help the students to come up with ideas of their own).
 Have the students fold a piece of paper so that it creates 8 equal squares
(in half once, hotdog style). Then fold in half hamburger style twice (4
or 6 squares could also work for those less ambitious). Students then
describe and illustrate their stories. Set clear criteria of what is expected
– see Rubric, Lesson Resource 2.B.
Closure:
Have the students reflect and write about what they have learned about
themselves so far in regard to what they know and understand about being a
Hidden Hero and being socially responsible.
Lesson Resource 2.A
Grades 5/6
School Subjects:
1. I like ___________________________________________.
2. I do not like ______________________________________.
3. I am good at ______________________________________.
4. I am not good at ___________________________________.
5. I am good at this subject, but I do not like it: _____________.
6. I am not good at this subject, but I like it: _______________.
Activities:
7. I like ___________________________________________.
8. I do not like ______________________________________.
9. I am good at ______________________________________.
10. I am not good at __________________________________.
11. I am good at this activity, but I do not like it: _____________.
12. I am not good at this activity, but I like it: _______________.
13. I prefer being involved in individual activities _____ or group activities ___.
(Check one.)
Relationships with Friends and Adults: (Check the statements that apply to you.)
Grades 5/6
Lesson Resource 2.A
14. I am generally well liked: ____________________________.
15. I am generally not well liked: _________________________.
16. I have a group of friends: ___________________________.
17. I prefer having one or two friends: ____________________.
18. I am a leader: ____________________________________.
19. I am a follower: ___________________________________.
20. I prefer people who like the same things I like: ___________.
21. I prefer people who like different things: _______________.
22. I have the support of significant adults in my life: _________.
23. I have the support of a group of peers: _________________.
Food Preferences:
24. I like to eat ______________________________________.
25. I do not like to eat _________________________________.
26. I do ____ do not _____ eat a balanced diet. (Check one.)
Relaxing:
27. I relax by _________________________________________.
28. I like relaxing alone _____ or with other people ____. (Check one.)
29. After this activity, I always feel calm and peaceful. _______________
(list the activity).
Lesson Resource 2.B
Grades 5/6
Lesson 2
CATEGORY
Not Yet There
Pretty Much There
You Are There
Illustrations &
Understanding
Illustrations do not
demonstrate an
understanding of a time
when the student was
socially responsible and
acting as a Hidden Hero.
Most of the illustrations
demonstrate some
understanding of a time when
the student was socially
responsible and acting as a
Hidden Hero.
All illustrations clearly
demonstrate that the student
understands a time when
he/she was socially
Hidden Hero.
Grammar &
Punctuation.
Attractiveness
There are more than 2
There is 1 error in
errors in capitalization or capitalization or punctuation.
punctuation.
The illustration is
distractingly messy or
very poorly designed. It
is not attractive.
The illustration is attractive in The illustration is
terms of design, layout and
exceptionally attractive in
neatness.
terms of design, layout, and
neatness.
Use of Class Time Did not use class time to Used time well during each
focus on the project OR
often distracted others.
Capitalization and
punctuation are correct
throughout the poster.
Used time well during each
class period. Usually focused class period. Focused on
on getting the project done
getting the project done.
and never distracted others. Never distracted others.
Grades 5/6
Lesson Resource 2.C (i)
Biographical Poetry
Title:
First and last name
Line 1:
Your first name.
Line 2:
“I am …” four characteristics that describe you, i.e. smart,
athletic, generous, caring, thoughtful,
Line 3:
A relational sentence about you, i.e. “The son of …”,
or “the sister of…”.
Line 4:
“I really like …”, list three things that you really like.
Line 5:
“I feel … when …”, list three feeling that you have and when
you experience them.
Line 6:
“I fear …”, list three fears that you have.
Line 7:
“I would like to see …”, list three things or places that you
would like to see.
Line 8:
“I am a resident of ….”
Line 9:
Your last name.
Lesson Resource 2.C(ii)
Grades 5/6
Terri
Happy, Thoughtful, Cheerful and Energetic
Mother of Morgan
Lover of Music, Dachshunds and Sunshine.
Who feels content with life, loneliness without
her family, and happy in Summer.
Who needs friends, love and acceptance.
Who fears losing friends, scary movies and failure.
Who would like to see World Peace, Jamaica and The
International Space Station.
Resident of Nanaimo
Zolob
Grades 5/6
Name: ________________
Lesson Resource: 2.D
Date: __________________
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Grades 5/6
Lesson 3.1
Hidden Heroes
Quote:
“We must not, in
trying to think about
how we can make a
big difference, ignore
the small daily
differences we can
make which, over
time, add up to big
differences that we
often cannot foresee.”
Marian Wright
Edelman
Lesson 3
This lesson is
designed to encourage
students to start
looking in their local
communities where
they will be able to
recognize, identify and
associate different
types of Hidden Hero
behaviours and
characteristics.
Purpose: This lesson is designed to have the students starting to
look beyond themselves to be able to identify, define and describe
the characteristics of a Hidden Hero.
Duration: 2 - 3 classes of 45 - 50 minutes
Objectives:
The students will:
 Be able to identify, describe and define the characteristics of a
Hidden Hero.
 Become a more socially responsible person
Materials:
 Newspapers and magazines
 Paper, pencils, pens
 Chart paper
 Highlighters
 Copies of the stories “The Stranger Who Helped” – Lesson
Resource 3.A & “Making A Difference” – Lesson Resource
3.B
 Daily Reflection and Check In sheets – Lesson Resource
3.C(i) and (ii)
 Journal – Lesson Resource 3.D
 Reflection and Thinking (Quotes for Closure section) – Lesson
Resource 3.E.

 Response Letters
Setting the Stage:
It is essential for students to begin to realise that they are, in fact,
surrounded by Hidden Heroes. These heroes can be found in any
aspect of their life, if they look for them.
Lesson 3.2
Hidden Heroes
Quote:
“We must not, in
how we can make a
the small daily
differences we can
make which, over
time, add up to big
differences that we
Marian Wright
Edelman
Lesson 3
This lesson is
students to start
communities where
associate different
behaviours and
characteristics.
Grades 5/6
Procedure:
 The teacher will put up on the overhead and read the story
“The Stranger Who Stopped to Help” or “Making a
Difference”. Both stories will be found at the end of this
lesson. Have the class participate by identifying traits, acts and
characteristics that reflect a Hidden Hero or a socially
responsible person. Underline or highlight these comments.
The teacher may solicit justification as to why students chose
what they did to ensure that they understand and have
interpreted the information correctly.
 After the story has been thoroughly discussed, have the class
write a response letter to the main character:
 First, have the students work individually to choose three
things that they would like to say to the main character;
things that reflect the student’s understanding of the Hidden
Heroes philosophies and ideals.
 Then, have the students work in an A/B partnership where
they each share their 3 ideas, and then choose the 3 ideas
they like best from this partnership. Repeat this procedure
one more time having 2 A/B partnerships combine and
choose the very best 3 ideas they would like to include in a
response letter to the main character.
 The groups of 4 will then report out their top 3 ideas, while
the other classmates listen. Each group will contribute only
ideas that have not previously been mentioned.
 Teacher records the ideas and comments on a chart paper or the
board. As a class, they decide which 3 ideas they like best from
all the contributions, and compose a response letter to the main
character using these ideas as the basis for the letter.
Students turn:
 Have students find (or bring in) articles from newspapers
and/or magazines describing situations that show caring and
uncaring actions on the part of individuals, groups, or
governments:
 Have the students work in A/B partners and discuss and
write down (or highlight) specific ideas, concepts or
characteristics from their article that reflect or don’t reflect
Hidden Hero ideas and philosophies.
Grades 5/6
Lesson 3.3

Hidden Heroes
Quote:
“We must not, in
how we can make a
the small daily
differences we can
make which, over
time, add up to big
differences that we

Marian Wright
Edelman
Lesson 3
This lesson is
students to start
communities where
associate different
behaviours and
characteristics.

Next, have the A/B partnership create and write a response
letter to the people involved in the article. In the letter the
students should mention the ideas, concepts and/or
characteristics that they noticed that would make the person
in the article a Hidden Hero and a Socially Responsible
person. In addition, the students should also acknowledge
what that person did and offer some type of recognition and
or praise for their actions.
 Note: If the students are working on a situation that
demonstrates uncaring or non-Hidden Hero concepts, their
response letter could suggest ways to make the article or
situation more socially responsible and Hidden Hero-like.
When the original A/B partnerships have finished their
response letter, they will then team up with another partnership
and share their articles and their letters. They will decide, in
their foursome, which article they would like to use. The
students then can make some adjustments to the letter to better
reflect the sentiment of the new group. The students present
their article and their response letter to the class along with a
justification of why they chose one article over the other.
You might want to consider submitting this letter to your local
community newspaper if it seems appropriate.
Closure:
 Have the students journal what they learned from the
experience of looking for Hidden Heroes in the media and
comment on what they learned from the experience. Did they
find it easy or hard? Make sure they justify their answer. What
did they learn about themselves in this activity? If they found
the activity easy or hard why do they think that is so? (What
does it tell them about the media, the world around them and
themselves? Finally, ask the students to comment on where
they would place themselves on the list of performance
standards)?
OR

