african american wax museum final version

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African American Wax Museum

Elaine C. Donnelly- Grade 3March 6, 2011

Data

Class breakdown:Total 2713 boys14 girls3 IEPs (one created in early April 2009)

Class Population is African-American and Caribbean Descent

Dibels Assessments Mid-Year:

Intensive- Needs Substantial Intervention- 3 Students

Strategic- Additional Intervention- 2 Students

Benchmark- At Grade Level- 22 Students

Heterogeneous Groups

Students will be grouped heterogeneously based on behavior, assessments and talents. The assessments that will be used will be from the Folio writing, DIBELS (reading fluency and retelling of a passage) and Terra Nova test. Students ability to navigate the internet Understanding and Power-Point ability Shyness - overbearing

Short Narrative Description of

Learning Experience

Students are in the middle of our Civil War- Civil Rights unit when they are asked to gather information about African-Americans. These African-Americans span from the past to present in all genres and genders. Students will then be given an African American to research and extrapolate only important facts that showed how they helped change history and/or major contributions made to the civil rights and the lives of Americans. This information will be show cased into a diorama time-line, essay, Did You Know cards and clothing and artifacts that symbolizes and relates to their person. In addition to working at home, students will be given class time to research and practice there speech in front of their peers. In conclusion students will dress up as their person and be a part of our second grade wax museum where they either recited facts about their person from memory or read them from a self-prepared Did you know index card. Students, who were unable to do the above, wrote one important fact and the date of birth of their African-American and formed a time-line. There will also be a display of the great creations (dioramas) that students made at home and in groups symbolizing and relating to specific African-Americans and events that took place in history. This learning experience will take approximately one month and a half.

Learning Standards and Task

World History Standard 1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Social Studies Learning Standards: Standard 2, Key Idea 3: CI&IT: NYSED

Demonstrate their understanding of major social, political, cultural, and religious developments in world history regarding important roles and contributions of individuals and groups. Gather and present information about important developments from world historyE.L.A Standard 1: Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.E. L. A. Standard 3:Monitor their own oral or written presentations to meet criteria for competent performance.E. L. A. Standard 4:Listen attentively and recognize when it is appropriate for them to speak. Standard3MathematicsStudents will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.Standard 5: Computer TechnologyApply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.Art 1 E- Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printing making, video and computer graphics), based on a range of individual and collective experiences.

Task:Students will research and extrapolate only important facts about an African American and how they helped change history and/or major contributions made to the civil rights and the lives of Americans. This information will be show cased into a diorama time-line, PowerPoint, essay, Did You Know cards, clothing and artifacts that symbolizes and relates to their person. This will conclude with a presentation to our parents in the forum of an African American Wax Museum.

African American Wax Museum List1 Michelle Obama2 Colin Powell3 Fredrick Douglas4 Madame C J Walker5 Josephine Baker6 Alex Haley7 Jesse Owens8 Sidney Poitier9 George Washington Carver10 Coretta Scott King11 Harry Bellefonte12 Ruby Bridges13 Sojourner Truth14 Russell Simmons15 David Patterson16 Mother Hale17 Vivian Thomas18 Booker T. Washington19 Alvin Ailey20 W.E.B. Dubois21 Tyler Perry22 Cicely Tyson23 Will Smith24 Ruby Dee25 Ebony Magazine26 Lena Horne27 Garrett Morgan28 Jackie Robinson

Unit Overview Objectives

Focus Question- How have the contributions of African-Americans changed and helped the world today? Students will discuss and comprehend the different ways a person can be considered a hero and what makes them important.Students will gather and present information about important developments from world history in an array of project based formats.Students will be able to utilize the computer in order to research information and use PowerPoint.

Students will analyze information and memorize 2-6 important details, 1-2 of them being the contributions of African- Americans to our world history. Also included will be their date and place of birth and if they are deceased or alive.

Preparation

Prior to this lesson, students would have completed a research paper on two Nifty-Fifty states. This was done in November during our Nifty-Fifty unit. Due to this fact, students will be experienced in looking up and extrapolating important information based on an outline of what to look for.

The day before the actual African Museum lesson, the class will be given a DBQ about jelly fish. With this DBQ, the students will be given specific questions: Name the different types of jelly fish. Write two ways they are similar and two ways they are not. What type of food do they eat? After going over the answers we talked about how they obtain them. I then asked the class to discuss their nifty fifty projects and how they obtain that information. A discussion followed.

This is done to review and show how to obtain information in an array of ways. Students are to understand that text, books, encyclopedias, magazines, and computers are all resources. Also, that pictures are an important resource method and can be used to give information alsoDifferentiated Instruction

All students will be given the task of research and memorizing information for our wax museum. All students will also be responsible for creating a time-line and diorama. This will be done so that all students are given the opportunity to be able to benefit from the experience and no one should feel left out or their ability scrutinized. Students who were not able to fully complete the task given and needed it to be differentiated. Lower levels will create a time-line with one important fact and an illustration of the contribution drawn on it. These students will set themselves up to be a human time line of important African Americans. (This is also a math standard Students will be dressed up like their person. Students that know the information, but are unable to remember it comfortably will be reading Did You Know? Cards about their important African American. These students will be positioned behind the wax statues. Students will be dressed up as their person.High/Mid-levels will memorize a speech and dress up as their person and be a wax figure that talks (gives information about their contribution) when prompted by a parent. This prompt is given by the parent stepping on a foot print in front of the waxed figure that reads, step on foot to listen to (this group will also help with the time line students if needed).

All students created a final piece that showed symbolism and some students set a power-point.

Students are paired in their computer groups based on knowledge of computers and behaviors. Students who have difficulty writing will be motivated to use the computer; Microsoft or power-point. This will be based on their comfort and ability.

Students were given a time timetable of when they were expected to know their speech from memory. This was also a tool used to assess the students progress and helps the teacher identify the students that require additional assistance.

Managing Groups

This lesson will be completed in the fifth month of the school year. Due to this, students will be experienced and understand what is expected of them while working in groups.

In our second grade class we have a question parking lot board on the wall next to the teachers desk. There is a who, what, were, how, and when section. When a student has a problem they write it on an index card and post it accordingly. These questions are answered during that particular subject while I walk around or the following day. This is so the teacher may work uninterrupted with the groups that need a little more attention than the others. There is also chart paper that list our group rules that is reviewed before all group work. A brief review/mini lesson is given, and then while the groups are doing their work I walk around the classroom and listen to and when needed assist students into getting back on task or what is needed.

Lesson #1 90 minutes double block period

Objective: Students will be able to recognize what a wax museum is and what criterion is used when proclaiming a person a hero.

Introduction/

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