Have the students start the Daily Reflection and Check In
sheets. You could decide to use a quote this week and see how
the students interpret the quote with a Hidden Heroes slant, or
use the Hidden Hero Action sheet.
Lesson 3.4
Hidden Heroes
Quote:
“We must not, in
how we can make a
big difference,
ignore the small
daily differences we
can make which,
over time, add up to
big differences that
we often cannot
foresee.”
Marian Wright
Edelman
Lesson 3
This lesson is
designed to
encourage students
to start looking in
their local
communities where
recognize, identify
and associate
different types of
Hidden Hero
behaviours and
characteristics.
Grades 5/6
Extension:
 Your students have the power to make other people feel good
through a simple act of kindness. When those people feel
better, they are more likely to pay kindness forward. Have your
students think of something they can say or do for another
person that would make that person happy. (Perhaps it's a simple
compliment. Perhaps it's offering to do something helpful for that person).
Do it, and then write about how they think it affected the other
person. How did it make them feel? Was it worth doing? What
would happen if they made a point of doing something like this
every day?
Questions for further discussion?
 How would things change in the school if everyone in this
class started to do one small thing each day for other students
in the school?
 How could things change in the community if everyone in the
school began to do one small thing each day for someone in the
community?
 Keep expanding until students discuss how they could change
world for the better … Mention the book “Ordinary Mary’s
Extraordinary Deed”.
 Have your class create a list of things that some student Hidden
Heroes do at your school (big/little buddies, picking up
garbage, attending to a school garden, helping with a recycling
program etc.).
 Discuss how the students in your class feel about these
things/actions of the student Hidden Heroes.
 Brainstorm things they could do to become Hidden Heroes
for the school.
 Create a list of recommendations.
 Design a poster that lists these ideas.
 Create a class book on how to be or become a Hidden Hero.
Draw pictures of Hidden Hero behaviours and characteristics
and write descriptions of them.
Grades 5/6
Lesson Resource 3.A
The Stranger Who Stopped to Help
One day last winter I had parked my car in a parking space that was fronted
by an ice-covered snow bank. I parked too close to the snow bank so that
when I left, my license plate got caught in the ice and one side was pulled
off leaving it hanging.
I was very busy and didn’t get a chance to repair it. About a week later, I
pulled into a neighbourhood gas station with my front license plate barely
connected to the car. I meant to fix the plate as soon as I got around to it, but
of course I never thought about it at a time when I had tools handy.
As I left my car to go inside the store, a man in a van next to me said “Looks
like you could lose that license plate. That could be expensive.” I kind of
laughed and said, “Yep, I gotta get that fixed.”
When I came out of the store he was just walking away from my car with
tool box in hand. He was in his van before I could reach him, and exited the
parking lot with a wave and a smile. He had secured the license plate and
hadn’t even waited for thanks or even acknowledgement.
I’ve never seen him again, but I think of him every time I have a chance to
do something helpful for someone, and try to take the time and effort to help
as he helped me.
Discussion Questions:
1.
Was this person a Hidden Hero? Give reasons.
2.
What social responsibility strengths did this person practice?
3.
What do you think was more important to the person who stopped to help – acknowledgement
from others, self-acknowledgement for being a Hidden Hero or just a general, overall good
feeling?
4.
Can you think of a time when you or someone you know helped someone and was
acknowledged? How did you feel?
Lesson Resource 3.B
Grades 5/6
Making a Difference
As the old woman walked the beach at
dawn, she noticed a young woman ahead of
her picking up starfish and flinging them
into the sea.
Finally, catching up to the woman, she
asked her why she was dong this. The
answer was that the stranded starfish
would die if left in the morning sun.
“But the beach goes on for miles and
there are millions of starfish” countered
the other. “How can your effort make any
difference?” The young woman looked at
the starfish in her hand and then threw
it safely in the waves. “It makes a
difference to this one,” she said.
Anonymous
Grades 5/6
Lesson Resource 3.C(i)
Hidden Hero
(Student’s name)_______________________
Daily Reflections or Check In
Week of ________________________
Date
Hidden Hero Quote
Response & Reflection on the
Quote
Grades 5/6
Hidden Hero
(Student’s name)______________________
Week of ________________________
Date
Hidden Hero Action
Changes In Myself & Others
What did you do?
What did it look like?
What did it feel and/or sound like?
How did others respond?
Grades 5/6
Name: ________________
Lesson Resource 3.D
Date: __________________
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Lesson Resource 3.E
Grades 5/6
Hidden Heroes
Quote:
“We must not, in
how we can make a
big difference,
ignore the small
can make which,
we often cannot
foresee.”
Marian Wright
Edelman
Lesson 3
This lesson is
designed to
encourage students
to start looking in
their local
communities where
recognize, identify
and associate
different types of
Hidden Hero
behaviours and
characteristics.
Reflecting & Thinking
“Practice makes perfect”… At Hidden Heroes Education Society we
believe that it is important for students to spend even a small amount of
time each day reflecting and thinking of some aspect of the Hidden
Heroes philosophy. Not only will this instil one of our foundational
philosophies that ‘small consistent acts can and do make a big
difference,’ it also helps the students to slowly become aware that they
are, in fact, surrounded by Hidden Heroes in all facets of their lives.
Furthermore, it encourages the students to make the necessary changes
in themselves, including being accountable for the acts that they say and
do, both negative and positive, which ultimately helps them with their
conflict resolution skills. More importantly though, the students’ daily
reflections and check-ins allow them to celebrate the Hidden Heroes
they already are!
It is strongly suggested that, from Lesson 3 until the end of the Our
Hidden Heroes unit, you have the students do a daily check in and
refocusing on the Hidden Heroes philosophies and ideals, by
encouraging a simple journaling activity. You could choose to do this at
the beginning of each day as a quiet reflecting/focusing time, or at the
onset of a Hidden Heroes lesson as a way to access prior knowledge, or
as a closure activity. You could even mix it up as you see fit. A choice
between two has been given with this package. The first is a daily checkin on what action the student has done and how that affected others. Or,
alternatively you could choose to put up a quote on the overhead or
chalkboard and have the students reflect on what the quote means to
them, and how it reflects some aspect of the Hidden Heroes philosophy.
The following are some suggested quotes to have the students reflect
upon and write about in their “Daily Reflection & Check In”:
Grades 5/6
Lesson Resource 3.E
“You can’t build a reputation on what you are going to do”
Hidden Heroes
Quote:
“We must not, in
how we can make a
big difference,
ignore the small
can make which,
we often cannot
foresee.”
Marian Wright
Edelman
Lesson 3
This lesson is
designed to
encourage students
to start looking in
their local
communities where
recognize, identify
and associate
different types of
Hidden Hero
behaviours and
characteristics.
~Henry Ford
“Keep your face in the sunshine and you cannot see the shadow”
~Helen Keller
“Happiness does not depend upon who you are or what you have: it
depends solely on what you think and do.”
~Dale Carnegie
“Sometimes you have to be silent to be heard”
~Swiss proverb
“You cannot do a kindness too soon, because you never know how soon
it will be too late.”
~Anonymous
“To accomplish great things we must not only act but also dream, not
only plan but also believe.”
~Anatole France
“There is no limit to what can be done – if it doesn’t matter who gets the
credit.”
~Anonymous
“Sometimes it is more important to discover what one cannot do than
what one can do.”
~Lin Ytuang
“Leadership is action, not position.”
~Anonymous
“If you can keep on trying after three failures in a given undertaking,
you may consider yourself a "suspect" as a potential leader. If you keep
on trying after a dozen failures, the seed of genius is germinating within
your soul"
~Napoleon Hill
"We tend to see more through our thoughts and opinions than we do
through our eyes."
~Jon Kabat-Zinn
“Whether you think you can or think you can’t, you’re right.
~ Henry Ford
Grades 5/6
Lesson Resource 3.E
Hidden Heroes
Quote:
“We must not, in
how we can make a
the small daily
differences we can
make which, over
time, add up to big
differences that we
Marian Wright
Edelman
Lesson 3
This lesson is
students to start
communities where
associate different
behaviours and
characteristics.
“We must do many, many things to accomplish one big thing. Knowing
this helps us develop patience.”
~ James Q. DuPont
“Don’t go through life, grow through life.”
~Eric Butterworth
“You must take personal responsibility. You cannot change the
circumstances, the seasons, or the wind, but you can change yourself.
That is something you have charge of.”
~Jim Rohn
“When it's all over, it's not who you were. It's whether you made a
difference.”
~ Bob Dole
“Always act, always walk, always proceed. Neither stand still nor go
back…”
~ St. Augustine
“Strong reasons make strong actions”
“If you always do what you always did, you’ll always get what you
always got.”
~ Lait Ribeiro
“If someone listens or stretches out a hand, or whispers a kind word of
encouragement, or attempts to understand a lonely person,
extraordinary things begin to happen.”
~Loretta Girztlis
“Joy is an inside job”
~ Don Blanding
“A cheerful giver does not count the cost of what he gives. His heart is
set on pleasing and cheering him to whom the gift is given.”
~Julian of Norwich
“Whatever you give to others is also a gift to yourself.”
~Sanaya Roman
“People don’t care how much you know until they know how much you
care.”
~Unknown
Grades 5/6
Lesson 4.1
Hidden Heroes
Quote
“We can change our
whole life and the
attitude of people
around us simply by
changing ourselves”
~Ruldolf Dreikurs
Lesson 4
This two part lesson
will build upon the
information obtained
in lesson two, which
had the students learn
about their selfesteem. This lesson
however, takes that a
step farther and has
them understanding
the effects of a
positive attitude, not
only on their individual
lives but more
importantly the lives
all around them.
Purpose:
This two-part lesson will have the students adding to what they learned in
Lesson 2 about positive self-esteem. The first lesson will further that
knowledge and understanding by delving into what a positive attitude is
and how it influences each student’s perception of their own lives and the
lives of others around them. The second lesson will focus on overcoming
adversity or obstacles. When a student is able to understand and
demonstrate the effects that a positive attitude has on his/herself and the
community around them, they will be that much closer to recognizing and
activating the Hidden Hero that lies within each of them.
Duration: 3 classes of 45 - 60 minutes
Objectives:
The students will:
 Be able to describe and interpret positive attitudes in their own lives
and the lives of other Hidden Heroes.
 Illustrate the benefits of a positive attitude.
 Be able to comprehend and explain some ways to make the world a
better place, starting with their positive attitude.
Materials:
 Hidden Hero stories: Jake Kaese, Les Annesley and/or Lorna Prentz –
see Lesson Resources 4.A, B, C
 Students’ Daily Reflections and Check In Sheets – see Lesson
Resources 4.D (i) and (ii)
 How to Post and Share Your Stories – see Lesson Resource 4.E
 Hidden Heroes stories: Joy Hunter, Kristy Tymos and/or Heather
Williams – see Lesson Resources 4.F, 4.G, 4.H
 Think About It – see Lesson Resource 4.I
 Journals – see Lesson Resource 4.J
 Three Minute Pause – Lesson Resource 4.K
 Hidden Heroes Descriptors – Lesson Resource 4.L
 Paper, Pencils/pens
Lesson 4.2
Hidden Heroes
Quote
whole life and the
attitude of people
around us simply by
~Ruldolf Dreikurs
Lesson 4
will build upon the
them understanding
the effects of a
lives but more
all around them.
Grades 5/6
 Writing assignments
Setting the Stage:
Having a positive attitude is one of our fundamental beliefs at Hidden
Heroes Education Society. We believe that, as educators and role models,
we have the opportunity to fully prepare our students for the future and by
doing so help in molding more socially responsible citizens. Based on the
idea that each individual must be strong in order to help others, the Our
Hidden Heroes Social Responsibility/Character Education program leads
students to study and value themselves first, and others second. From a
strong position of self-respect, they learn to have equal respect for others.
Day 1 Activities
Procedure:
 Ask the following question: “What is a Positive Attitude?” Allow the
students to brainstorm individually and then Pair/Share with the rest of
the class until they come to a consensus.
 Next, ask them what they remember about the term “self-esteem”,
covered in previous lessons. Have them recap some of their strengths
and weaknesses, likes and dislikes (the collages or drawings they
made).
 Ask the following question: “How are a Positive Attitude and SelfEsteem related?”
 Present the following scenario - Two students are competing to win a
math award or perhaps to be chosen for a school team or the lead in a
school play, etc. One has a strong positive attitude and high selfesteem and the other has low self-esteem and a negative attitude.
Which one is more likely to succeed? Why?
 Once you are satisfied that your students can see why it is important to
develop a positive attitude and solid self-esteem if they want to improve
their chances of successfully reaching goals they set for themselves,
read one of the Hidden Heroes stories in the Lesson Resources.
 Have the students point out all of the positive qualities and
characteristics that make the character in the story a Hidden Hero.
 Have the students write about a personal experience they’ve had that
illustrates their understanding of the importance of developing a
positive attitude.
 OR -- Have them imagine a hypothetical scenario where they have
overheard some people talking about them, and have them write about
some of the things they would like those people to have been saying.
Remind them to describe how these comments would make them feel.
Grades 5/6
Hidden Heroes
Quote
whole life and the
attitude of people
around us simply by
~Ruldolf Dreikurs
Lesson 4
will build upon the
them understanding
the effects of a
lives but more
all around them.
Lesson 4.3
Closure:
 Daily Reflections & Check Ins
 Have the students write 10 positive characteristics and behaviours that
they possess and how they have used 2-5 of those traits to help
themselves or someone else.
Extensions:
 Have the students write about someone they admire -- someone who
could possibly be a Hidden Hero.
 Have them describe that person’s best qualities and why they admire
that person.
Note: If this extension activity is used, please see Lesson Resource 4.E for
instructions on how to post your students stories on to the Our Hidden
Heroes website.
Day 2 Activities
Procedure:
 What role does a positive attitude play in overcoming obstacles?
 Read with the class (or show the DVD) of one or all three of the
following Hidden Heroes stories: Joy Hunter, Kristy Tymos and/or
Heather Williams. Have the class discuss the characteristics and traits
that each of these Hidden Heroes possessed.
 Was there a common thread in each of them?
 Have the students write down a brief paragraph describing how they
were inspired by these Hidden Heroes and what lesson they could learn
from them and apply in their own day-to-day lives.
Closure:
 Three Minute Pause
Lesson Resource 4.A
Grades 5/6
Jake Kaese
Eleven Year Old Diabetic
Recently I was invited to a special event sponsored by the Juvenile Diabetes Research Foundation. Jake Kaese was
the featured speaker. I'm sure Jake had some script writing help from his mom, Jacqui, but it was extremely well
delivered and the message so powerful, I wanted to share it with you.
Here's what Jake had to say:
“My name is Jake Kaese. I am 11 years old and I am in grade 6 at North Cedar Intermediate. I was diagnosed with
juvenile diabetes when I was 8.
“I check my blood sugar levels about four times a day. That means I have had more than 5000 finger pokes.
Sometimes the tips of my fingers are so sore that I can't use them to take a blood test.
“Most of you get a flu shot once a year. I have had over 2,500 needles in three years, making an average of 2 to 3
insulin shots a day.
“I remember when I had no energy to do the things I loved and my body felt sad. I could not understand why I
would drink and drink so much water and pop and anything I could get my hands on. One day I was so thirsty, I
wanted to drink the water from the flowerpot.
“Sadly I was proud of myself for loosing weight because I was fed up playing the fat kid on movies like "Butterfly
Effect" and "Out of Order". I had no clue that I was loosing weight because I was sick. (Editor’s note: Jake is an
actor as well as a student and hockey player.)
“Having diabetes is not much fun. I can never just eat something like ice cream or chocolate. I wish I could eat and
not think about diabetes all the time.
“Sometimes my blood sugar level goes low when I play hockey. It makes me feel really sick and I need to have
juice and eat. This becomes medical treatment, not eating for enjoyment. One night I went to bed without eating
enough to get me through the night. My Mom had a feeling that something was wrong, so my Dad tested me in my
sleep. I was 1.9, which means that I might not have woken up the next morning.
“It takes a long time to recover from a low blood sugar - sometimes I cry for no reason and I cannot think straight.
Insulin is not a cure. It just keeps me alive.
“When my blood sugar is high it makes me moody and irritable, and I know it's hard for my family to live with me
this way.
“My dreams are to be a pro hockey player like my Dad was, play the drums in a rock band, and maybe direct a
movie one day.
“I wish that I could do all the things that other kids do without having to worry about diabetes. I wish I could have
a slice of birthday cake without feeling sick for hours afterwards.
“I wish that there will soon be a cure for diabetes so that I can live a normal life and enjoy a beer with my Dad
when I'm nineteen.
“I wish to tell you how much it means that people like you care about those of us that have diabetes. You have no
idea how much it means to me and thousands of kids like me.”
When you support a Juvenile Diabetes fundraiser, you’ll also be helping kids like Joshua, Jake's 13-year-old
brother. Joshua was diagnosed with Diabetes a few weeks after Jake gave his speech.
Grades 5/6
Lesson Resource 4.B
Les Annesley
Recently Gary Ford nominated Les Annesley as a Hidden Hero and eleven other people added their name to that
nomination. They include: Ray Kulai, Tom Krall, Neil Dillabaugh, Stella Robinson, Jan Bracewell, Pat Ford, Lenore
Socal, Les Dickinson, Heather Chase, Ann Marie Hewer, Sue Gueulette.
When I met Les this week, the first thing that struck me was that he has to be one of the happiest, most contented and
satisfied men I have ever met and his secret to finding this happiness isn't really much of a secret.
The first step on that journey has to do with luck. It's called choosing the right parents. The second is finding and
following your passion and the third is about associating yourself with the right people.
First let's deal with the lucky part.
"My parents were particularly positive people," he says. "They didn't have much but there was no moaning and
groaning. Instead they always found something to celebrate; something one of the kids had done or the family had
done or something the wonderful people that had come into our lives had done."
Les' mom always told him that you reap the best rewards when you go through the world with a smile on your face
and an interest in others. Les must have been top in the class when it came to that lesson because the smile is
certainly there and he has spent his life taking an interest in others.
The second step, following your passion, isn't always easy. After a successful career as a teacher, Les became a
principal, an exceptional principal from all reports, but then, after seven or eight years, he realized that his true
passion involved working in a classroom with kids.
So, after a family meeting - a regular event in their family - they decided on a series of cost cutting measures
including selling one of their two cars so they could afford to live on the lower teacher's salary.
"I'm so glad I did it," Les reflected. "I got to do some new innovative approaches to teaching that I wouldn't have
been able to do otherwise."
And he continued to discover new, innovative approaches until the day he retired fifteen years later - Continuing to
learn and grow day after day should be labelled as another of his "secrets".
The third "secret" I referred to above involves hanging out with the right people.
Les is very involved with his church and with many of the people in School District #68 and it's both of these
communities that helped him survive the loss of his wife, Jan, in 1999, an absolutely unexpected shock and surprise.
The love and support those people gave him during that period of his life were nothing short of amazing he says. You
could also say what goes around comes around.
Of course his family provided the kind of foundation we all need to survive such a loss. At first, he recalls, his kids
retreated into a reflective silence but soon the family decided to come to the dinner table each evening with at least
one topic for discussion even if they had to go to the encyclopaedia to find one.
Eventually those general topics turned to discussions about Jan's passing and the family healing began.
Read this story again and then list the lessons you could learn from this man.
Lesson Resource 4.C
Grades 5/6
Lorna Prentz – PART I -- (See DVD Feature)
She glowed like a teenager in love every time she spoke about him. But Lorna Prentz isn't a teenager. She's is a
94 year-old woman, born in 1910, who was talking about Peter, her husband of 64 years, the husband she lost
just over a year ago.
"It was the most amazing thing when I first saw him," she told me. "Our eyes met, he put his hand on mine... and
that was it. It was almost as if we’d been destined to meet and live together in absolute wedded bliss. He was the
most wonderful man. As far as I'm concerned, he was perfect, although he did tend to lecture people a bit."
As we chatted over the next hour, Peter was never far from our conversation and yet he wasn't the focus either.
We talked about many things. We laughed, cried briefly, and enjoyed each other's company.
"How did you learn to live without Peter?" I asked. "You were together for so long."
"I decided that if I was going to live, I was going to enjoy life," she replied. "Otherwise I might just as well pop
off!"
So what is Lorna's idea of enjoying life? Perhaps I can best answer that by telling you how we met.
In late June, just before I left for Zimbabwe to work on a Rotary Rural Schools Project, Lorna heard me talking
about the trip on the CBC Vancouver morning show. Having been raised in South Africa and lived in Zimbabwe,
she decided she wanted to make a contribution and, after a lot of effort, managed to track me down.
"Meet me at the Gabriola ferry," she told me. "I have something for you to take to Africa. I'll be the nearly blind
white haired woman with a walker... but I'm sprightly!"
And sure enough, soon after I arrived, there she was, my 93 year-old, legally blind, but sprightly, new friend. She
had walked to the ferry - she walks a couple of kilometres every day - and two teenage boys had helped her on
and off.
"People say teenagers are hopeless," she told me later, "but I find them wonderful. The other day when I was
crossing the road to get to the store, I asked three teenage boys if there were any cars coming. Before I could say
any more, they joined hands, spread out across the road and said, 'Come ahead lady'. Isn't that wonderful? I've
made a hundred new friends during my walks and at my discussion group."
Of course Lorna was one of the first people I called after I got back from Zimbabwe. I arranged for us to get
together with former Hidden Hero, Bill Pineo and his wife, Pam, to see photos and talk about my trip.
So now Lorna has three more new friends, friends she never would have made if she hadn't remained interested
in world events, especially as they involve Africa, and also if she hadn't persisted in her efforts to find me so she
could contribute to our project. Hidden Heroes are always persistent when it comes to something they strongly
believe in.
I've learned a lot from Lorna Prentz in just two short meetings. I've been reminded that a positive attitude attracts
good company and that, if you want to make new friends, you have to be prepared to take the first step. New
friends aren't likely to come banging on your door.
By the way, the more we talked about Peter, the more I began to suspect that no one could be that perfect. Lorna
must have chosen to focus on his strengths and look kindly on his weaknesses, another pretty good idea if you
want to make a marriage or a friendship work.
But do you think there might be more to her secret? Learning to love so deeply can't be that simple, or can it?
Grades 5/6
Lesson Resource 4.C
Lorna Prentz - PART II, 4 years later
(See General DVD Features, More Selections, Lorna Prentz)
I had lunch last week with my own personal brain trust; four friends who between them have 355 years of
life experience.
For the past four years, two other Hidden Heroes, Bill and Pam Pineo, and I have gone over to Gabriola
Island at least once a year to have lunch with Lorna. This year we took a new friend with us. Her name is
Ruth Kossman (She’s the youngster in the crowd. She’s only 85. Bill and Pam are 86).
I always look forward to these visits and, once again, we had a wonderful time. Later, as I thought more
about our lunch, I realized that I really should share some of the wisdom I have picked up from these
people over the years.
Perhaps the most powerful lessons I have learned came from Lorna. First, I have never heard the word
“wonderful” come out of anyone’s mouth nearly as often as I hear it from Lorna. She focuses on the very
best in the people and things around her and, guess what - she gets the very best in return from everyone
and everything. People enjoy Lorna as much as or more than she enjoys them. As a result, she never lacks
for company or support. Have you ever noticed that negative people tend to have fewer friends?
Bill Pineo put it succinctly, “what goes around comes around.”
Lorna is also a great example of the importance of physical fitness. Even though she is legally blind and
needs a walker, she still walks a mile almost every day. When she fell in the tub early this summer,
everyone expected that she would have broken several bones, but she didn’t. The doctors told her that more
than likely it was because she has kept in such good physical (and mental) shape for a person her age.
How’s your fitness level? Do you get exercise almost every day?
By the way, when Lorna was in the hospital her room was “wonderful”, the meals were “wonderful”, the
nurses were “wonderful”, and so on and, although she really wanted to get home, her hospital stay on the
whole was really… guess what, “quite wonderful”. In life you tend to get more of whatever you focus on. If
you focus on the good things, you’ll tend to get more of them.
Most of the other lessons I have learned have been taught to me by all four of these friends as I have
watched them in action. They include:
 Find your passion and keep busy doing things that relate to that passion.
 Keep alert and find every opportunity to make a difference for the people and the world
around you.
 Don’t let the little “important things” keep you from spending time, lots of time, with the
people you love… and every chance you get tell them, and better yet, show them how much
you love them.
 We have two ears and only one mouth, be a good listener.
 Be constantly aware of all the positive things in your life and appreciate them wholeheartedly.
 Make every day count. Do at least one small thing each day to make a difference for yourself
or someone else.
 Forget about the negative people in your life and tell everyone you know about people who
are doing good things. Perhaps you should tell them twice just in case they missed your story
the first time.
The last lesson is one I try to put into practice every time I write a Hidden Heroes story.
Lesson Resource 4.D(i)
Grades 5/6
Hidden Hero
(Student’s name)_______________________
Week of ________________________
Date
Hidden Hero Quote
Quote
Lesson Resource 4.D(ii)
Grades 5/6
Hidden Hero
(Student’s name)______________________
Week of ________________________
Date
Hidden Hero Action
What did you do?
Lesson Resource 4.E
Grades 5/6
How To Post & Share Your Students’ Our Hidden
Heroes Stories, Ideas & or Journal Entries.
We would be pleased and honoured if you would like to share your stories with us, so we
can post them onto our website. Please follow these basic instructions when you email
them to us:


Please email your students’ stories about their Hidden Heroes or about becoming a
Hidden Hero themselves to be posted on our web site. They should be sent to
stories@ourhiddenheroes.org in one file with stories copied one after the other and
formatted as follows like the following sample if possible. Pictures and photos are
welcome too.
Stories must come from a school district email address and permission must be given
to post students work on the internet.
Larry Cooper
By Christopher Mark Johnny
My hidden hero is Larry Cooper. He is accepting, caring, loyal, helpful, joyful
and self-confident.
He coaches John Barsby football and I think he is one of the best coaches. He
does lots of fun stuff like playing king of the bag. It is when you have to push the
person off the bag.
He inspires others to play football. He makes other people feel self-confident and
he makes us work hard. He tells us to do our best. He is focused on his job. He is
truthful. He is grateful for his job and he accepts people for who they are.
Grades 5/6
Lesson Resource 4.F
Joy Hunter
Have you ever experienced a period in your life when everything was going wrong and it seemed like nothing would
ever go right again? Have you ever noticed that, over time, things usually work out - and most often for the better?
Former Hidden Heroes Joy and Keith Hunter are a perfect example of the fact that the sunrise usually follows night.
When Joy and Keith got married, Keith had already spent more than twenty years building and operating a go-cart
track north of Toronto. They continued working together on the business for another seven years and then, without
warning, had it "stolen" from them – Someone who was to sell the property to them sold it to someone else without
telling them.
One of the first and best “gifts” from this "disaster" was that they worked through their challenges together and grew
an even stronger marriage.
So what could they do? Over the previous few years property values had escalated to the point they could no longer
even think about starting over in that area; however, they had visited the Mid Vancouver Island region a couple of
times and liked it. Then, when they found an affordable six-acre piece of property that would allow Joy to keep her
horse, they committed to making the move, sure that things would work out. Well they assumed it would be fine but
as they drove west, they were coming to a new mortgage and no jobs - Pretty scary stuff.
But of course things did work out. Within ten days Joy was hired by School District #68 to drive a school bus, Keith
was soon employed as well, and their new life began to bloom.
So without doubt, their new life was wonderful but then, when I dropped by for a visit a couple of years later, I found
that their lives had got even better.
After Joy retired, she spent six months wondering what she was going to do next. None of her options seemed to be
workable but then, while sitting on the porch one summer's evening, she had a brainstorm. She would put her two
major loves together (children and horses), buy some ponies, and start a pony ride business.
I saw her pony trail for the first time last week, a trail that takes kids on a magic ride with "dangerous S-Curves", a
bridge, a watering hole for the ponies, and an "enchanted forest" populated by elves and other small creatures.
I watched Joy's face as a couple of young children climbed onto their ponies and I could see that after "devastating
times", life can definitely get better, and better, and better.
"This isn't the first time in my life that things have worked out after a devastating experience," Joy told me as I was
leaving, "and I know that everyone, if they just keep true to their dreams, will see that things will work out. You don't
have to let those troubled times get you down; you can, and will, find happiness again."
It's a great message, hard to remember when we most need it, but a great message nonetheless.
Editor’s note: Soon after this story was published, Joy met a woman who told
her that after reading Joy’s story, she and her husband, after years of fearfilled talk and no action, bought the house they had been looking at. The next
person was a Life Skills teacher who told her she had been using the column to
you’ll find some of your most important teachers in your school, family prove
to her students that you really can overcome adversity. There’s no doubt,
you’ll find some of your most important teachers in your school, family and
community.
Lesson Resource 4.G
Grades 5/6
Kristi Tymos
(See DVD Feature)
Kristy Tymos is the university student who, last February, chose to drive back home late on a Saturday night so she
could go to church with her family the next morning. Sadly she fell asleep behind the wheel, drove off the road, and
woke up a quadriplegic.
I couldn't read any of the newspaper stories that followed her accident because I had known her as a vibrant young
teenager and I have known her mom and her grandmother for many years. The thought of this beautiful, young
student having her life so dramatically restricted was more than I could bear but then I met her last Sunday afternoon
and found the experience to be overwhelmingly inspiring rather than depressing.
Kristy remains a beautiful, young, active, student, a student who is leading a full, rewarding life. She just happens to
be a quadriplegic.
When I dropped by her home to visit, my primary goal was to give her an opportunity to thank the more than fifty
companies, organizations, and individuals who donated their time, materials, and money to build a wheel-chairaccessible addition on her mom's house. This addition gives her as much freedom and independence as possible.
That dozens of people enthusiastically lined up to help didn't surprise me at all. Given a chance, I believe most of us
will do whatever we can to help others in need – That pretty much makes all of us Hidden Heroes when we are given
or become aware of an opportunity to help other.
You may remember Casey Gallagher whose car accident led to her becoming a quadriplegic, and how the Knights of
Columbus led a team of community businesses who built a wheel-chair-accessible addition on her mom's home.
In Kristy's case, the Daybreak Rotary Club and their Past President, Bob Wall, coordinated the team of over fifty
small business and other supporters; Hidden Heroes all.
So there I was last Sunday afternoon with pen in hand ready to write the story of how the business community and
others pulled together to provide a home for Kristy; however, as soon as I met her, I found it difficult to focus on
anything but her. That said, acknowledging such selfless community support is important as it inspires more of the
same in the future. Thankfully, although we don't have space in this column to do so, each has been acknowledged by
the family with a personal letter and a full page newspaper ad.
Discharged from G. F. Strong Rehabilitation Centre just a few weeks ago, Kristi has settled into her new home,
celebrated Christmas and the New Year, registered for a psychology course at Malaspina University-College, and
created an active social life with friends and family.
She says she feared that her life might have become boring but in fact she has been so busy, she has had to
demonstrate a fair amount of self-discipline to make sure that she stays on top of her required reading and report
writing for her psychology course.
I'm trying to think of what impressed me most about this young woman, young enough to be my granddaughter, and
yet mature enough for us to sit for an hour or so sipping a cup of tea and chatting.
I suspect the most important lesson I learned from her, we learned from Robin Dutton, another Hidden Hero – that is
the importance of taking one small step at a time, not attempting giant leaps, as we move into our future. I would like
to believe that, as Kristy is doing, I could apply that lesson under such trying circumstances.
Whatever Kristy ends up doing, I'm confident she will inspire all those who get to know her along the way. This
young woman is in the process of making a difference in this world.
Grades 5/6
Lesson Resource 4.H
Heather Williams
(See DVD Feature
Heather Williams is a young entertainer who was working with Universal Studios in Japan when she was hit by a
taxicab while riding her bike. She spent the next two months in a coma in Japan with her family by her side followed
by three months working hard to begin her recovery at G.S. Strong Rehabilitation Centre in Vancouver.
Many people expected Heather to die as a result of the accident, but she didn't, and I suspect it was her amazing
attitude that brought her back to life.
"My life changed in an instant," she told me. "I had the perfect life. I was this talented entertainer making great money
doing exactly what I loved and then it was all taken away just like that."
Heather suffered a brain injury that robbed her of her balance and her voice, the two main tools she needed to sing,
dance and act. It has also affected her eyesight, which adds to her balance challenges. But the same positive attitude
that brought her out of her coma is fuelling her recovery.
"OK, this is a challenge," she stated, "a really big challenge but I have always done things well so I'm going to do this
well. I'm going to get better well."
Since coming home last December, her doctors have encouraged her to take anti depressants but she refuses. Instead
she is taking singing, ballet and palates classes.
"I go to the gym, I do ballet and palates and I'm happy," she enthused. "I don't need anti depressants."
When Christine McMahon, Heather's voice teacher, nominated her as a Hidden Hero, she wrote, "Heather is a
blessing and an inspiration to everyone she meets. I've been honoured to work with her and support her on her journey
to recovery. Heather radiates light and vitality and she never gives up. She knows that God has a larger purpose for
her life."
"God gave me the gift of being an entertainer," Heather told me, "and I did that well so I thought that was my purpose
but the accident taught me it's more than that, it's way more than that. I believe I'm here to inspire people however I do
it writing, singing, acting or dancing ... however."
But the journey isn't always easy. As we talked in more detail about the accident and what it cost her, she shed a few
brief tears but then quickly bounced back.
"I'm still coming to grips with all this," she smiled through misty eyes, "but I also see that I can't change it and there
are good things about it … I'm kinda getting it now," she continued. "I always was very spiritual before and now I'm
getting it even more. Everyone says live in the moment so you have to do what you're passionate about and go full
hog every minute. Don't mark anything. Don't mark life. Go one hundred percent all of the time."
"Mark" in dancing means that you do something in a half-hearted manner.
I asked Heather for her advice to those of us who, from time to time, feel overwhelmed by life.
"Stop and take a beat," was her quick reply. "Take a deep breath and ask yourself what from beginning to end
encompasses my life. What out of all that am I most passionate about? Then go for it one hundred percent."
There's no doubt. Heather has a huge challenge in front of her but don't count her out. One way or another she is
meant to be an entertainer so she will both entertain and teach. And she'll definitely be an inspiration to anyone she
meets.
Lesson Resource 4.I
Grades 5/6
Jean Baptist de Monet
Lamarck
A French naturalist in the
study of genetics proposed
that characteristics acquired
during an individual’s lifetime
are passed on to their
offspring.
What characteristics are you
acquiring, and how will they
affect your
children?
Grades 5/6
Name: ___________________
Lesson Resource 4.J
Date: _________________
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Lesson Resource 4.K
Grades 5/6
Name: _______________________________________
Date: _______________________
1. Write down two things that you learned, rediscovered, better understood,
or found interesting today.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Write down one question or something that you wonder about from
today’s lesson.
________________________________________________________________________
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Grades 5/6

Caring

Committed

Compassionate

Confident

Considerate

Cooperative

Courteous

Creative

Curious

Dedicated

Determined

Empowering

Empathetic

Energetic

Enthusiastic

Exuberant

Fair

Familyoriented

Focused

Forgiving

Friendly

Generous

Gentle

Goal-oriented

Good listener

Happy

Hard working

Healthy

Helpful

Honest

Honourable

Humorous

Innovative

Inquisitive

Inspiring

Integrity

Involved

Joyful

Kind

Loyal

Motivated

Optimistic
Lesson Resource 4.L

Organized

Passionate

Patient

Persistent

Positive

Principled

Reliable (Integrity)

Resourceful

Respectful

Responsible

Self-confident

Self-disciplined

Self-motivated

Sensitive

Sincere

Solves problems
peacefully

Team player

Tolerant

Trustworthy

Truthful (Integrity)

Understanding
Think of one person you know that you would describe using at least one of these words. Name one thing they
did to cause you to use that word. Can you think of anyone that could be described using three or more of these
words? What did they do?
Grades 5/6
Lesson 5.1
Hidden Heroes
Quote
“Character cannot be
developed in ease and
quiet.
Only through
experiences of trial
and suffering can the
soul be strengthened,
vision cleared,
ambition inspired and
success achieved.”
Helen Keller
Purpose:
The preceding lessons in this unit have had the students reflecting on who
and what they are, and how their thoughts and actions can influence their
own lives, as well as the lives of everyone in their many communities much like Bronfenbrenner’s Ecological Theory, which suggests that we
all possess many complex “layers” of different environments, each
having its own effect on who and what we are and how we interact with
our environments (Paquette Dede, and Ryan John 2007). In this two-part
lesson the students will come to understand the difference between a
“celebrity hero” and an everyday hero that we call a “Hidden Hero”.
Once the students understand the difference between the two types of
Heroes, they will then begin to understand, truly appreciate and apply the
qualities and characteristics they already possess - characteristics that
make them what we call Hidden Heroes.
Lesson 5
This lesson has
students beginning to
understand and
celebrate the Hidden
Hero they already are,
by creating images
that represent some
aspect of who they
are and how each has
left their mark as a
Hidden Hero
 Contributing the Classroom and School Community
Objectives:
The students will:
 Be able to define and describe who and what a Hidden Hero is.
 Be able to describe their own characteristics that make them Hidden
Heroes.
Materials:
 Paper
 Pencils
 Felts or pencil crayons
 Chart Paper
 Hidden Heroes Stories: Darren Hauca, & Tom and Joyce Huck - see
Lesson Resources 5.A and 5.B
 Students’ Daily Reflections and Check Ins – see Lesson Resources
5.C (i) and (ii)
Lesson 5.2
Hidden Heroes
Grades 5/6

Quote
quiet.
Only through
vision cleared,
Helen Keller
Lesson 5
This lesson has
understand and
by creating images
that represent some
aspect of who they
Hidden Hero



Hidden Heroes Descriptors – see Lesson Resource 5.D
 Overhead of “Hidden Hero Descriptors” – or use copies of
qualities and characteristics of a Role Model/Hidden Hero created
by the class in Lesson 1
Journal – see Lesson Resource 5.E.
Overhead of the Social Responsibility Assessment Rubric for Grades
5/6 – see Lesson Resource 5.F
 Individual student copies of Social Responsibility Assessment
Rubric for Grades 5/6 which they highlighted in Lesson 2, as a
self-assessment and as a baseline
Book - “One Smile” by Cindy McKinley
 Written Paragraph about the student’s Hidden Hero
 Venn Diagram Celebrity Hero vs. Hidden Hero
Setting the Stage:
It is important for our students to know and to understand that they are
surrounded by Hidden Heroes, ordinary people who consistently in some
small (or big) way do their part to make the world a better place. We all
have much to learn from these people. Our children, and society in
general, often tend to focus more on what is wrong with the world than
what is right. They also seem to pay more attention to the few celebrity
“heroes” and elite dictionary-defined heroes than they do to the strong
positive role models that surround them in their families, neighbourhoods
and schools (Hidden Heroes). These are the people that have the greatest
impact on our lives; the people from whom we can learn important life
lessons.
Day 1 Activities
Procedure:
Step 1
 Put the word “Hero” up on the overhead, chart paper or the
chalkboard and ask the students to think of who their heroes are,
excluding Hidden Heroes.
 Have each student name one of their heroes while you write these
names on the board, overhead or chart paper (the latter two are
recommended since you will be able to refer to them at a later time).
Grades 5/6

Hidden Heroes
Quote
quiet.
Only through
vision cleared,
Helen Keller
Lesson 5
This lesson has
understand and
by creating images
that represent some
aspect of who they
Hidden Hero.



Lesson 5.3
Next, have your students discuss the qualities, characteristics or traits
that make their chosen person a Hidden Hero while you list them.
For example, someone who is aspiring to become an NHL star might
choose Wayne Gretzky as their hero because they consider him to be
the greatest hockey player who ever played. Someone else may
choose Batman or Superman because they both posses super human
strengths and try to do good for the world.
Next share one or more Hidden Hero stories (see Lesson Resources)
with the class.
Have a class discussion about the Hidden Heroes featured in the
stories – What are the character traits that each one of the main
characters possesses. Furthermore, why do the students believe that
these people are Hidden Heroes? Reiterate or elicit from the class
what a Hidden Hero is. It may help to pull out the chart made in the
first lesson regarding positive role models, as all of those qualities
and characteristics are found in Hidden Heroes.
Go back to the list of heroes that the class created on the overhead or
chart paper and ask them if they can list the qualities and/or
characteristics that each one of these heroes possesses and/or how
each hero helped others by their actions. Help the students realize that
many of their celebrity “heroes” are not necessarily either heroes or
Hidden Heroes.
Step 2
 Working individually or in pairs, have the students create a list of all
the Hidden Heroes they know personally.
 Then, have each student choose one Hidden Hero from their list and
write: Who the Hidden Hero is; how they know that person; and what
they do or did that made the student want to choose him/her as their
Hidden Hero. (Note to teachers: Hidden Heroes do not always have
to be human. Think of Seeing Eye and Police Dogs or a student’s
special pet.)
Closure:
 Daily Reflections & Check In
 Have the students create a Venn Diagram with celebrity heroes and
Hidden Heroes.
Extensions:
 Have each of the students give or send their stories (from the activity
above) to their Hidden Hero and report back to the class with that
person’s reaction.
Lesson 5.4
Hidden Heroes
Quote
quiet.
Only through
vision cleared,
Helen Keller
Lesson 5
This lesson has
understand and
by creating images
that represent some
aspect of who they
Hidden Hero
Grades 5/6
Day 2 Activities
Procedure:
“I am A Hidden Hero and Here Is My Mark!”
 Today’s activity will have the students applying the knowledge that
they already have about themselves and about being a Hidden Hero.
 Recap what you and the class have learned about the difference
between celebrity heroes and Hidden Heroes.
 Organize a class discussion on what they have learned about
themselves - for instance the importance of developing a positive
attitude and strong self-esteem. Both are important with regard to
how we view and interact with the world around us.
 Give the students copies of the Social Responsibility Assessment
Rubric they filled out as a self-assessment in Lesson 2. Those who
were absent during that exercise can fill out their self assessment
now, using today’s date. Place a clean copy of the Assessment
Rubric on the overhead and review it together. Have the students
reflect and assess where they see themselves now. If they have or feel
that they have had growth in any areas have them highlight (in a
different colour) where they think they are now. Ensure that the
students again date their Performance Standard self-assessments. You
may want to remind the students they are not yet finished the unit, as
some will find they are not yet in a different category. Let them know
that is okay, as we all learn in our own time.
 Read aloud the story, “One Smile” by Cindy McKinley.
 Have the students, individually or in pairs, brainstorm and record
ways that they have “left their mark as a Hidden Hero”. Have them
think of times when they did something that made someone’s life
better, happier, easier or something they did for themselves that made
them a better person and therefore better able to help others. It could
be as simple as smiling at someone as in Katie’s case (the main
character in the story), or it could be something more involved or
unique.
 Once the students have a few ideas written down, ask them to choose
one thing they did that they would most like to illustrate and write
about.
 Next, have them choose at least 5 words (characteristics) from the
Hidden Heroes Descriptors list that they will use to describe their
behaviour as they “left their mark as a Hidden Hero.” For example, if
the student chose to write about a time when he/she volunteered as a
dog walker at the SPCA – words that could be used to describe this
behaviour are: dedicated, helpful, trustworthy, giving, concerned,
loving, etc. It may be helpful to display the list of “Hidden Hero
Descriptors” on the overhead for students to review.
Grades 5/6
Hidden Heroes

Quote
quiet.
Only through
vision cleared,
Helen Keller



Lesson 5.5
After the students have their descriptive words written down, ask
them to take a new sheet of paper and trace their hand, ensuring that
their fingers are stretched wide apart (as each finger/thumb will be
used to write the descriptive word they chose and the palm part of the
hand will be where the students write their scenario – How they left
their mark as a Hidden Hero)
Have students fill in the palm part and the finger parts of their
illustration, and creatively decorate their creations. They could cut out
their handprints and mount them on a different colour page.
Have students title their creations “My Mark as a Hidden Hero”.
Display these for the class and school to see.
Closure:
 Journal – “What I know and have learned about being a Hidden
Hero.”
 We encourage teachers to post some or all of these insightful journal
entries onto the Hidden Heroes website (for instructions on how to
post see Grade 5/6, Lesson 4, Lesson Resource 4.E)
Lesson 5
This lesson has
understand and
by creating images
that represent some
aspect of who they
Hidden Hero.
Lesson Resource 5.A
Grades 5/6
Darren Hauca
Although this column is about one coach, it is meant to acknowledge all coaches... and their families... who, year after year,
give thousands of hours to our kids.
Darren Hauca coaches a girls Peewee (twelve and under) hockey team and, although he loves the game, his primary goal is to
help kids become responsible adults, not professional athletes.
Darren works hard to develop leaders for the future; to instil confidence and self-esteem; to inspire his players to always give
100% in hockey and everything else they do. He even includes a component that teaches public speaking. So at the end of
each season, his girls have gained a lot more than just improved hockey skills.
Out of sixteen players on this year's team, nine are young first year players and, to no one's surprise, they got trounced in the
preseason games. But by the time the season rolled around, Darren's magic had taken hold.
Although his primary goal is to teach his players how to win at life, he also teaches them how to win at hockey. And win
they do. His team has lost only one league game in two years.
In part Darren's magic is about instilling team spirit. When a goal is scored the shooter gets a little extra accolade but the
whole team celebrates because Darren has taught them that it takes a team to put the puck in the net, not an individual star.
Kathy Reynes has watched Darren closely over the past two years because her daughter has been playing on his team.
"Everything Darren does is beyond sport," she wrote on his Hidden Heroes certificate, "It's about who you are as a person.
This is a twelve and under team," she continued. "He has kids as young as eight and nine playing for him so there is a huge
age and ability span but somehow he is able to challenge everyone at their own level. He's amazing."
At the first team meeting of the year, each player is required to stand up in front of her team mates and their parents and state
her hockey goals for the year and what she hopes to achieve outside hockey. They also are required to thank their parents for
the support they have been given. At the team Christmas party, each girl stands up in front of her team mates and their
parents once again and reviews her goals for the year.
Then, towards they end of the season, Darren hands out a sheet and everyone is asked to write one thing they like about each
of their team mates as a person and as an athlete. Then his wife, Teresa, prepares a special laminated memento for each girl
with a team photo and a list of all the things her team mates have said about her.
At the end of season party each girl stands up, one by one, as all the comments about her are read and then, speaking to
everyone there, they review their accomplishments for the year and, of course, thank their parents once again.
"Many of the girls have difficulty speaking in front of everyone at the beginning of the year," Darren says, "but by the end of
the season they all do a pretty good job."
So here's to Darren Hauca and all the other coaches out there who work hard to help our kids become better citizens.
Grades 5/6
Lesson Resource 5.B
Tom & Joyce Huck
Like a lot of grandparents, Tom and Joyce have spent years always being there doing little things for others without
expecting... and certainly not looking for... a pat on the back.
The certificate their daughter-in-law, Debra, has for them reads, "If you need a hand, Tom and Joyce are always
there to help. Whether it's donating homemade crafts for Cystic Fibrosis auctions, growing dahlias for their
grandchildren to sell and raise money for CF research, attending all of their grandchildren's special events,
delivering part of their own Christmas dinner to elderly neighbours or gardening for their friend who had a stroke,
whatever the need, Tom and Joyce are always there to help."
It's great to have those one in a million heroes who climb the highest mountains, throw a baseball a hundred miles
an hour or write billion selling novels. They motivate many of us. But those heroes aren't usually around when a
child needs a hug or someone to attend their dance recital; when a neighbour needs a friend; when a family member
needs a special favour.
Tom and Joyce are the kind of heroes that are always there when you need them and since they have six
grandchildren, they keep themselves very busy ferrying various kids to dentists, doctors and orthodontists and,
even more important, attending all their dance recitals, horseback riding events and softball, basketball and lacrosse
games.
Last summer when their grandson, Evan, spent several weeks in the Cystic Fibrosis clinic in Vancouver, Tom and
Joyce were at his bedside for two or three days during each week while his parents were at work. Of course his
parents were there on the weekends. So Evan had lots of company.
Do you think Evan thought of them as heroes? He probably wouldn't use that word but I'll bet he does. And do you
think, given their example that he'll end up being the same kind of person? I think so too. That kind of caring is
contagious.
And Joyce and Tom's caring isn't kept strictly within the family. They have many seniors in their neighbourhood
and often, during various special seasons, one or more of them isn't well enough to cook for themselves so
frequently a plate is piled high and delivered to their door. And a couple of years ago, when one of Tom's friends
had a stroke, who do you think turned up to look after his garden?
Of course, we could probably fill a book if we started to document all the little things that Tom and Joyce have
done for others over the years, little things that have made a huge difference in their family and neighbourhood. It
is great to have those one in a million heroes to admire, but the people who really make a difference in this world
for most of us, are people like Tom, Joyce and the all the other Hidden Heroes you know.
Do you have grandparents that haven't yet been acknowledged, grandparents that might just appreciate a special
thank you? Have you got time to send then a note or a card?
Grades 5/6
Hidden Hero
(Student’s name)_______________________
Week of ________________________
Date
Hidden Hero Quote
Quote
Grades 5/6
Hidden Hero
(Student’s name)______________________
Week of ________________________
Date
Hidden Hero Action
What did you do?
Grades 5/6
Lesson Resource 5.D

Caring

Committed

Compassionate

Confident

Considerate

Cooperative

Courteous

Creative

Curious

Dedicated

Determined

Empowering

Empathetic

Energetic

Enthusiastic

Exuberant

Fair

Familyoriented

Focused

Forgiving

Friendly

Generous

Gentle

Goal-oriented

Good listener

Happy

Hard working

Healthy

Helpful

Honest

Honourable

Humorous

Innovative

Inquisitive

Inspiring

Integrity

Involved

Joyful

Kind

Loyal

Motivated

Optimistic

Organized

Passionate

Patient

Persistent

Positive

Principled


Resourceful

Respectful

Responsible

Self-confident

Self-disciplined

Self-motivated

Sensitive

Sincere

Solves problems
peacefully

Team player

Tolerant

Trustworthy


Understanding
Think of one person you know that you would describe using at least one of these words. Name one
thing they did to cause you to use that word. Can you think of anyone that could be described using three
or more of these words? What did they do?
Grades 5/6
Name: ________________
Lesson Resource 5.E
Date: __________________
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Lesson Resource 5.F
Grades 5/6
Lesson 2
CATEGORY
Not Yet There
Pretty Much There
You Are There
Illustrations &
Understanding
Illustrations do not
demonstrate an
understanding of a time
when the student was
socially responsible and
acting as a Hidden Hero.
Most of the illustrations
demonstrate some
understanding of a time when
the student was socially
Hidden Hero.
All illustrations clearly
demonstrate that the student
understands a time when
he/she was socially
Hidden Hero.
Grammar &
Punctuation.
Attractiveness
There are more than 2
There is 1 error in
errors in capitalization or capitalization or punctuation.
punctuation.
The illustration is
distractingly messy or
very poorly designed. It
is not attractive.
The illustration is attractive in The illustration is
terms of design, layout and
exceptionally attractive in
neatness.
terms of design, layout, and
neatness.
Use of Class Time Did not use class time to Used time well during each
focus on the project OR
often distracted others.
Capitalization and
punctuation are correct
throughout the poster.
Used time well during each
class period. Usually focused class period. Focused on
on getting the project done
getting the project done.
and never distracted others. Never distracted others.
Grades 5/6
Lesson 6.1
Hidden Heroes
Quote
“A compliment is like
verbal sunshine.”
Lesson 6
Purpose:
Hidden Heroes understand that compliments are like special gifts gifts given with respect and appreciation for an act of kindness or a
job well done. For some, giving compliments is not an easy task. It
is often a skill that needs to be taught and practiced. Therefore, it is
important that the students learn why and how to give them. In
learning to consistently give honest and heartfelt praise, the
students will learn not only how to look for the good in others, they
will also learn a lot about themselves. In addition, the act of giving
a compliment serves the dual purpose of making both the recipient
and giver of the compliment feel better.
Everyone appreciates
a good heartfelt
compliment; in fact,
Mark Twain, once said
“I can live for two
This three-part lesson will address the concept of giving
compliments. First, the students will learn what a compliment is
and how to give and receive it. Secondly, the students will create a
“complement tree”. And finally, the students will begin to
understand the connection between being a Hidden Hero and
complimenting. As the saying goes, “when we adopt an attitude of
gratitude great things can and will happen.”
Robert Orben
months on a good
compliment.” Through
the simple act of
giving a compliment
students will be given
the opportunity to
discover how good it
makes them feel to
make others feel
good.
Objectives:
The students will:
 Be able to understand what a compliment is and the effect
giving and receiving compliments can have on themselves and
others.
 Be able to give and receive compliments.
 Recognize that acknowledgement in the form of compliments
is something that Hidden Heroes always do.
Lesson 6.2
Hidden Heroes
Quote
verbal sunshine.”
Grades 5/6
Materials:
 Paper
 Pencils
 Several strips of paper (enough for 5-10 compliments to be
written for each student in the class)
 Copies of “Beef & Bouquets” from a local newspaper
 Lyrics of “You Raise Me Up” by Josh Groban – internet link
Robert Orben





Lesson 6


a good heartfelt
months on a good
the simple act of
giving a compliment
the opportunity to
makes them feel to
make others feel
good.


http://www.grobania.com/raise.html
What Is a Compliment? – see Lesson Resource 6.A(i)
Example of Compliments – see Lesson Resource 6.A(ii)
Compliment Quiz – see Lesson Resource 6.A(iii)
“Give a Compliment” scenarios – see Lesson Resource 6.A(iv)
Copy of Hidden Hero story – Dale Dawes & Betty Dillabough
– see Appendices 6.B and 6.C
Hidden Hero Descriptors (to make overhead & copies) – see
Lesson Resource 6.D
Daily Reflections & Check In Sheets – see Appendices 6.E(i)
& (ii)
Three Minute Pause – see Lesson Resource 6.F
Journal – see Lesson Resource 6.G
 Journal entries
 Illustrations with compliments
 Hidden Hero paragraphs
Setting the Stage:
Although we often do not think of it, there are three steps to a
compliment. They are: the reason, the feeling and the result. When
you put these three parts together you are sending a message that
will encourage and lift the recipients’ spirits as well as leaving
them with a ‘warm fuzzy’ feeling that will encourage them to do
even more good things – After all, that is the purpose of a
compliment. When our students learn how to give and receive
compliments in a small, unobtrusive but important way they are:
“being sensitive and responsive to others’ needs”, “showing
appreciation and support”, as well as “making the world a better
place.”
Grades 5/6
Hidden Heroes
Quote
verbal sunshine.”
Robert Orben
Lesson 6
a good heartfelt
months on a good
the simple act of
giving a compliment
the opportunity to
makes them feel to
make others feel
good.
Lesson 6.3
Day 1 Activities
Procedure:
 Teacher begins the lesson by bringing a beautifully wrapped
gift to the front of the class and placing it down without any
comments. Then he/she proceeds to give several compliments
to the students. The positive comments can be directed at
individuals or to the whole group and can be on behaviour or
effort/actions. (e.g., “Those shoes look neat, Rachael!”,
“Thanks, Caleb, for helping me to set up the room today for
our lesson.”, “Jordan, you always work hard and pay attention
during these lessons. I really like that.”)
 Teacher then introduces the term ‘compliment’ – Ask the
students to give their definition of this term.
 Explain or re-emphasize to the students that we can, in fact,
give gifts to others that are just as nice as presents in a box and
perhaps more important. These gifts are call compliments.
When we smile, or say something nice to another person, it’s
like giving a gift (just like Katie in the book “One Smile” by
Cindy McKinley that was read earlier in this program).
 The teacher informs the class that we are going to give each
student the gift of a compliment.
 Teacher explains that compliments are true, sincere and about
the person who is receiving the compliment. They can be given
for a variety of reasons. Have the class share some ideas.
 Inform the class that compliments should never be untrue or
aimed at making someone feel embarrassed, or even worse,
hurt. Remind them that at first they may feel uncomfortable
with this new skill just as they would with any new skill they
are learning, but insure them that after they have practiced it,
they will like how they will feel when they give compliments
and see how the recipient responds.
 Have the class brainstorm in pairs a list of 10 possible
compliments. Then have each group choose its top 3 and
reports out while the other groups listen and add only different
suggestion - the teacher records these.
 See if the students notice any theme to the compliments such
as, many will begin with “You…”, or “I really
liked/noticed…” or “Thank you for…” etc.
 Then, in turn, have each student take the present, and give a
compliment to a fellow classmate. The receiver of the
compliment then will take the “gift” and offer a compliment to
another student (who has not received a compliment yet).
Continue until all have received a “gift”.
Lesson 6.4
Grades 5/6
Hidden Heroes
Quote
verbal sunshine.”
Robert Orben
Lesson 6
a good heartfelt
months on a good
the simple act of
giving a compliment
the opportunity to
makes them feel to
make others feel
good.

Remind the class that the receiver of the “gift” also has a job,
which is to be gracious. You may have to explain what
gracious is and looks like. For example, many people often
respond to a compliment with a non-committal remark of “Gee
whiz it really was nothing”. Inform the students that when we
respond like this, we are in essence robbing the complimentgiver of his/her opportunity to feel good.
Teacher will now read from the compliment quiz and have the
students either stand-up/sit-down or thumbs up/down for the
correct answer.
Closure:
 Have students write in their journals or on a sheet of paper, 5
compliments that they would give themselves and 5
compliments they could give someone else of their choice.
Extensions:
 Have several scenarios made up (some examples are included
at the end of this lesson) and have students come up to the front
of the class in pairs. Ask the first student to pull a scenario
from the box, read it to the other person and ask them to
respond with an appropriate compliment that might follow this
scenario.
Day 2 Activities
Procedure:
 Teacher asks students what they learned about compliments in
the last class.
 Teacher then asks the students to listen and read along with the
following song, instructing the students to think of how this
song ties in with what they already know and have just learned
about compliments.
 Play the song from Josh Groban “You Raise Me Up” and have
the lyrics up on the overhead (see “Materials” for internet link)
 After the song has been played, and the lyrics have been read,
have the students take a few minutes to reflect in silence, and
then write about the feelings this song has evoked in them and
how they feel it connects to this lesson on compliments.
 Ask for volunteers to share their thoughts.
 Ask students to draw a complimentary likeness of themselves
or to create an image that reflects something positive about
their personality.
Grades 5/6

Hidden Heroes
Quote
verbal sunshine.”
Robert Orben
Lesson 6
a good heartfelt
months on a good
the simple act of
giving a compliment
the opportunity to
makes them feel to
make others feel
good.

Lesson 6.5
After the above illustrations have been completed, we suggest
that the teacher give each student a list of 5 to 10 student
names from the class and the same number of paper strips.
Using one strip per compliment, have each student write and
deliver a compliment to every student named on their list.
Then have your students attach these compliments to their
complimentary likeness. In this way, each student in the class
will have the same number of compliments.
You may want to put up the examples of how to give a
compliment and the Hidden Hero Descriptors to help the
students when writing their compliments.
Closure:
 Journal - write a short paragraph on how it felt to give and get
compliments from your fellow classmates.
Extension:
 Have the students create a “Compliment Tree” where the
branches hold actual compliments and/or ideas for
compliments. Each root could be labelled a different Hidden
Hero Descriptor and the Trunk could be labelled “Hidden
Hero”. Display this somewhere in the school or classroom for
all to see.
Day 3 Activities
Procedure:
 Teacher reads Hidden Hero stories - Dale Dawes and/or Betty
Dillabough (see this lesson’s appendices).
 Ask the students what qualities, characteristics, and actions
were exhibited that made someone want to pay a compliment
by nominating them as Hidden Heroes.
 Ask the students if they can think of anyone in their life that
they would like to honour as a Hidden Hero? Remind them
that the Hidden Hero could be a family member, a
coach/teacher, friend, their pet, etc.
 Next, inform the students that they are going to write a
paragraph about their Hidden Hero.
 The paragraph will:
Introduce the student’s Hidden Hero.
Describe how they know the Hidden Hero – Is this a family
member, a coach, a friend or someone else?
Lesson 6.6
Grades 5/6
Hidden Heroes
Quote
verbal sunshine.”
Robert Orben
Lesson 6
a good heartfelt

Explain why they have chosen that person and identify
what qualities, characteristics, actions this person possesses
that makes them a Hidden Hero
Provide a brief closing statement.
Time permitting; the teacher may want the students to
provide typed copies of their paragraphs to share with the
class and to possibly be posted on the Our Hidden Heroes
website (www.ourhiddenheroes.org).
Closure:
Extension:
 Have students read some of the “Beefs & Bouquets” that are
printed in many local newspapers. Students can then create
bouquets of their own. The class could choose three of those
bouquets to send to the local paper. Should your local
newspaper not have a “Beefs & Bouquets” section, have the
class prepare one or more “Letters to the Editor” for that
publication.
months on a good
the simple act of
giving a compliment
the opportunity to
makes them feel to
make others feel
good.
Grades 5/6
Lesson Resource 6.A(i)
What Is a Compliment?
 A compliment is when you say
something nice about someone.
 People like to hear comments
about their good behaviour, how
hard they are working, or on
their appearance.
 When we give compliments, we
should always be positive and
always mean what we say.
Lesson Resource 6.A(ii)
Grades 5/6
 Decide what you want to tell the
other person.
 Decide what to say.
 Choose a good time and place.
 Give the compliment in a friendly,
honest and sincere way.










I really like the way that you…
Thanks mom/dad for…
Great work today!
You look nice this morning!
You did a very good job of…
It was great that you…
You are fun to be around!
You are a good friend.
You are a good listener.
I can tell that you are trying
really hard. Thanks!
Grades 5/6
Lesson Resource 6.A(iii)
Is This a Compliment - Quiz?

“You should walk quietly when you are in the hall.” (No)

“I am really glad that you are always ready to learn
when I am in the front of the class.” – (Yes)

I am really proud of the students who walked quietly
in the hall as it shows you care about others and can
follow rules
- (Yes)

“Please turn to page 8 in your text books.” – (No)

Giving a student a ‘high-five’ when he or she reads a
tough word correctly. – (Yes)

“Thank you for remembering to bring your planners
today.” – (Yes)

“You worked really hard today. Good job!” – (Yes)

“You didn’t do that right.” – (No)

“I’ll bet you’ll do well on your test.” – (No, it is
not a true compliment more of a wish or a prediction)

“You always choose to read such interesting books,
just the kind I would like to read.” – (Yes)

“Are you happy that tomorrow is Saturday?” – (No)

“You speak with such confidence.” – (Yes)

“You are fun to be with.” – (Yes)

“Your shoe is untied.” – (No)

“You are amazing on your skateboard!” – (Yes)

“You tried really hard at High Jump today and I am
proud of you.” – (Yes)
Lesson Resource 6.A(iv)
Grades 5/6
Compliment Scenarios
Directions: Read each scenario aloud and have students
create a compliment that matches the situation.
1. You pick up the student that you are tutoring and walk down to the classroom. As you walk
through the halls, a group of first-graders walk by. They are quite noisy and are fooling
around. But your student is quiet and well-behaved and ignores kids in the hallway when they
try to get his attention. Once you get to the classroom, you say to your student…
2. You are a coach of a field hockey team and you noticed that one of your students has been
working extremely hard this practice. Just before practice is over you take the student aside
and you say to her…
3. You are the learning assistance teacher and when you go to the classroom to pick up your
student, the class is just finishing up a math lesson. The teacher tells you to wait just a few
minutes until the lesson is over. Your student looks up and sees you across the room. But
he/she shows good behaviour and does not wave at you, yell out, or draw attention to
him/herself. Later, during your time together you say this to the student…
4. When you listen to your student reading out loud one afternoon, you notice that she is reading
harder words now and doesn’t seem to need your help as much. You say to the student …
5. You notice one day that your friend is wearing a new pair of pants and new sneakers that look
pretty cool. You say to your friend…
6. One day, your friend pulls a paper out of her backpack. The paper is a drawing that he/she
has made of his/her favourite pet, a dog named Wags. You look at the drawing and say…
7. You noticed that a teacher is arriving at school and has his/her hands full of books and
materials, and is having a hard time carrying it all, you rush ahead and open the door and ask
if you can help. Later the principal sees you in the hallway and comments that she saw what
you did earlier to help that teacher and he/she said…
8. You are taking your students to the music room and you ask them to line up. They do so
without any pushing, shoving or talking and they remain in this good behaviour all the way to
the music room. You say to your students…
9. You were out on duty at recess and noticed that a small child was crying on the playground
and that an older student went over to investigate and make the crying child feel better. Later
you catch up with the helpful student and say…
10. You are walking to school and you notice that there is a dog in the middle of the road. Once
you get closer you realize that it is your neighbour’s dog so you decide to take the frightened
dog back to it’s home. Once you get to the neighbour’s house and explain the situation, the
neighbour says…
Grades 5/6
Lesson Resource 6.B
Dale Dawes
Are there people from your past that you never really got to know very well but they still managed to have a positive impact on
your life?
Although she is now a teacher and a mother of two, Trina Wilcox still remembers Dale Dawes, her school bus driver when she
was a student in Junior Secondary School. Last week, all these years later, she nominated him as a Hidden Hero.
Trina is sure that when Dale first took over that route more than twenty years ago, he got it because none of the more senior
drivers wanted it. The kids on the run, especially the boys, had built quite a reputation for their rowdiness but that didn't seem
to bother Dale.
"He had a constant smile on his face and he was always fair," Tina recalls, "even when the kids were defiant and rude. He'd
simply remain calm and say, 'When you are ready to calm down, we'll talk'. But we often spent a lot of time stopped on the
side of the road waiting for that to happen!"
It's interesting that Dale had such an impact on Trina because they never really talked that much.
"It was just the special way he would greet us all as we got on or off the bus," Trina recalls. "It always amazed me how he
could remember all of our names because he had over 150 kids a day to deal with and yet he'd always have a special greeting
and he'd remember so many little things about our families and our school lives.
"He was the first school person I met at the beginning of my day and the last to see me safely home at the end and he always
made me feel good."
Every Christmas Trina would bake Dale a tray of cookies and now, she says every time she puts a batch of cookies in the oven,
she thinks of how lucky the students are who ride his bus.
"Even on my bad days," Trina smiled, "the kind all teenagers have from time to time, as long as Dale was in the driver's seat
when I got on the bus, I knew I'd be fine."
It seems Dale's easy going personality doesn't disappear when he gets off the bus either. Both Dave Prevost, his supervisor, and
fellow driver, Joy Hunter, spoke of him as being the type of guy that's a lot of fun to work with.
"You can always count on him to liven up the place up," Prevost concluded.
Although he was pleased to be nominated, like most of our Hidden Heroes, Dale was reluctant to have this column written
about him. He definitely does not think of himself as any kind of "hero". But, like all of the others I've written about over the
years, he's a role model from whom we can all learn - There's a lot of power in a consistent smile-filled greeting for instance Also, by telling his and other stories, my hope is that we motivate you to notice, and acknowledge, the other Hidden Heroes in
your life.
By the way who are they? Have you thanked them lately?
Lesson Resource 6.C
Grades 5/6
Betty Dillabaugh
"I didn't realize how much it meant to have you here until now because I'll soon have to learn what it's like to not have you."
That's what Grade 6 student, Sarah B., wrote in a memory book the students at Uplands Park Elementary School gave to Betty
Dillabaugh last week when she retired as their school librarian. Sarah is wise beyond her years.
Many of us... maybe even you... have at least one or two people who played a significant role our lives and yet we've never
taken a moment to thank them.
I remember two teachers in particular, "Fuzzy" Burnett, my Ancient History teacher, and Ralph Thornton, one of my Physical
Education teachers at Glebe Collegiate in Ottawa. I never thanked either one of them and they have now passed away. Dr.
Hans Selye and CBC announcer, Alan McFee, are two more people that played a significant role in my life and I never thanked
them either. Unfortunately, they too are gone.
Perhaps you are luckier than I. Maybe you could still call or write those special people in your life.
Thanks to the efforts of principal, Marie Harel, the students at Uplands Park Elementary will have no such regrets when it
comes to recognizing Betty Dillabaugh for her contributions to their school because each and every student wrote a note in the
two inch thick memory book they presented to her last week.
Here are a few of the things they had to say:
"I'll always remember your smile. If the sun ever burnt out, your smile could take its place." Jeff F.
"You've been so kind to me and I've never been able to repay you. You are the best librarian ever to come to the planet earth
and beyond and you are very, very, very, very, very, very good at being your self." Adam L.
"You are thoughtful and kind and you have a great sense of humour. You are also generous and organized." Jerry S.
"You were always nice to us and respectful of our feelings." Natalie S. (Natalie has a very fancy, but difficult to read,
signature so I hope I am spelling her name correctly)
"I will miss the way you were so helpful, how you'd made me happy when I wasn't, how you would encourage me when
something seemed impossible and how you would always turn a negative into a positive." Jake V.
"I'll always remember when you gave me a special bookmark because I did not like the ugly ones. I still use it." Kylee R.
"You gave children the chance to use their imagination." Larissa K.
"You had so much patience with us. When we were misbehaving, you were always so calm." Josh R.
"You kept us in line without being really mean." Jamie F.
"I will miss how you would make me feel happy when I was down, the way you would help find something, how you would
encourage me when I needed help and how you would always say positive things to everyone." Dalton N.
"You were always nice to me even when I wasn't nice back. I remember the younger grades when you read stories to us. It was
my favourite thing in school." Brandan S.
In short, from reading through the Memory Book, I learned that the students think Betty Dillabaugh has a great sense of
humour and a great smile. She also listens well and she's kind and thoughtful and, perhaps most important of all, she's really
cool. Sounds like a Hidden Hero to me.
Lesson Resource 6.D

Caring

Committed

Compassionate

Confident

Considerate

Cooperative

Courteous

Creative

Curious

Dedicated

Determined

Empowering

Empathetic

Energetic

Enthusiastic

Exuberant

Fair

Familyoriented

Focused

Forgiving

Friendly

Generous

Gentle

Goal-oriented

Good listener

Happy

Hard working

Healthy

Helpful

Honest

Honourable

Humorous

Innovative

Inquisitive

Inspiring

Integrity

Involved

Joyful

Kind

Loyal

Motivated

Optimistic

Organized

Passionate

Patient

Persistent

Positive

Principled


Resourceful

Respectful

Responsible

Self-confident

Self-disciplined

Self-motivated

Sensitive

Sincere

Solves problems
peacefully

Team player

Tolerant

Trustworthy


Understanding
Think of one person you know that you would describe using at least one of these words. Name one
thing they did to cause you to use that word. Can you think of anyone that could be described using
three or more of these words? What did they do?
Lesson Resource 6.E(i)
Grades 5/6
Hidden Hero
(Student’s name)_______________________
Week of ________________________
Date
Hidden Hero Quote
Quote
Grades 5/6
Lesson Resource 6.E(ii)
Hidden Hero
(Student’s name)______________________
Week of ________________________
Date
Hidden Hero Action
What did you do?
Lesson Resource 6.F
Grades 5/6
Name: _______________________________________
Date: _______________________
1. Write down two things that you learned, rediscovered, better
understood, or found interesting today.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Write down one question or something that you wonder about
from today’s lesson.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Grades 5/6
Assessment
Name: ________________
Lesson Resource 6.G
Date: __________________
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Grades 5/6
Lesson 7.1
Hidden Heroes
Quote:
“When we do the best
we can, we never know
what miracle is wrought
in our life, or in the life
of another.”
Helen Keller
Lesson 7
This lesson will have the
students learning that
every action they take
Mother
affects
bothTeresa
themselves
and the recipients of the
action. We call this the
“Ripple Effect.” In this
lesson, students will be
given the opportunity to
put into practice daily
random acts of kindness
for an entire week and
then reflect on both
their feelings and the
effect of the action. In
addition, students will
write letters of
appreciation to adults
that have had a positive
influence on their lives,
pointing out how the
adult unknowingly
started a “ripple effect”.
Purpose:
Is there anything more powerful or rewarding than showing each
other that we care; that there is love, hope and magic all around us?
Hidden Heroes know that there is tremendous power and positive
energy in giving. We call this the “Ripple Effect.” It is about all
people, from all walks of life, giving to someone else and
observing and/or trusting that their kind act will take on a life of its
own as it ripples outward, touching an innumerable number of
people in its path. The purpose of this lesson is to enable our
students to consider the effects of their actions and teach them that
unselfish giving can offer many more rewards than they could ever
imagine. In addition, we want our students to understand that by
both their deeds and words, they can make a difference not only in
their own lives but also in the lives of others.
Objectives:
The students will:
 Be able to demonstrate and explain what a ‘Ripple Effect’ is
and how it grows
 Be able to practice random acts of kindness
Materials:
 Paper
 Pencils
 Small bucket or small doll pool filled with enough water to
allow for ripples to appear on the surface
 Some heavy object to drop in the bucket of water to cause the
ripples.
 Book “Ordinary Mary’s Extraordinary Deed” by Emily
Pearson
 Book “Because a Little Bug Went Ka-choo” by Rosetta Stone
 “Ripple Effect” Record Sheet - 1 for each student – see
Learning Resource 7.A.
Lesson 7.2
Grades 5/6

Hidden Heroes

Quote:


of another.”
Helen Keller
Lesson 7
affects both themselves
write letters of
adult unknowingly

“Bill Pineo” stories: One about him and one from his granddaughter, Darcie Pineo – see Appendices7.B(i) & (ii)
Hidden Heroes Founder’s original “Ripple Effect” story – see
Learning Resource 7.C
“Brenda Aubin” story – see Learning Resource 7.D.
“Your Influence Begins With You and Ripples Outward” – 1
for each student – see Learning Resource 7.E
Quote by John Heider, “The Ripple Effect” – see Learning
Resource 7.F
 Ripple Effect Record Sheet
 Written assignment – appreciation letter to family member or a
positive influence
Setting the Stage:
Just like stones thrown into a pond, simple actions create ripples in
the lives of all the people you touch and sometimes people you
have never even met. There are hundreds of ways we can
positively affect others. When our students are being friendly,
sensitive and responsive to others’ needs they are, in essence,
putting into practice random acts of kindness and behaving like
Hidden Heroes. It is important for the students to learn more about
the effects of positive actions, and understand that reaching out to
just one person will have immeasurable results. For example, an
innocent smile, a friendly glance, or even a pat on the back are all
simple gestures that can make someone’s day and begin the
“Ripple Effect”.
Day 1 Activities
Procedure:
 Teacher poses the question, “What is a Ripple Effect”? Allow
the students to give their ideas and comments.
 Teacher informs the students that they will be observing a
procedure and taking part in an activity that has a common
thread. They create a “ripple effect”, and they start one way
and finish in a completely different way.
 Teacher places the bucket or pool in an area where all of the
students can witness the results. Talk about the simple act and
the effects of tossing an object into the water:
Grades 5/6


Hidden Heroes
Quote:
we can, we never
know what miracle is
wrought in our life, or
in the life of another.”



Helen Keller
Lesson 7
This lesson will have
the students learning
that every action they
take affects both
themselves and the
recipients of the
action. We call this
the “Ripple Effect.” In
this lesson, students
will be given the
opportunity to put into
practice daily random
acts of kindness for an
entire week and then
reflect on both their
feelings and the effect
of the action. In
write letters of
that have had a
positive influence on
their lives, pointing
out how the adult
unknowingly started a
“ripple effect”.




Lesson 7.3
How long did it take until the ripples reached the edges?
What happened once the ripples did reach the edge? Did
they stop?
 How long did it take for the water to return to its calm state
again?
Teacher now has the class sit in a circle, and they will play the
“telephone game”, where the teacher shares a brief comment
into the ear of the student next to him/her and then the message
is passed along until it reaches the end.
Debrief this activity as well. How did it start and end?
What caused it to begin, to change and, to take on a life of its
own?
Teacher asks – was there any way to predict how the
“telephone activity” would end? Is there anyway of knowing
how many ripples are created in a real pond, lake or ocean or
how many of those ripples meet and create new ripples of their
own? (Mathematically minded people may answer “yes” to this
question, but in reality, there are so many variables that unless
the experiment was completely controlled the answer would be
“no”. There is no way of knowing or predicting all possible
outcomes. Teacher now goes back to the original question and
asks the class:
 What is a “Ripple Effect” and how do they think a Ripple
Effect and Hidden Heroes are related? Have the students
take a few moments to record their own thoughts of how
these two ideas are related. If possible have the students
give some ideas or personal examples of “ripple effects”
they have witnessed, or been a part of, to further support
their understanding. Time permitting, allow the students to
share their thoughts and ideas with partners and class.
Teacher will read the stories “Ordinary Mary’s Extra Ordinary
Deed” and/or the Hidden Heroes Story “Brenda Aubin”.
After reading the story(ies), brainstorm with the class some
random acts of kindness that each student could put into
practice immediately at school, home, or in their community.
Inform the students that for the next week they are going to
practice random acts of kindness. They are going to start their
own “ripple effects”. Unlike the water example, where the
students could physically see the effects of the object hitting
the water, the students (in most cases) will not be able to see
the effects of their actions. However, they will know how they
felt while performing the action and afterwards.
Lesson 7.4
Grades 5/6

Hidden Heroes
Quote:
of another.”
Helen Keller
Lesson 7
write letters of
adult unknowingly

The students will choose to do a random act of kindness each
day for one whole week. They will then record what they did,
how they felt and if they witnessed any ramifications because
of their actions. For example, in the story “Ordinary Mary’s
Extraordinary Deed,” Mary’s simple act of picking blueberries
and giving them to her neighbour would have made her feel
happy, helpful, and proud to share with such a kind neighbour.
Of course she had no way of knowing exactly how the ripple
effect was about to work, but her good deed came back to her
just a few weeks later after it had touched millions of other
lives in the process.
The students can record their daily actions and reflections on
the sheet provided, entitled “Ripple Effect”.
Closure:
 Daily Reflections & Check Ins.
 Have the students reflect on this quote by Mother Teresa: “It is
not how much you do, but how much love you put into the
doing that matters.”
Extensions:
 Have the students create their own “Ripple Effect” story. It
can be true or fictitious (not unlike “Ordinary Mary…”or “One
Smile” or “Because a Little Bug Went Ka-choo”.)
Day 2 Activities:
 Teacher reads one or more of the Hidden Hero stories “Story
from the Founder” and/or both “Bill Pineo/Darcie Pineo”
stories
 Ask the students to reiterate what they already know about a
“Ripple Effect” and how this story demonstrates what they
already know. Did they learn any new aspects of the “Ripple
Effect” from the story(ies)?
 Have students arrange themselves in small groups in which
they will spend a few moments reflecting and discussing how
an adult in each of their lives has had a positive influence, and
caused some type of “Ripple Effect”. For example, it might be
a grandmother who has taught them how to bake cookies, and
now that student bakes cookies for his/her class on special
days. It might be a coach or teacher who taught them how to
increase their ability at some sport/activity whether it be dance,
swimming, karate, etc and how the discipline learned has
helped them in other ways. Or, it might be a mother or father
who has taught them to be responsible and kind by insisting on
using manners and keeping a tidy room.
Grades 5/6

Hidden Heroes
Quote:
of another.”
Helen Keller
Lesson 7
write letters of
adult unknowingly


Lesson 7.5
Have the each of the students discuss their adult story example
and make notes including: who the adult is; why they chose
that adult; and what they have done to make the student feel
proud, special, thankful, appreciative, etc.
Then review “Your influence begins with you.” See Learning
Resource 7.E and 7.F
Finally have the students write a letter of appreciation to their
chosen adult using the notes they have created. The letter
should be a “thank you” letter that mentions how the adult has
influenced their life and thus begun a type of “Ripple Effect”
that they will carry on.
Closure:
 Read “The Ripple Effect” by John Heider. Have the students
summarize the overall message in their journals.
Extensions:
 Encourage your students to create an Acrostic Poem using the
words “Ripple Effect”.
Learning Resource 7.A
Date:
Grades 5/6
Random Act of
Kindness
Describe the act you
performed and a brief
description of how & why you
chose to do this act.
Ripple Effects:
Describe how you felt and or your thoughts
about the positive action you did.
Or, predict how you think your action
will grow.
Grades 5/6
Learning Resource 7.B(i)
Bill Pineo
(See DVD Feature)
At the age of 81, Bill Pineo is doing everything he can to help students get the kind of education he was unable to get.
Chances are would have got a great education had penicillin been discovered in 1926, the year his father, a Port Alberni
druggist, caught pneumonia. But penicillin wasn't discovered until 1928 and his father died in 1926 leaving his wife, a nurse, to
raise the family on her own.
During the late 1920's, nurses made just forty-five cents an hour, definitely not enough to support a family and also provide a
post-secondary education for the children. Feeling the need to help his mother, Pineo left school in Grade 8.
A few years later, during the Second World War, he joined the army and when he returned, managed to get three years of high
school before supporting his own family had to became his number one priority.
To look at him now, you'd never know that Pineo has gone through rough times. He stands tall, looks much younger than his
81 years and you can't help but notice the sparkle in his eye from half a block away. This is a man who is very much alive, a
man who is making a contribution to society each day, a man who is obviously enjoying each moment of his life. But that
wasn't always the case. Pineo has known rough times.
Back in the fifties, he gave up "one of the best jobs in Port Alberni" to move to Nanaimo and open a service station. Things
went well at first but then, all too often, he was giving his labour away for free and extending credit to people who had no
intention of ever paying their bills.
Eight years later, he found himself sitting on the edge of a bed in a Nanaimo motel room, shaking his head and wondering how
he had lost his business, his house and even his car.
"But what goes around comes around," Pineo smiled. At that terrible moment, a friend called from Hawaii and offered him and
his family a place to stay.
Nine years later, Pineo was back on his feet and returned to Nanaimo where he drove a school bus for the rest of his career.
After he retired, Pineo and his wife spent a winter in Yuma, Arizona where he volunteered to work one-on-one with children as
part of the HOSTS program (Help One Student to Succeed).
When he returned to Nanaimo, Pineo visited Tom Krall, the Assistant Superintendent of Schools at the time - he knew Tom
from his bus driving days - and suggested that they develop a similar program here in Nanaimo.
Tom referred him to Linda Low, principal of Princess Royal School and with her help, Pineo soon found himself coordinating
the BEARS (Be Enthusiastic About Reading Success) and BEAMS (Be Enthusiastic About Math Success) programs and
managing 140 volunteers who were working in 26 different schools.
Eventually, Literacy Nanaimo took over the administration of the programs.
Pineo, however, continues to volunteer one to two hours a day, five days a week at Seaview School helping kids with their
math.
"I just love it," he says. "It gives me a reason to get out of bed in the morning, it helps many kids succeed and it also helps
build their self-esteem ... and mine too."
Editor’s note: Since this story was written, Bill Pineo was named Citizen of the Year in Nanaimo.
Learning Resource 7.B(ii)
Grades 5/6
Darcie Pineo
In a way this story is about Hidden Hero, Bill Pineo, but mainly, it's about his great granddaughter, Darcie Pineo, who took the
time to write the letter that fills most of this column.
I know Bill was deeply touched when he received this letter and it's my hope that, by printing it here, it just might motivate
other young, and not so young, people to write a letter, or at least make a phone call, to tell special people in their lives how
they feel about them.
I, for one, know how it feels to have regrets. I grew up in a family that was extremely loving in its actions but not in its words We seldom, if ever, paid each other compliments because the person complimented would have felt embarrassed, we didn't hug
one another, and we definitely didn't say the "I love you" words.
It took my daughter to teach me how to do those things but it was too late for my parents. I never got to tell them how much I
loved them and how I thought, and still think, they were the best parents ever.
Perhaps reading Darcie's letter can do for you what my daughter's influence did for me. Here's the letter.
"To the BEST great grandfather a girl could ever have!!!
“Congratulations on your terrific award (Citizen of the Year 2001). It couldn't have gone to a more deserving person. I'm so
happy that you got it and so proud of you. You do so much for others and you deserve everything you get even though I know
you do what you do because you love it.
“It must be such a great honor to receive something such as Citizen of the Year for all of Nanaimo. And I thought getting a
silver medal for citizenship in grade 8 was good. But you, out of all of Nanaimo, got picked for this. That is so awesome.
“I just wanted to tell you grandpa, how much you really mean to me and how I'm always so impressed with everything that you
do. It amazes me how you can go to school and help all these children with their math when you never even finished school
yourself. And to have all that patience for children who can't seem to understand it. It's hard to find teachers like that and I
know you're one of them.
“I can tell that you are so admired by all the kids you teach by everything they have given to you and all the stories you tell me
of them. I really wish that we still lived in Campbell River so that we would be able to see you and grandma more often. I
really enjoy spending time with you listening to all that you have to say. I love it when you tell me all your stories and when I
get the chance to read the ones that you have written.
“Someday, when my first book is published or I win my first (out of many) academy awards I am going to dedicate it to you.
You really mean a lot to me and I know you do to so many other people as well. You've helped so many people along the way
and even still you continue to do so.
“I love you lots Grandpa, and I give you many congratulations on your award.
“Love always, Darcie."
Note:
Darcie is a Hidden Hero because she chose to acknowledge her great grandfather by sending him a letter - a letter I can assure
you that Bill Pineo treasures.
Grades 5/6 Learning Resource 7.C
One Call Can Make a Big Different
By Bill Robinson
Founder, Our Hidden Heroes
The seed of the basic Hidden Heroes concept was planted in 1975 when I met with Dr. Hans
Selye, the man who first began to study stress in human beings, in fact the man who coined
the term “stress”. Dr. Selye had become a bit of a philosopher in his later years. He was in
his mid 70s at the time.
During that conversation, I learned that Dr. Selye enthusiastically agreed with me that in short,
it’s not the one in a million heroes that make the biggest difference in this world, it’s the
millions of ordinary people who consistently do small, positive things that improve life for
themselves and the people around them. Today I call these people Hidden Heroes. We also
talked about the “ripple effect”, the power of acknowledgement and the importance of
persistence. Simply put, we discussed the wisdom of the ages.
As I was leaving our meeting, Dr. Selye encouraged me to talk about these ideas on my
CKFM weekend radio show in Toronto. I promised that I would.
For years I had recognized that these ideas were as powerful as they were simple but because
of their simplicity, I never talked about them on air even though I tried my best to live by them
every day.
The next weekend, I found myself on air playing a song called, “Loneliness Can Really Get
You Down” by Gary and Dave and, with Dr. Selye’s silent support, I came off the back of the
song and said, “If you are feeling lonely and depressed today and all you do is sit around
listening to the radio feeling lonely and depressed, I’ll guarantee you that at midnight tonight,
you’re going to feel REALLY lonely and REALLY depressed; however, if you get up and go
for a walk, dig in the garden, go shopping, do almost anything, no guarantees, but your
chances of feeling better at midnight go way up.”
The phone rang almost immediately and a man with a flat, depressed, monotone voice said he
wanted me to know he had heard me and that he was getting dressed and going out for a walk.
He also mentioned that he had lost his job some months before, that he was being threatened
with eviction, and that he had had very little to eat for several days. Times were tough, but he
was going for a walk.
Learning Resource 7.C
Grades 5/6
Twenty four hours later, I had pretty much forgotten the incident and, given that I had already
met my commitment to Dr. Selye, I was moving on as usual with my show … but not for long.
The following Saturday, the very first call to the studio came from a man with an upbeat voice
who said, “Hi, remember me? I’m the guy that called you last week and I’m here to report a
series of minor miracles.”
It turns out that during his walk, when he was near the Royal York Hotel, the listener met a
man who was in town for a conference. The visitor took him into the hotel and into a room
where one wall was lined with tables full of food.
Not only was he invited to eat his fill but he was given a doggy bag that fed him for the next
several days. That initial meeting led to another and another and yet another so by the end of
the week, the listener had found a job and therefore been able to borrow money to buy food
and pay at least some of his rent.
His life had taken a 180 degree turn because he heard some guy on the radio telling him a
simple truth, something we all know to be true but something we don’t always act on.
This story also teaches an even more important lesson about the power of acknowledgement.
That simple phone call had a huge impact on both my career and my life. After that call, my
constant and passionate on air commitment was to inspire my listeners to take small “doable”
steps to make a difference in their own lives and the lives of people around them. I did that by
telling stories about other ordinary people who had done, or were doing, small things that
make a difference - small things any other ordinary person could do in similar circumstances.
Off air I did my best to be aware of the lessons these everyday Canadians were teaching me
and then to live by them.
Of course that phone call also gave birth to my Mid Vancouver Island Hidden Heroes
newspaper column, television feature and the various Our Hidden Heroes curricula we have
developed.
The truly fascinating part of this whole story is that my listener has no idea that his simple 60
second phone call dramatically changed my life and career. And, thanks to the power of
acknowledgement, the ripple effect and the power of the media, I can only guess how many
people he has touched through me and then, in turn, how many those people have touched and
so on, and so on, and so on.
Small things really can make a big difference.
Grades 5/6
Learning Resource 7.D
Brenda Aubin
My dad always said life can be more fun than a barrel full of monkeys, if you want it to be. It's always fun,
he would tell me, to see what happens after you've taken that first small step in the right direction.
A group I belong to asked each of us to take $15.00 out of our pockets and give $10.00 to our favourite
charity and $5.00 anonymously.
I choose to match the $10.00 given to me and donated $20.00 to the newly formed breakfast program at
Princess Royal Primary School. A couple of others added their $10.00 too, so that first $10.00 grew into
$40.00 and, after I mentioned the program at my next Rotary Club meeting, they decided to apply for a
special district grant that could add a few thousand dollars to the kitty. And, now that you've heard about
the project, who knows how many of you may choose to kick in a few bucks too. Fun eh?
But I hadn't finished my assignment. I still had to make my anonymous donation.
After some thought, I decided to leave my $5.00 with Brenda Aubin and the other cashiers at a store
frequented by people like you and me, and also by many people who do not have a lot of money. Over a
couple of years of shopping there, I've often noticed people counting their last pennies to buy food. A
friend of mine added her $5.00 to my $5.00 and we left the money with Brenda.
A little while later, a middle aged man found himself with not quite enough money to buy a soup bone and
a package of split peas to make himself a basic soup – That’s all he would have to eat that day. $5.00 can
buy a lot of fresh vegetables at that store. So let's just say he ended up with a fabulously healthy soup,
enough for several days. Some time later, the remaining $5.00 helped a single mother in a similar situation.
Wanna have some fun? Perhaps you could find a store where your $5.00 could make a difference.
When I dropped by the Superette last weekend, Brenda mentioned a Christmas tradition she grew up with.
It seems her parents gave each of their kids a weekly allowance of fifty cents and week after week, they
would each drop ten cents into a special Christmas box while their parents added another $5.00.
Then, a couple of weeks before Christmas, they would go to their church and ask for a family they could
help anonymously. With a description of the family in hand, they'd hit the stores to buy special presents. Of
course there would always be a fresh turkey, a Christmas cake and a lot of other food too.
"And when we were making our weekly contribution, my parents wouldn't just hold back ten cents from
our allowance," Brenda smiled thinking back in time. "They'd always give us our full fifty cents and then
we'd each add our own ten cents to the box. So we always knew we were playing our part. And, every
Christmas morning, before we opened our Christmas stockings, we'd say a silent prayer for the families we
had helped."
These stories are about planting good ideas... and this really is a good one.
Learning Resource 7.E
Grades 5/6
Ripple Effect
You have influenced me and you are important to me
because…
Who?
1.
Why?
(give 3-5 reasons)
2.
3.
4.
5.
1.
What they
did/do?
(3-5 points)
2.
3.
4.
5.
How this person
makes you feel?
Statements such
as:
a) I am thankful
for you because..
b) I have learned
___from you.
c) Learning this
has made me ___.
Grades 5/6
Learning Resource 7.F
The Ripple Effect
Your behaviour influences others through a ripple effect.
A ripple effect works because everyone influences everyone else.
Powerful people are powerful influences.
If your life works, you influence your family.
If your family works, your family influences the community.
If your community works, your community influences the nation.
If your nation works, your nation influences the world.
If your world works, the ripple effect spreads throughout the cosmos.
Remember that your influence begins with you and ripples outward.
So be sure that your influence is both potent and wholesome.
Taken From: The Tao of Leadership
By John Heider, 1985, p. 107.
Grades 5/6
Lesson 8.1
Hidden Heroes
Quote:
“Knowing is not
enough;
We must apply.
Willing is not enough;
We must do.”
~Johann Wolfgang
von Goethe
Lesson 8
become “Secret Agent
Hidden Heroes” and
put into practice the
Hidden Hero concepts
they have learned
during the previous
seven lessons. As
such they choose a
group (or individual)
with whom to practice
their Hidden Hero
skills, commit to
secretly do a few
small positive things
every day for a period
of a week when with
that group or
individual, and then
reflect and report back
on what they learned
about themselves and
others, whether or not
their secret plan/goal
worked and why they
think that may be.
Purpose:
Throughout this unit, the students have been learning many things
about themselves and others, such as: the importance of
developing strong self-esteem; the value of a positive attitude; the
power of acknowledgement; and the “ripple effect”. In this lesson
these Hidden Heroes concepts will come to life as each student
becomes a Secret Agent Hidden Hero in their family, classroom, or
some other group in which they participate. They will choose a
select few positive actions on which to focus consistently and daily
for one week within their chosen group and then report on how
their secret mission went and what they learned.
Duration: 2 -3 classes of 45 - 60 minutes
 Solving Problems in Peaceful Ways
Objectives:
The students will:
 Be able to describe and act like a Hidden Hero
 Be able to set a goal and work towards it
 Be able to accurately reflect and report on their own behaviour
and actions
Materials:
 Paper
 Pencils
 Envelopes enough for one for each student
 Copy of the BC Quick Scale Performance Standard for Grades
5/6, for each student – see Lesson Resource 8.A
 Copy of “Secret Agent Hidden Hero Contract” for each student
– see Lesson Resource 8.B
 Daily Reflections Check In Sheets – see Lesson Resource
8.C(i) & (ii)
 Three Minute Pause – see Lesson Resource 8.D
Lesson 8.2
Hidden Heroes
Quote:
“Knowing is not
enough;
We must apply.
Willing is not
enough;
We must do.”
~Johann Wolfgang
von Goethe
Lesson 8
In this lesson
students become
“Secret Agent
Hidden Hero
concepts they have
learned during the
previous seven
lessons. As such
they choose a group
(or individual) with
whom to practice
their Hidden Hero
skills, commit to
secretly do a few
every day for a
period of a week
when with that
group or individual,
and then reflect and
report back on what
they learned about
themselves and
others, whether or
not their secret
plan/goal worked
and why they think
that may be.
Grades 5/6
 The self-reflection of their “Secret Agent Hidden Hero”
contract
Setting the Stage:
A Hidden Hero is always setting and achieving goals for
him/herself. In addition, he/she is consistently doing small or big
things that make a difference. When we teach our students the
value of setting goals and consistently noticing and taking
advantage of opportunities to make a difference, we are well on
our way to developing socially responsible young people who will
grow up to consistently do positive things.
Day 1 Activities
Procedure:
 Inform the students that today’s lesson will have them creating
a “Secret Pact” with themselves. The purpose of the pact is to
set a goal (or plan) that will help them become a “Secret Agent
Hidden Hero”. Discuss what being a “Secret Agent” means and
the importance of following through with their plan without
telling others what they are doing. Obviously, because they
will be a “Secret Agent Hidden Hero,” their task/plan/goal
must reflect something that a Hidden Hero would do.
 You may want to review some of the characteristics, traits and
or actions that Hidden Heroes do (and have done). Recall all of
the Hidden Hero stories and their characteristics (real and
fiction).
 Hand out a Quick Scale Performance Standard to each student
– See Lesson Resource 8.A. Go over the “Exceeds
Expectation” column and have the student begin to think of
something that they could do as a “Secret Agent Hidden Hero”
that would reflect one of these strands.
 You might also hand out a “Hidden Heroes Descriptors” sheet.
Reviewing this list of character attributes will help students
generate ideas of Secret Agent Hidden Hero-like things they
could do.
 Brainstorm some ideas as a class to help those students who are
unsure of what they could do. Remind them it does not have to
be a complicated task. For example, “being friendly and kind”
could be as simple as remembering your manners, and helping
out with dinner chores at home. One student who was usually
“grumpy” in the morning decided to greet his parents with a
smile first thing each morning. It made a HUGE difference!
 After the class has had a chance to brainstorm some possible
ideas allow the students to individually choose 3 that they
might like to do themselves.
Grades 5/6

Hidden Heroes
Quote:
“Knowing is not
enough;
We must apply.
Willing is not
enough;
We must do.”

~Johann Wolfgang
von Goethe

Lesson 8
In this lesson
students become
“Secret Agent
Hidden Hero
concepts they have
learned during the
previous seven
lessons. As such
they choose a group
(or individual) with
whom to practice
their Hidden Hero
skills, commit to
secretly do a few
every day for a
period of a week
when with that
group or individual,
and then reflect and
report back on what
they learned about
themselves and
others, whether or
not their secret
plan/goal worked
and why they think
that may be.

Lesson 8.3
Then handout a copy of the “Secret Agent Hidden Hero
Contract” plus one envelope to each student. Have them fill out
their contract (teacher may want to have a copy on the
overhead and do a mock version for the students to see and
better understand what is required). Once the contracts are
filled out, dated and signed have each student seal his/her
contract inside the envelope, address it to themselves and, if
time permits, decorate it.
Teacher collects the sealed envelopes and stores them away for
the week.
After the week has passed the teacher will hand the envelopes
back and ask for any volunteers to read their contracts, and
comment on what they did and how it went.
After a few students have shared, all students will write a
reflection about their week as a “Secret Agent Hidden Hero”
commenting on:
 What they did
 How and why it worked, or did not work
 What changes, if any, they noticed in themselves, their
family, etc.
Closure:
Extensions:
 Have the students write a letter to their Hidden Hero and
deliver it.
Lesson Resource 8.A
Grades 5/6
The following Rating Scale consists of the four strands of Social Responsibility and are
summarized and represented in a student friendly language. These scales can be used by the
students to self-evaluate their progress at any time throughout the program.
Special thanks to NPBS for the ideas expressed in this rubric found at http://www.npbs.ca/index.htm adapted from the B.C. Ministry’s
Performance Standard for Social Responsibility Grade 5 & 6.
Grades 5/6
Lesson Resource 8.B
Secret Agent Hidden Hero Contract
I hereby solemnly swear to act & behave as a “Secret Agent Hidden Hero”
and not inform anyone of the acts and/or behaviours that I will be
doing for the week of
__________________________________________
State your plan of action:
1.
What are you going to consistently do for one week as you become a
“Secret Agent Hidden Hero”?
2.
When and where will you perform your secret agenda?
3.
Who is intended to be the recipient of your Hidden Hero
actions/behaviours?
4.
What do you think will happen because of your actions and or
change in behaviour?
Signed: _________________
Date: ____________________
*Now seal this letter/contract in an envelope before it self-destructs
in 10, 9, 8, 7, 6, 5, 4, 3,……
Grades 5/6
Hidden Hero
(Student’s name)_______________________
Week of ________________________
Date
Hidden Hero Quote
Quote
Grades 5/6
Hidden Hero
(Student’s name)______________________
Week of ________________________
Date
Hidden Hero Action
What did you do?
Lesson Resource 8.D
Grades 5/6
Name: _______________________________________
Date: _______________________
1. Write down two things that you learned, rediscovered, better
understood, or found interesting today.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Write down one question or something that you wonder about
from today’s lesson.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Grades 5/6
Lesson 9.1
Hidden Heroes
Quotes:
“Happiness is not a
goal;
It is a by-product.”
~Eleanor Roosevelt
“A person's true
wealth is the good he
or she does in the
world.”
~Mohammed
Lesson 9
This lesson is a
culminating activity,
which will have the
students reflecting
and producing two
pieces of work that
will demonstrate an
understanding of both
the Our Hidden
Heroes program and
concepts and the
Social Responsibility
Performance
Standards for their
grade level.
Purpose:
In this ninth and culminating lesson, students will be asked to put
into practice all they have learned and understand about being a
socially responsible citizen - a Hidden Hero. This lesson will have
two distinct tasks that are ultimately connected. They will
demonstrate the students’ comprehension, understanding and
application of both social responsibility and the Our Hidden
Heroes program. The first activity will have students write a
formal essay about their chosen Hidden Hero. The second will see
them creating a play or puppet show for a younger grade level
based on a chosen Hidden Heroes theme.
Duration: 3 – 4 classes of 45 - 60 minutes
Objectives:
The students will:
 Be able to describe and demonstrate/illustrate qualities and
characteristics of a Hidden Hero and a socially responsible
person.
 Be able to work cooperatively and effectively with classmates
in a group situation.
Materials:
 Paper
 Pencils
 Variety of puppets, or a variety of objects to create puppets
with such as: old socks, Popsicle sticks, googly eyes, yarn,
buttons, glue, felt pens (markers), and a big box to become the
stage etc.
Lesson 9.2
Hidden Heroes
Quotes:
goal;
~Eleanor Roosevelt
“A person's true
or she does in the
world.”
~Mohammed
Lesson 9
This lesson is a
which will have the
students reflecting
and producing two
pieces of work that
will demonstrate an
the Our Hidden
Heroes program and
concepts and the
Performance
Standards for their
grade level.
Grades 5/6
Selection of books for the students to refer to that have previously
been read and or have a Hidden Heroes theme such as: “One
Smile” by Cindy McKinnley; “Because a Little Bug went Ka-choo”
by Rosetta Stone; “Ordinary Mary’s Extraordinary Deed” by
Emily Pearso, etc.
 Book “Because Brian Hugged His Mother” by David L. Rice
&/or “The Birdman” by Veronika Martenova Charles.
 Rubric for Puppet Show or Play one for each student – see
Lesson Resource 9.A
 Overhead of the Quick Scale on Social Responsibility for
Grade 5/6 – see Lesson Resource 9.B
 3 or 4 Copies of each of the 4 strands from the Quick Scale
to be used in small group work. For strands that have more
than one point listed, highlight the specific area n which
you want the students to concentrate.
 Daily Reflections Check In Sheets – see Lesson Resource
9.C(i) & (ii)
 The Hidden Heroes essay
 The puppet show or play
Setting the Stage:
The Hidden Heroes philosophy, at its core, is social
responsibility/Character Education in action. In essence, the Our
Hidden Heroes program encourages students to consider what it
means to become the very best person you can be; to be a good
citizen by consistently doing small, positive things for the people
around you; and to serve your community by doing your part for
the common good. Students will learn that by consistently doing
small, positive, “doable” things, one person can make a big
difference.
Day 1 Activities:
Procedure:
 Read either or both stories “Because Brian Hugged His
Mother” by David L. Rice or “The Birdman” by Veronika
Martenova Charles.
 Debrief about the story, encouraging the students to comment
on why these stories fit our Hidden Heroes theme. Solicit from
the students the qualities and characteristics of the Hidden
Heroes in the stories.
 Recap what the students know about socially responsible
people – referring to the Quick Scales
Grades 5/6

Hidden Heroes
Quotes:
goal;

Lesson 9.3
With students working in small groups, hand out one of the
Quick Scale strands to each group (for strands that have more
than one point listed, highlight the specific area that you want
the students to concentrate on). Have the group come up with
a brief scenario that would demonstrate understanding of that
strand.
Allow the students to share their scenarios. Debrief, if
necessary. Explain to the students that we are nearing the end
of the Our Hidden Heroes unit and that the following will be
the culminating activities:
~Eleanor Roosevelt

Culminating Activity #1: Write an essay about a Hidden
Hero in your life, (family, friend teacher/coach etc.), or
about being a Hidden Hero yourself. Ensure that the
students address some or all of the following criteria:
 What is a Hidden Hero?
 Why am I a Hidden Hero or why is my Hidden Hero a
Hidden Hero to me (the qualities, characteristics, values
and behaviours exhibited by the Hidden Hero)?
 What has the Hidden Hero done and continues to do
(small positive things done consistently) that has made
a difference to them or others?
 What have they learned from their Hidden Hero?
 What have they personally learned from practicing
Hidden Hero-like behaviours?

Culminating Activity #2: Create a puppet show or a play
for a younger class, to teach them what a Hidden Hero is.
(Students could choose, instead, to write a story with
illustrations instead of the other options).
 Divide the students into small groups and have them
discuss, design and create a Hidden Heroes puppet
show or a play.
 The puppet show or play should address many of the
ideas and concepts learned in the Our Hidden Heroes
unit, and could follow a similar story line to many of
the stories shared with the class already (but must be
created solely by the students).
“A person's true wealth
is the good he or she
does in the world.”
~Mohammed
Lesson 9
This lesson is a
which will have the
students reflecting and
producing two pieces of
work that will
demonstrate an
the Our Hidden Heroes
program and concepts
and the Social
Responsibility
Performance Standards
for their grade level.
Lesson 9.4
Hidden Heroes
Quotes:
goal;
~Eleanor Roosevelt
“A person's true
or she does in the
world.”
~Mohammed
Lesson 9
Grades 5/6
Closure:
 Remind the students that we are almost at the end of the Our
Hidden Heroes unit.
 Also remind students that what they have learned and put into
practice here will hopefully have an impact on their lives and
will become part of who they are – A Hidden Hero.
 Let the students know that, for the next class, we will be having
a Hidden Heroes Celebration and, hopefully, some of their
Hidden Heroes will be able to attend and be recognized for
their contribution to making the world a better place.
 We would be pleased and honoured if you would like to share
your stories with us, so we can post them onto our website.
Please follow these basic instructions when you email them to
us:
 Please email your students’ stories about their Hidden
Heroes or about becoming a Hidden Hero themselves to be
posted on our web site. They should be sent to
bill@ourhiddenheroes.org in one file with stories copied
one after the other. See sample below – Photos can be
included if available. Stories should come from a school
district email address with permission to post them on our
website.
This lesson is a
which will have the
students reflecting
and producing two
pieces of work that
will demonstrate an
the Our Hidden
Heroes program and
concepts and the
Performance
Standards for their
grade level.
Grades 5/6
Lesson 9.5
Hidden Heroes
Quotes:
goal;
~Eleanor Roosevelt
“A person's true wealth
is the good he or she
does in the world.”
~Mohammed
Lesson 9
Larry Cooper
My hidden hero is Larry Cooper. He is accepting, caring, loyal,
helpful, joyful and self-confident.
He coaches John Barsby football and I think he is one of the best
coaches. He does lots of fun stuff like playing king of the bag. It
is when you have to push the person off the bag.
He inspires others to play football. He makes other people feel
self-confident and he makes us work hard. He tells us to do our
best. He is focused on his job. He is truthful. He is grateful for his
job and he accepts people for who they are.
This lesson is a
which will have the
students reflecting and
producing two pieces of
work that will
demonstrate an
the Our Hidden Heroes
program and concepts
and the Social
Responsibility
Performance Standards
for their grade level.
Grades 5/6
Lesson Resource 9.A
Hidden Heroes Puppet Show Rubric
CATEGORY
Playwriting
Not Yet Within
Expectations
Minimally Meets
Expectations
Fully Meets
Expectations
Exceeds
Expectations
Play needed more
creative elements.
No understanding of
Hidden Heroes
program
demonstrated. Play
did not hold the
audience’s interest.
Play had several
creative elements
and demonstrated
some understanding
of the Hidden Heroes
program. Play often
did not hold the
audience's interest.
Play was creative
and demonstrates
basic understanding
of the Hidden Heroes
program. Play usually
held the audience's
interest.
Play was creative
and demonstrated
complete
understanding of the
Hidden Heroes
program. Play held
the audience's
interest.
Accuracy of No aspects of Social 3 aspects of Social 3 – 5 aspects of
Responsibility/Hidden Responsibility/Hidden Social
Story
Heroes was evident
and the story was
inaccurate.
Puppets were not
Puppet
Construction constructed well.
Puppets were
constructed fairly
well. No pieces fell
off during the
performance.
Puppets were
original and
constructed well. No
pieces fell off during
the performance.
Puppets were
original, creative, and
constructed well. No
pieces fell off during
the performance.
Voices of puppeteers
were rarely audible to
people sitting in the
back row.
were sometimes
audible to people
sitting in the back
row.
were usually audible
to people sitting in
the back row.
were always audible
to people sitting in
the back row.
Scenery got in the
way of the puppets
OR distracted the
audience.
Scenery did not get
in the way of the
puppets.
Scenery was creative Scenery was
and did not get in the creative, added
way of the puppets. interest to the play,
and did not get in the
way of the puppets.
Pieces fell off during
the performance.
Voice
Projection
Scenery
Heroes were
included in the story
and were accurate
5 or more aspects of
Social Responsibility/
Responsibility/Hidden Hidden Heroes were
included in the story
Heroes were
included in the story and were accurate.
and were accurate.
Puppeteers rarely
Puppeteers
Puppet
Manipulation manipulated puppets sometimes
so audience could
see them.
Puppeteers usually
manipulated puppets
manipulated puppets so audience could
so audience could
see them.
see them.
Puppeteers always
manipulated puppets
so audience could
see them.
Staying in
Character
Puppeteers acted
silly or showed off.
Puppeteers tried to
stay in character
through some of the
performance.
Puppeteers stayed in Puppeteers stayed in
character through
character throughout
almost all of the
the performance.
performance.
Expression
Puppeteers' voices
were monotone and
not expressive.
Puppeteers' voices
showed a little
expression and
emotion.
Puppeteers' voices
showed some
expression and
emotion.
Puppeteers' voices
showed a lot of
expression and
emotion.
Lesson Resource 9.B
The following Rating Scale consists of the four strands of Social Responsibility and are
summarized and represented in a student friendly language. These scales can be used by the
students to self-evaluate their progress at any time throughout the program.
Special thanks to NPBS for the ideas expressed in this rubric found at http://www.npbs.ca/index.htm adapted from the B.C. Ministry’s
Performance Standard for Social Responsibility Grade 5 & 6.
Grades 5/6
Hidden Hero
(Student’s name)_______________________
Week of ________________________
Date
Hidden Hero Quote
Quote
Grades 5/6
Hidden Hero
(Student’s name)______________________
Week of ________________________
Date
Hidden Hero Action
What did you do?
Grades 7/8
Lesson 10.1
Hidden Heroes
Quote:
“Look up and not
down. Look forward
and not back. Look
out and not in, and
lend a hand."
Edward Everett
Hale
Lesson 10
“Hidden Heroes
focus on making a
difference for
individuals and small
groups of people.”
This lesson is a
celebration of the
Hidden Hero in each
one of us. It’s also
an opportunity for
students to share
with, and honour,
those hidden heroes
they have written
about.
Purpose: This final lesson in the Our Hidden Heroes unit is about
acknowledgement. It’s a celebration of who the students are and what they have
learned. More than that, it is a celebration of the Hidden Hero in each one of us,
and of Hidden Heroes that students have found in their families and communities.
Students will create a program of events for this Hidden Hero Celebration,
remembering to feature some or all of the students and their achievements, as
well as honouring any of the students’ Hidden Heroes who are able to be present.
Invite the parents and the principal to attend this special event.
Duration: Dedicate an afternoon to celebrate, but there will be preparation time
that is required before the celebration can take place.
Objectives:
The students will:
 Recognize that small things done consistently can make a big difference
 Understand and apply Hidden Hero concepts
 Demonstrate an ability to commit to making the world a better place one
person, one family, one community at a time
Ideas/Materials:
 “Hidden Heroes Celebration Program” outlining the course of events that
will take place
 Hidden Hero Certificates for each student:
 Certificate for electronic use – see Lesson Resource 10.A
 Photocopy-ready Certificate – see Lesson Resource 10.B
 Have the students learn the words to an appropriate song and perform it for
their Hidden Heroes. A song you may wish to consider, as an example,
“You’ll Be in My Heart” by Phil Collins
http://www.azlyrics.com/lyrics/philcollins/youllbeinmyheart.html. Many
songs and lyrics can be accessed on the internet.
 Paper
 Pencils
 Student Portfolio’s of the Hidden Heroes work that has been compiled
throughout the unit. Students could look through and share a piece of work
they are most proud of and why they chose that piece.
 Thank you cards for the students to give to specials guests, or to those who
contributed towards their celebration.
Lesson 10.2
Hidden Heroes
Quote:
“Look up and not
down. Look forward
and not back. Look
out and not in, and
lend a hand."
Edward Everett Hale
Lesson 10
Grades 7/8
 Self and Teacher Evaluation
 Summative Written Assignment “The most important Hidden Heroes lesson I
learned…”
Closure:
 Have the students write a short paragraph on “The most important Hidden
Heroes lesson I learned was…
 We encourage teachers to submit their students’ writings to the Our Hidden
Heroes website www.ourhiddenheroes.org. Please email your students’
stories about their Hidden Heroes or about becoming a Hidden Hero
themselves to stories@ourhiddenheroes.org in one file. See sample below.
All emails should come from a school district email address. Please ensure
that permission is granted to post the stories on our website.
“Hidden Heroes focus
on making a
difference for
individuals and small
groups of people.”
Larry Cooper
This lesson is a
celebration of the
Hidden Hero in each
one of us. It’s also an
opportunity for
students to share
with, and honour,
those hidden heroes
they have written
about.
My hidden hero is Larry cooper. He is accepting, caring, loyal, helpful, joyful
and self-confident.
He coaches John Barsby football and I think he is one of the best coaches. He
does lots of fun stuff like playing king of the bag. It is when you have to push
the person off the bag.
He inspires others to play football. He makes other people feel self-confident and
he makes us work hard. He tells us to do our best. He is focused on his job. He is
truthful. He is grateful for his job and he accepts people for who they are.
By following the above steps it will enable us to get your students’ stories up on
our website more quickly. Thank you for your time and effort.
Ordinary
People Doing
Small Things
that Make a
Difference
_________________________________________________________________________________________
DATE:_______________________________________________
__________________________________________________________________________________________
For:
as one of Our Hidden Heroes ____________________________________________
Wishes to acknowledge _______________________________________________________________
Grades 3/4
Grades 5/6
Additional Hidden Heroes Stories
This supplemental story section has been added to our support materials
for teachers to use at their discretion.
1.
2.
3.
4.
5.
6.
7.
8.
Kathaleen Thompson -Severely disfigured in a house fire as a baby. Now a successful mother of six
9.
Jodi Crawford – A teacher that used Hidden Heroes in her classroom and found that the program
Phil Nealy- Quadriplegic overcomes big time
Brenda Tom - Mom goes back to school and inspires her children
Karen Clevette - 43 year old high school graduate
Robin & Sylvia Campbell - One injured owl changed their lives
Deborah Gallant - Starts school, Nanaimo Unique Children, for developmentally challenged children
Robin Dutton - He and his bike totalled a truck. He’s a competitive rider again
Lessons from Parents - Bill Robinson’s parents taught him lessons now taught in the Hidden Heroes
Program
inspired her students to find the best in themselves
All of Our Hidden Heroes stories are reprints of
Bill Robinson’s weekly newspaper column.
Grades 5/6
Kathaleen Thompson
(See DVD Feature)
Since Kathaleen Thompson was a baby, she has been through unbelievable life challenges and still
managed to come out a winner. Her challenges have been so unimaginable that if I'm not careful, this
column could easily read like a "pity party" report and believe me, that's the last thing Kathaleen would
want or tolerate.
"Pity drives me insane," she told me. "I can't stand it when people feel sorry for me."
When she was nine months old, Kathaleen was severely burned in a house fire. In her words her cheeks
were severely scarred, she had a witch’s nose -- severely crooked with a large bump -- and she had no
neck. Most of her fingers were also burned so badly only stumps remain.
From nine months until she was 18, Kathaleen spent six months a year at the Shriner's Burn Hospital in
Montreal, alternating three months in hospital and three months at home. Then, when she turned nineteen
- she took her eighteenth year off -- she was in once a year for three months. That schedule continued
until she was twenty-seven.
In total she had ninety-six separate surgeries but none of them could be done on her face until she was
eighteen and her skull fully grown. Can you imagine living through your teens with such a badly scarred
face and maintaining any sense of self-esteem and self-confidence? If you think back you'll recall that as
teenagers most of us thought a zit was a disaster.
Until she was sixteen and moved to Montreal on her own, Kathaleen says she really didn't like herself.
However given constant support from the Montreal Shriners, things began to change.
"They made me feel I was a person, that I didn't have to hide behind my scars or worry about what people
might say ... Now I'm not saying people can't hurt me because I'd be lying ... I've lived with my scars all
my life and they still bother me but I've overcome it by thinking if people don't have the time to get to
know me, it's their problem, not mine."
Kathleen married young in Montreal. But after her second child, she returned to school, completed her
high school education and went on to qualify as a Long Term Practical Nurse. Eventually that job didn't
work out because of problems with her hands, problems that resulted from the fire. She then qualified as a
Medical Office Assistant. Neither of these qualifications is recognized in British Columbia today.
Three years ago Kathaleen became a single mother with six children and soon after, she started the Social
Work Diploma Program at Malaspina U-C. Her primary reason for going back to school had less to do
with finding a good job, she says, than it had to do with motivating her kids. "Even if I don't get a great
job," she says, "I will teach my kids that it's important to finish school before you start a family."
Some of the primary lessons Kathleen says she has learned so far in life include:
* Focus on what you have, not what you don't have. Focus on your strengths and gifts.
* If you are having a bad day, let it go. Don't carry that baggage into tomorrow.
* And of course, you can's judge a book by its cover.
As we were ending our conversation Kathleen said something that keeps coming up for me.
"When you are different," she said, "people have fear of the unknown and it's easier for them to not go
near you and see what you are all about."
How much have many of us missed in life because of our unfounded fears?
Grades 5/6
Kathaleen Thompson Part 2
Three years ago I wrote about Kathaleen Thompson, now Thompson, a woman with an astounding ability
to overcome the unbelievable challenges that have come her way starting when she was just nine months
old. Today I want to bring you up to date with her inspirational story.
You may remember that when Kathaleen was nine months old, she was severely burned in a house fire. In
her words she went through her childhood and teens with "severely scarred cheeks, a witch’s nose scarred and crooked with a large bump -- and no neck." Most of her fingers were also burned so badly
only stumps remained. Can you imagine carrying such a challenge during a time when a pimple is seen as
a major catastrophe for most teenage girls?
For seventeen years after her injury, she alternated three months in the Shriners' hospital in Montreal and
three months at home. Then after taking her eighteenth year off, she spent three months each year in
hospital until she was twenty-seven. In total she lived through 96 surgeries.
In many ways her hospital admissions were more pleasant than being at home, especially since her
brothers and sisters wouldn't acknowledge her as their sister because of her appearance.
When she was sixteen, Kathaleen moved to Montreal to live on her own and it was only then that she
began to gain self-esteem, she says, thanks to the ongoing support of Shriners, Hidden Heroes who are
not recognized enough for the amazing work they do year after year.
"They made me feel I was a person, that I didn't have to hide behind my scars," she told me.
Kathaleen didn't do that well with her schoolwork first time around. No surprise since she spent six
months a year in hospital; however, after marrying young in Montreal and having her first two children,
she returned to her studies, finished high school, and completed two diplomas, the first in Long Term
Practical Nursing and, when that job didn't work out because of problems with her scarred and damaged
hands, she qualified as a Medical Office Assistant. Neither of these diplomas was recognized when she
moved to BC.
Six years ago Kathaleen became a single mother with six children. That's when she decided to go back to
school. Since then she has completed a Social Work Diploma, a Community Support Worker Certificate,
a Special Education Assistant Certificate, and she is currently pursuing a degree in Child and Youth Care.
While completing all these diplomas and certificates, she has worked at least one part time job,
volunteered in the community, and took care of her six children. Currently as well as completing her
degree, she has part time jobs with a Detox Centre, Supportive Apartment Living, and with her local
School district as a Teacher's Assistant. This woman would make one heck of a juggler!
Kathleen's primary reason for going back to school was to motivate her kids.
"Even if I don't get a great job," she says, "I will teach my kids that it's important to finish school before
you start a family."
Some of the primary lessons Kathleen says she has learned so far in life include:
* Focus on your strengths and gifts, what you have, not what you don't have.
* If you are having a bad day, let it go. Don't carry that baggage into tomorrow
* And of course ... you can's judge a book by its cover
These principles have helped Kathaleen Thompson successfully manage the huge challenges she has
faced in life. If they worked for her, there's no doubt they would help you and me overcome our much
less daunting challenges
Assignment:
 Which one of Kathaleen’s lessons appeals to you the most? Why?
 What do you think might happen if you applied that lesson in your life?
Grades 5/6
Phil Nealy
(See DVD Feature)
We all know that we should get the most out of every second of every day, because we never know what
might happen in the next moment, but fewer of us know that no matter what kind of terrible thing we
might suffer, it will most often lead us in new but exciting directions. It will that is if we manage to keep
a positive attitude.
In 1988 someone called Phil Nealy's name just after his feet left the diving board as he dove into his
parents' swimming pool, he turned to look in their direction, hit the water at an awkward angle and broke
his neck in four places and he became a quadriplegic - Obviously his life changed dramatically from that
point forward.
Prior to that moment Phil owned a successful tile business and he was an avid skier, swimmer, and diver.
After his first surgery at Sunnybrook Trauma Centre in Toronto, he was told he would be paralyzed from
the neck down for the rest of his life. Shortly after that his hospital roommate passed away.
"That's when I knew I wanted to live," he told me, "and I was determined that no matter what the
outcome, I was going to do something with my life. I was very fortunate," he continued, "I skipped
learned helplessness' altogether. Instead I learned to help others and I haven’t stopped since. All I did
was change directions."
When Phil was transferred from Sunnybrook to Chedoke Rehabilitation Centre in Hamilton, he was in
constant burning pain 24 - 7 and that continued until he insisted on getting a more detailed set of X-Rays.
That's when doctors discovered there were still bone chips pressing on his spinal cord.
After a second surgery, he was told once again that he would be a quadriplegic forever, and although the
pain was less severe, he has never, to this day, known a moment without pain. For the next month, he told
me, he lay in bed meditating and then, slowly, he began to get feeling first in his left shoulder and then the
right.
After months of therapy, during which he started taking college courses, he was able to move his arms a
little but not able to open or close his fingers. That was his condition when he left the hospital. Two
weeks later, he set out to look for work and visited an organization that helped disabled people find
employment. Their advice was to spend the next year coming to terms with his condition before even
considering a job search. He left their office, went around the corner to the Ministry of Community and
Social Services office, and found an ad for an 8-week student contract to organize old files. He applied
and got the job.
"I never have lost my sales ability," he laughed as he told his story. That job led to a position on the
switchboard and later to full-time employment as a Financial Assistance Worker. His caseload included
500 clients - 350 single mothers and 150 people with various disabilities.
When he heard of a new experimental surgery that would allow him to open and close his thumb, thus
giving him the ability to grip, he took a leave of absence, had the surgery, and did the required months of
rehabilitation - During that time he became a silent partner with his brother-in-law and opened a British
pub.
Finally in his eighth or ninth year in a wheelchair, he got tired of the cold winters in Ontario and moved to
Squamish, British Columbia. For the next year he tried unsuccessfully to find work and finally decided to
move to Vancouver Island. Don't miss the conclusion of this story next.
Grades 5/6
Phil Nealy Part Two
When Phil left Ontario to head west, his plan was to move to the Okanogan, but somehow he missed a
turn and ended up in Vancouver. Always an avid shier, Phil kept on driving when he saw the sign for
Whistler. But then as he approached Squamish, the sun was shinning so he stopped to look around, stayed
for a week enjoying the sunshine, and decided to settle in. Of course that's when the rain started, and it
didn't stop for 66 days!
After a year of fruitless job-hunting in Squamish, Phil decided to move to Nanaimo and within a few
months found a job with the BC Paraplegic Association, a job that lasted for a year until it was eliminated
due to funding cuts.
Then the employment drought began in earnest.
For the next two years, try as he would, he couldn't find a job. He came second or third a number of
times, but never came out the winner. He sent out dozens of resumes, worked with a number of support
organizations, but still no luck.
Finally he was referred to Vancouver Island Vocational and Rehabilitation Services, which is funded by
the Ministry of Human Resources. There he met Bud Roworth, they clicked, and things began to happen.
Within a few weeks, Roworth set up Phil's first job practicum. That one didn't work out but shortly after
that, he arranged a second practicum and Phil's luck began to change.
This practicum saw him working in a Labour Market Research Centre helping people develop resumes
and job-hunting skills. From there he applied on a paid job doing similar work, a job he really wanted;
however, a client came to him about the same time, someone he felt was better equipped for the
opportunity, and he decided that morally he had to arrange an interview for him. Guess who got the job.
Soon after that the same company offered him part time employment, and from there he was hired by
Sprott-Shaw Community College where his job is to find work experience opportunities, and then jobs,
for graduates of the Training For Jobs program, a course designed to help people who have been unable to
find work for long periods of time, some for more than a decade.
By now I'm sure you won't be surprised when I tell you that Phil has continued to be successful, very
successful. As of yesterday one hundred percent of the last three classes he has worked with have found
jobs.
"It almost justifies my being in a chair," Phil muses, "because I have been able to touch so many people in
a positive way, and I know, without the chair, I may not have been able to reach them."
Finally would you be surprised to hear that Phil started skiing again, Sit Skiing, and although he couldn't
get more than twenty feet without pulling a "nose plant" for the first few weeks, he now skis pretty much
everything that Mount Washington and Whistler have to offer.
So, have you got a goal you haven't yet reached? What's holding you back?
Questions:
 How many strengths and positive characteristics has Phil shown that have allowed him to be
successful in spite of his many challenges? List them and describe how they made a difference for
him.
 If you could meet Phil, what would you like to ask him or say to him?
Grades 5/6
Brenda Tom
(See DVD Feature)
Between the ages of seventeen and nineteen, Brenda Tom was left fully responsible for all of her brothers
and sisters who ranged in age from six to fourteen. Given that workload, her schoolwork began to suffer
and soon she dropped out three courses short of her High School Dogwood Diploma, a shortfall that left a
nagging emptiness deep in her being.
Brenda was living on the Opitsaht Reserve on Meares Island on the West Coast of Vancouver Island
during that time, but when her father returned with his new wife, she immediately left home and worked
in Tofino for the next eight years. When she was twenty-two, she had her daughter, Melissa.
Brenda and her husband, George, moved from Tofino to Victoria when she was in her mid twenties. She
became a fulltime, stay-at-home mom while she had her three boys, Len, Leroy, and Ricky. Some years
later the family moved to Parksville and Brenda got a good job working with the Nuu-Chah-Nulth Band
in Port Alberni.
Life was good, her family grew strong and healthy but all that time that nagging emptiness, the lack of a
Dogwood Diploma, ate away at her soul. Then when the Nuu-Chah-Nulth Band hired a new
administrator, Brenda found good reason for that "nagging emptiness". One after another those that did
not have a high school diploma were laid off. Soon it was her turn.
During the next several months of job hunting, her "nagging emptiness" gained even more meaning when,
time after time, even for the lowest of entry-level jobs, she wasn't even considered for an interview.
Something had to be done to correct her educational shortfall.
In November of 2004, Brenda went back to school to train as a Legal Secretary and Administrative
Assistant. Shortly after she started those two programs, she registered on line to complete her Grade
Twelve Diploma. That "nagging emptiness" soon became a thing of the past.
A month or so after she started back to school, Brenda and her husband, George, discovered that her
oldest son, Len, had been suspended for skipping classes; suspended in his Grade 12 year, the same year
Brenda dropped out, and the year her daughter, Melissa, dropped out. After a lengthy meeting with the
principal, and an even longer "chat" with his mom, Len was back in school and Brenda's exceptional role
modelling took over from there.
Len's mom is a dedicated student. Her homework and other assignments are always done on time. Even
those times when she has a good excuse to avoid her work, she finds a way to do it, and do it well. This
consistent effort did not go unnoticed by Len and his younger brothers.
In mid April, when Len was renting a tuxedo for his graduation, his younger brothers, Leroy and Ricky,
and his mom went with him. The boys spent more than a little energy discussing what they would wear
and what they would do when they graduate - By the way they did much better in school that year as well.
"When Len was handed his diploma," Brenda told me, "the principal was all smiles and I had a feeling of
accomplishment for both him and me. It was overwhelming … I want him to make a difference for his
people and show others it can be done," Brenda smiled proudly.
Brenda Tom proves once again that when you do something positive in your own life, it tends to radiate
out and affect others in your family, your neighbourhood, and beyond and then those people affect others,
who in turn affect others, who ... See how it goes?
Question:
 How many positive life lessons can you identify from Brenda’s story? What are they and why are
they important?
Grades 5/6
Supplement 4.1
Karen Clevette
(See DVD Feature)
Today's Hidden Hero graduated from high school in the spring of 2001 with a 4.0 grade point average as
well as earning a place on the Principal's List. She also won the Personal Achievement and Peer Helper
Awards and, at the age of 43, was chosen class valedictorian. While winning all of these honors, Karen
Clevette continued to work full-time as one of the school's janitors.
That's quite an achievement for a woman who, for the last 26 years was convinced she was "stupid" and
somehow responsible for having been physically and emotionally abused years before as a 17-year-old
Grade 12 student at the same high school. She had kept the abuse a secret for years.
The emotional struggle that followed the assault led to her dropping out of school and fighting a 10-year
battle with drugs and alcohol, a battle she won in 1987.
"I want to talk publicly about the physical and emotional abuse I suffered," she says now, "because it is
shame that kept me from talking and shame that still silences many today. I was a victim. I have nothing
to be ashamed of."
The first 15 years of Karen's working career were spent with BC Tel as an operator. Her last assignment
was to go into schools to teach students how to use the phone in an emergency. That’s when she decided
she wanted to work with kids in a school setting so she quit her BC Tel job. One job led to another and
eventually, she found herself back at the local hightschool working as a daytime janitor.
Then, on his deathbed, her father's last wish was that she should complete her high school education. She
registered in Grade 12 that September and soon was excelling as a student.
"When I was chosen as class valedictorian, I cried all the way home. It was like a dream come true," she
told me. “I kept thinking 'Are you looking Dad?' And then when I learned that I was on the Principal's
List, I couldn't wait to get to my mother's house to show her my report card. When I did, she cried and so
did I. It was fabulous."
Karen's current goals include finishing a book she's writing about the positive people who have come into
her life and then to appear on the Oprah Winfrey Show to promote it. (Editor’s note: The book has now
been published and she still talks about meeting Oprah with her tongue only half way in her cheek)
She is also working to upgrade her Grade 12 math marks so she can get into university and complete a
child psychology degree.
When asked to choose the Hidden Heroes that have had the most influence on her life, she was quick to
pick one, her husband, Ken.
"I could cry when I think about Ken," she concluded. "He's a person who gives a lot and asks for little. He
and my three kids are my greatest supporters."
Note: Karen is now working as an Education Assistant in a Senior Alternate class at a Community School
in her area.
Question:
 What do you most admire about Karen? Why?
 What are the things and people that helped her succeed?
Supplement 5.1
Grades 5/6
Robin and Sylvia Campbell
North Island Wildlife Recovery Centre (See DVD Feature)
Hidden Heroes are people who know that small things can make a big difference. They also know if you
want to change your life for the better, it’s difficult, if not impossible, to do it in one giant leap. You have
to do it one small step at a time.
Sometimes that first step just happens out of the blue and if you are committed and persistent, it can take
you on a wonderful life journey. That first small lucky unplanned step happened to Robin Campbell in
1984 when he found an owl entangled in a barbed wire fence.
Robin brought the owl home, found a vet to help – they had to amputate one wing – and kept him (the
owl not the vet) on a balcony outside their bedroom. They called him Spirit and Spirit’s spirit seems to
have stayed with them every since.
A local journalist wrote a story about Spirit and before long, a trail of injured wild animals began to find
their way to the Campbell’s door step. Fortunately, their list of human supporters began to grow as well.
Realizing that Robin and Sylvia’s efforts were going to require more and more donations from supporters,
Melda Buchannan helped them set up a not-for-profit society. She also sold a valuable painting that had
hung on her wall for years and donated the proceeds to the cause.
About that time Robin told a friend that he would be really happy if he could spend the rest of his life
working with wildlife and helping the mentally challenged. With that vision clearly in mind, and with the
help of the new board at the North Island Wildlife Recovery Foundation as well as dozens or perhaps
hundreds of others, his dream eventually became reality.
He and Sylvia bought eight acres in Errington, eight acres that have been permanently set aside to be used
for wildlife recovery only, and the centre, The North Island Wildlife Recovery Centre, has grown
tremendously ever since. Most recently their focus has been on eagles and Vancouver Island bears.
They also started a group home for mentally challenged young people when they first bought the
property. Three of them have now grown into adulthood and continue to live with them.
Robin was never all that interested in developing an education program he says. His initial interest was
focused strictly on wildlife rehabilitation but now the centre has a strong education focus for students
from the elementary level to university. In fact it has become a highly desirable location for veterinarian
students to do their practicum. “It’s really beautiful that we can touch people’s lives as well as give
animals a second chance,” Robin enthused.
There’s no doubt that Robin and Sylvia Campbell have found their true calling in all three areas of their
work. Robin told me, they are up at five in the morning and work until 10 or 11 at night seven days a
week and they can’t wait to get up and start each day.
Question:
 Why do you think Robin and Sylvia work such long hours?
 Could you learn anything from Robin and Sylvia that would encourage you to work even
harder to do better at school or be even more successful at your other interests?
Grades 5/6
Supplement 6.1
Deborah Gallant -- Nanaimo Unique Kids
(See DVD Feature)
In January of 2005, four families realized that the normal school system wasn’t working for their children.
Instead of complaining to the world, they decided to work with the school system to create a special
school that would work for them. They call themselves the Nanaimo Unique Kids Organization
(N.U.K.O.)
In just five weeks, they hired a teacher, developed a partnership with the local School District distance
education program, found and renovated a building and built a school to meet their children’s needs. Each
family pays a fee to cover those expenses not covered by the school system.
Their school meets the special needs of children with neurodevelopment disorders such as autism
spectrum disorder, obsessive compulsive disorder, tourette syndrome and foetal alcohol spectrum
disorder.
Careful not to be overly critical of our public school system, Debbie Gallant, one of the parents, explained
that their children are over stimulated in a normal classroom. Given that transitions are difficult for them,
they need a lot of one-on-one support and a structured, routine environment where each child is given a
detailed Individual Education Plan designed to help them reach their full potential.
“The school’s main goal,” Debbie explained, “is to provide the children with a safe environment where
they feel accepted and where the expectations of each of them are met at their own level. So each child
follows their own unique program, a program that meets the North Island Home and School Curricula.”
Support for this school from the community has been overwhelming. For instance, when they applied to
the Variety Club for a new 15 passenger van, they were given a special deal but they still needed to come
up with an additional $10,000. When BC Hydro heard of the shortfall, they were there to meet it. The new
van will arrive this fall.
Currently the school has almost doubled in size to seven students who are being helped by two teachers
and a number of volunteers. However, much remains to be done.
It’s not difficult to become a cheerleader for this enthusiastic and totally committed group of parents. Nor
is it difficult to become excited by their goal to acquire their own larger facility to meet the needs of all
kids in the community who have neuro-developmental disorders.
As I was leaving the school, Debbie smiled broadly as she said, “Anything is possible if you really
believe it,” and it was easy to see she totally believes in her dream.
Question:
 Let’s say you had an idea for a big project that would help your school. What have you learned
from this story that would help you make your dream a reality?
Supplement 9.1
Grades 5/6
Robin Dutton
(See DVD Feature)
Robin Dutton started mountain biking when he was fourteen, turned pro at nineteen, and began competing
in elite triathlons a few years after that.. Last May, having just recovered from knee surgery, he was
training to compete in a Half Iron Man when he was hit by a truck and totalled it!
You won't be surprised to hear that he had six broken ribs, a fractured neck, a head injury (leaving him
with post percussive syndrome), and major fractures in his left leg - Actually you're probably surprised to
hear that he lived to tell the tale.
Robin remembers leaving home that day after telling his girlfriend that he wanted to go for a ride rather
than attend a Pilates class with her. Other than that he has no memory of the ride or the accident and only
fuzzy images of his two-week stay in hospital. How does an elite athlete recover from such a devastating
accident? "By having a long-range vision and taking baby steps," Robin told me. “It’s the same way you
succeed in life,” he concluded.
His first goal was to graduate from his walker to crutches, from there to a cane, then to get out of his neck
brace, and finally to start riding again. His fitness program started with just five minutes on a stationary
bike, which he slowly increased to thirty minutes. Next he started riding his bike to the pool to begin
swimming again.
The ride to the pool was mainly on trails because the Post Percussive Syndrome has left him
uncomfortable in crowds and definitely uncomfortable riding or driving in traffic. It also took him some
time to start remembering his friend's names.
While he was still in his neck brace more or less locked in front of his television set, Robin got a call from
a friend wanting to know if he would like to open a bicycle store in Nanaimo. Once he was more or less
back on his feet, the planning began and the store opened last November.
Given that his accident left him uncomfortable in traffic, his previous job as Rep for New Balance
running shoes was no longer an option but the new store gives him a long-range vision for business
success.
What about his athletic career? Robin's vision is to compete in Iron Man races. He's registered for the
Idaho Iron Man in June, although he admits that's a bit of a long shot because his leg hasn't yet healed to
the point that he can begin running; however, he is swimming and mountain biking, so he is planning to
compete in the World Masters Mountain Biking Championships in Kamloops later this year.
Hidden Heroes constantly remind us of lessons most of us have already learned but all too often forget to
apply in our own lives. Robin's example of taking baby steps toward a long-range vision is one we most
often forget as we make our new years resolutions. Most of us want to lose twenty pounds in just a few
short weeks, get fit even more quickly, or instantly achieve other goals we have been procrastinating
about for years.
As Robin reminds us, our chances of success are hugely increased when we give ourselves plenty of time
to reach our goals and then celebrate each of the baby steps along the way.
Assignment:
 Write a short note to Robin and say whatever you want. If you email it to
bill@ourhiddenheroes.org, I’ll pass it on to him.
Grades 5/6
Supplement 8.1
Bill Robinson and his parents at his high school graduation
After writing this column for nearly eight years, people often ask me who my personal Hidden Heroes
are.
My first reaction is always to say, “Every one of the four hundred or so people I have written about is a
Hidden Hero to me,” but when I think of those who have had the biggest impact on my life and the way I
live it, I turn to my family, especially my parents. They taught me many things but here are two that stand
out.
When I was three and a half or four years old, my mother taught me to pause, think just a little and then
“do the right thing”. She taught it to me by doing the right thing herself, and making sure I did the right
thing too.
I had been playing with Melba Cole, a girl close to my age who lived across the street. When Melba had
to go in, I decided to take one of her toys home with me with every intention. I’m sure, of taking it back
later. I also remember wondering if I should.
When my mother saw me playing with the toy at home, she asked where I got it. When I explained, she
asked if I had asked permission from Melba’s mother and I confessed I hadn’t. With that she told me to
march right back, on my own, return the toy and apologize to Mrs. Cole.
That was the longest walk of my life during which time I learned a lesson that has stuck with me the rest
of my life. It’s also a lesson we teach in the Our Hidden Heroes Program we have developed for students
in Grades 1, 3, 5 and 7 – Stop, think, and then do the right thing. Thank you mom.
When I was 13 years old, I helped my parents build our family home in Ottawa.
The winter before we started to build, my dad spent most evenings either studying or in a special class
learning how to build our new home. I learned a lot about patience, persistence and commitment by
simply watching him through that period of time, but perhaps the most important lesson he ever taught
me came after we started to build.
It seemed most of the houses around us were being built by professional contactors and they seemed to
pop up as quickly as Boy Scouts pitch tents. On the other hand, our home wasn’t “popping” a lot. One
day I got a little depressed about our progress, and let my dad know how I felt.
“As long as we don’t have to tear down tomorrow what we build today,” he assured me “we’ll be just
fine.”
That message has remained with me ever since. In fact it too is part of the foundation of the Our Hidden
Heroes Program – “Small things, done consistently, make a big difference in the end.”
Thanks dad.
Now here is your assignment: pause for a minute, think of at least one important lesson your parents
have taught you, and then do the right thing: Thank them. A hand written note would be nice.
Supplement 9.1
Grades 5/6
Jodi Crawford
Jodi Crawford is a Grade 7 teacher who, along with her students, is working with the Our Hidden Heroes
Social Responsibility / Character Education Program.
Jodi says she wasn’t sure at first just how the program would go over with her students but she was
“pleasantly surprised” when they became engaged from the very first lesson.
“They were focused; they were reflective and they were able to absorb what we learned and then bring it
up with me later in the week in discussion,” she says.
The students have been able to look inward to find the Hidden Hero in themselves and to talk about the
Hidden Hero attributes they find in their friends and family members. Jodi likes the fact that students are
given the language needed to better understand and describe what they are feeling and thinking.
Although she is only half way through the four to six week program, Jodi has seen a definite difference in
her students. They are becoming more aware of each other’s thoughts and feelings and much more
inclusive of one another.
She talked about one girl who leaves the class for all but an hour or so each day to attend a special
learning centre. At the beginning of the year, the other students isolated her when she came back to the
classroom but as the Our Hidden Heroes program unfolded, they started being much more welcoming and
supportive and now this girl is starting to speak up and share her ideas because, Jodi says, she feels safe
thanks to her fellow students.
Jodi has also observed that most of her students, especially some of the boys, are showing better judgment
and thinking more before they act and that is being reflected not only socially but also academically.
The program inspires students to find the best in themselves and each other, she enthused, and concluded
by saying that the world would be a much better place if more of us could do that.
Teachers will be interested in Jodi’s comments regarding the teacher support materials.
“The lessons are extremely clear and well laid out,” she told me. “I tweak them of course but everything
is there. I could read a lesson plan and teach it fifteen minutes later; it’s that well laid out. It’s obvious
that it’s been designed by teachers for teachers.”
Grades 5/6
Lesson 11
P1
Hidden Heroes
Quotes:
“Nobody makes a
greater mistake than
he who does nothing
because he could only
do a little”
– Edmund Burke
Energy Conservation Lesson
In this week-long lesson, students will be learning how to become a Hidden
Hero Energy Star in their home, community and world by conserving energy.
Note: It would be ideal to start this lesson at the beginning of the week so that
students have the weekend to implement their action plans, and collect
information for their energy log. We would like to thank BC Hydro for their
ongoing support of the Our Hidden Heroes program.
Duration: 2 lessons each 35-45 minutes
Social Responsibility Strands:
LESSON 11
will develop an
awareness and
appreciation for
energy conservation in
their homes, schools,
communities and the
world.


Exercising Democratic Rights and Responsibilities
Contributing to the Classroom and School/Community
Objectives:
The students will:
 Develop an awareness and appreciation for energy conservation.
 Recognize the value of conserving energy in the home, school and larger
community.
 Be able to describe and implement ways to conserve energy.
 Be able to describe the benefits of energy conservation.
Materials:









Overhead (Sample Energy Log Completed) See Lesson Resource 11.A
Energy Log template (one copy per student) – See Lesson Resource 11.B
Action Plan Template: overhead for presentation, student copies for their
work – See Lesson Resource 11.C
Pictures of the traditional and modern home; many available on line or in
your library – see Lesson Resource 11.D
Sticky notes – standard size (2 colours)
Book on energy conservation (Example: Why Should I Save Energy by Jen
Green)
Overhead (Symbols and Signs of Energy Conservation) – See Lesson
Resource 11.E
Energy Saving Tips – See Lesson Resource 11.F
Note: As we went to print Sophia Francescutti, our student volunteer, found
an interesting web site for kids. You might want to look at it http://www.ase.org/section/_audience/consumers/kids/
Lesson 11
P2
Grades 5/6
Hidden Heroes
Quotes:
“Nobody makes a
he who does nothing
do a little”
– Edmund Burke




Investigative Report (energy log) – Lesson Resource 11.B
Journal
Action Plan – Learning Resource 11.C
Presentation of findings/results (Poster)
Setting the Stage:

We at Hidden Heroes Education Society understand that energy
conservation in our homes has an immediate impact on the world around
us. As Hidden Heroes, we are “energized” about conserving energy and
lessening our footprint on the world.
Procedure:

LESSON 11
will develop an
awareness and
appreciation for
communities and the
world.











Put up the picture of the traditional pioneer home. Pose the questions to
the class:
o What can you tell me about the log house?
o What do you notice?
o If you were in the home in that picture, what do you think it
would smell, sound, and feel like to be in that room?
Repeat these questions with the picture of the modern home, also ask:
o How is it different from the first picture?
Hand out one colour of the sticky notes to each pair of students. Then ask
students to write their prediction of what the lesson will be about today
on a sticky note. Post them on the board.
Discuss the predictions with the class and tell them that they will get one
more clue to figure out what the lesson will be about. Share Jen Green’s
story about energy conservation with the class (read aloud).
Now ask what they think today’s lesson will be about.
Students will likely have it figured out by now, even if some guiding
questions are needed.
Pose the question, “How do we use electricity in our everyday life?”
With a partner, students generate a list of at least 10 uses.
Report out and teacher records uses on chart paper/overhead/board.
Teacher poses the question:
o Which uses would you consider a necessity from the list we
generated?”
Two pairs form a group of four and students must come to a consensus
on their top three “necessary uses” and justify the reason for each choice.
Teacher highlights “necessary uses” on the class-generated list as they
are reported out.
Note: A guided discussion to identify all of the “necessary” uses may be
required in order to ensure that students understand the difference
between “needs” and “wants”.
Grades 5/6


Hidden Heroes
Quotes:
“Nobody makes a
he who does nothing
do a little”
– Edmund Burke



Lesson 11
P3
Guided class discussion - Teacher asks the class to look at what hasn’t
been highlighted on the list. What does this tell them?
Teacher poses questions:
o What does “consumption” mean to you?”
o What does “conservation” mean to you?
Ensure that students have a common understanding of the two terms.
In the same student groups of four, have each group generate a list of
ways they have observed energy being conserved at school, home, in the
community, etc.
Each group reports out three of their choices, without repeating a choice
that has already been presented. Teacher records responses and checks if
there were any missed after all groups have reported out.
Closure:

LESSON 11
Students write a journal entry about what they learned today about:
o The difference between their needs and wants when it comes to
the use of energy in their homes.
o Electric consumption they and others in their family need.
o “Wants” they could do without.
DAY 2:
will develop an
awareness and
appreciation for
communities and the
world.
Procedure:






Teacher puts up overhead of symbols/signs representing energy
conservation - see Lesson Resource 11.E. Ask the class, Why they think
you are showing this to them. What does each symbol mean?
Recap the previous lesson, revisiting the terms “needs,” “wants,” “energy
conservation” and “consumption.”
Pose the question, “What do investigative reporters do?” Discuss.
Inform students that for the next three days, they will be “investigative
reporters” for an electric company. Their task will be to identify areas
where energy is not being conserved and propose ways to reduce energy
consumption. Each student requires a minimum of five observations each
day, one of which must be an observation of their own personal energy
choices. For a list of 25 energy saving tips go to Lesson Resource 11.
Present a model of a completed Energy Log including suggestions for
conservation – see Lesson Resource 11.B. Make note of how
suggestions for improvement are most effective when phrased in positive
language. Students will benefit from the opportunity to practice
providing positive feedback in a way that will promote thoughtfulness,
not family feuds!
Hand out energy logs and ask students to bring back the completed logs
in three days.
Lesson 11 P4
Grades 5/6

Hidden Heroes
Quotes:
“Nobody makes a
he who does nothing
do a little”
– Edmund Burke



LESSON 11
At the end of the three days, students will note in their journal:
o Consumption and conservation trends seen in their homes.
o Observations on how others responded to their investigation.
o Reflections on changes in their own energy consumption during
this period of study.
Present the Action Plan Template – Lesson Resource 11.C – on the
overhead. Students assist the teacher in generating ideas for how it can be
filled out. Ask the students to think about things a Hidden Hero would do
to conserve energy. Students then complete their own Action Plan
worksheets.
Students create a personal action plan, filling in the information required
on the template to address the observations they made about their own
energy consumption. Their goal is to become a Hidden Hero Energy
Star.
Students have the weekend (or timeline set by the teacher) to carry out
their action plan.
DAY 3
Procedure:
will develop an
awareness and
appreciation for energy
conservation in their
homes, schools,
communities and the
world.


Organize a class discussion around experiences students had working on
their personal action plan over the weekend
Then have students trace their hands and create a poster entitled “I am a
Hidden Hero Energy Star because….” Results for each of their action
items are written inside the handprint. At the bottom of the poster, they
write “I have reduced my energy consumption handprint on the world.”
Extension:

Read “When Charlie McButton Lost Power” by Suzanne Collins and
discuss how Charlie views the importance of electricity and his needs
versus wants.
Grades 5/6
Lesson Resource 11.A
Sample Energy Log
Record at least five observations and suggestions for each day.
Day
Example:
Monday, November 26
Observation and time
Suggestions for conservation
7:30 am-Sister left light on
in the bathroom
Put a sticky note on the mirror
to remind family to turn off
light when leaving bathroom
7:45 am-Dad had a 15
minute hot shower
8:00 am-I left the computer
on when I went to school
Tuesday, November 27
Ask dad to reduce shower to
10 minutes
Put a note on the computer
monitor to remind me and my
family to turn off or put it in
sleep mode when not in use
4:00 pm-Played video
games at a friend’s house
and he left machine on
when we went out to play
basketball
Suggest to friend to turn off the
game when not in use
6:00 pm-Mom left freezer
door open while serving
the ice cream
Close the door and tell mom
about the energy wasted when
the door is left open
7:00 pm-Grandpa turned
radio off in kitchen when
he sat down to watch the
hockey game
Give praise to Grandpa!
Lesson Resource 11.B
Grades 5/6
Energy Log
Record at least five observations and suggestions for each day
Day
Observation and time
Suggestions for
conservation
Lesson Resource 11.C
Grades 5/6
Action Plan Template
Goal:
______________________________________________________________________________________
Steps to be
taken
(Break it down
into simple
steps to achieve
your goal)
Person(s)
responsible
(Who needs to
work on
completing each
step?)
Resources
needed
(Who/what will
help you to
reach each step
toward your
goal?)
Target
Completion Date
(When do you
hope to have this
step completed?)
Progress
(Complete  or
Incomplete)
Lesson Resource 11.D
Grades 5/6
Grades 5/6
Lesson Resource 11.E
Energy Conservation Symbols and Signs
Compact fluorescent light bulb & regular bulbs
Reminder to switch off lights
Compact fluorescent light bulbs & environment
Symbol found on appliances that are among the
most energy-efficient on the market
Unplug appliances when not in use
Shut down or put computer to sleep
when not in use
Grades 5/6
Lesson Resource 11.F
25 Power Smart Tips and To Dos
For more detailed information on these and more power smart tips go to
https://www6.bchydro.com/profiler/TipTodoPageExternal.do
1. Turn your thermostat down at night or when
you’re not home
14. Save electricity by using your clothes dryer
more efficiently
2. Activate your computer’s “sleep” or “power
save” mode
15. If you’re cold, put on a sweater or use a
blanket
3. Switch from incandescent to compact
fluorescent light bulbs (CFLs)
16. Use ceiling fans to save energy year round
4. Plug your electronics and chargers into power
bars that can be easily turned off
17. Hit the showers – a short shower uses about
half as much water as a bath
5. Install a low-flow showerhead and save up to
15% of your home’s water use
18. Unplug your charger when the device is not
connected
6. Remove or unplug unnecessary fridges and
freezers
19. Turn the lights out when you don't need them
7. When replacing TVs, washers, dryers and other
appliances, choose an ENERGY STAR®
model
8. Insulate your electric hot water tank and pipes
to minimize heat loss
20. Turn off your computer, monitor and
peripherals (e.g. printer, scanner) when they
are not in use
21. Save electricity by using your dishwasher more
efficiently
9. Use the lowest wattage light needed to
adequately light an area
22. Turn off the TV when no one is watching it
10. Move floor lamps into the corners of your
rooms
23. Wash your clothes in cold water
11. Adjust your cooking habits to save electricity
24. Use your hot water wisely
12. Check the seal around your fridge and freezer
doors to ensure a tight fit
25. Use your windows to take advantage of solar
heat
13. A laptop computer uses up to 90% less energy
than a desktop

Grades 5/6

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