 |
|
Click below:
:::::::::NEW:::::::::
American Symbols Unit
Rationale,
Day 1,
Day 2,
Day 3,
Day 4,
Day 5,
Technology Lesson
|
Kimberlee Fulbright
Essential Question: What are some of the major ideas of the Declaration of Independence? Who are some of the people involved with the Declaration of Independence? How did it feel to write with a quill pen as John Hancock did?
Behavioral Objective: 1. Using folder information provided and a step-by-step rubric, a pair of students will be able to work together to fill out their graphic organizer with the correct information (the who, what, when, where and why of the Declaration of Independence) with 100% accuracy. 2. The students will also write with quill pens (their name in cursive) and reflect on it by discussing it with the class.
QCC Standard: SS.4.22--Describe the major ideas in the Declaration of Independence.
Materials:
*Declaration of Independence poster
Hook & Link: I will ask them if they know what I am best known for. Hopefully they will say, “Signing the Declaration of Independence.” I will have a poster of the Declaration of Independence hanging at the front of the room. I will ask them if they know what it is.
Opening/Attention Getter: I will be dressed like John Hancock. I will act out a few things first. Then, I will ask the students to guess who I am and why I am here today. I will ask them if they know anything about the Declaration of Independence before we start our research. I will go over what our activity is for the day. I will explain everything now. They will already be seated in their groups ahead of time (as they are coming into the room). I will show the students an example of my signature. I will explain exactly what they need to do, stressing the importance of working together with their partner.
Grouping: The students will be placed in heterogeneous groups of two assigned by Mrs. Jackson.
Activity Appropriate: This activity is appropriate for a group activity because the pair of students only has one set of materials to work with. These pairs of students will have to work together and agree together on one thing for each section of their graphic organizer. The pair will work together to create one product that will be turned into the teacher for evaluation.
Discussion: The students will read the information provided in their folder. They will then decide together which information best fits in each category on the graphic organizer.
Application: After discussing and agreeing upon the information, the students will take turns writing the information (the who, what, when, where, and why) onto their graphic organizer. They will use their rubric as a guidance. They will also take turns writing with the quill pen. They will write their name in cursive on a piece of paper provided. After they have signed their name, they will need to place it on the side counter to dry.
Share/Debriefing/Identifying: I will call on each group for a specific piece of information on their graphic organizer.
Closing: I will call on the students to answer some basic questions about the Declaration of Independence. I will tell them that I, John Hancock, am signing out--and sign his signature really big on the board. I will pick up their work now. The students will give me a ticket out the door by telling me one important fact about the Declaration of Independence.
Assessment: Using folder information provided and a step-by-step rubric, a pair of students will be able to work together to fill out their graphic organizer with the correct information (the who, what, when, where and why of the Declaration of Independence) with 100% accuracy. I will collect the students’ graphic organizers for evaluation and use their rubric and a checklist to see how they did. I will be completely satisfied only if every group completed the assignment with 100% accuracy. If they do not, then I will revise the lesson to see what I can do to better help them.
Kimberlee Fulbright
Analyze Learners:
General- all 4th graders, mixed ability levels, one special education student (will work one-on-one with), all the students have general knowledge about the Rev. War
Specific- most of the students know the basic skills of the computer, they do not know about PowerPoint (I will go step-by-step to help them)
Learning styles- these students cannot retain auditory information well, so I will use visual, tactual, and kinesthetic opportunities to help them understand what they will do (so they can do it on their own with their partner).
Essential Question: What were Georgia’s connections in the Revolutionary War? How do you use Microsoft PowerPoint to look for information?
Objectives: Using the PowerPoint on the computer, TSWBAT find information on the PPT and fill out the worksheet provided with 10/12 correct.
QCC Standards: Tech.4.13 Uses basic research techniques with teacher guidance. SS.4.23 Describes Georgia’s participation in the Revolutionary War.
Materials:
*PPT on a disk for the students to use (teacher created using Microsoft PowerPoint) see attached PPT 6 to a page
Number in groups: 2
Grouping: I grouped the students in heterogeneous groups of two. I tried to match one boy with one girl. Then, I will base it on ability levels (low-middle, middle-high).
Activity Appropriate: This activity is appropriate because the students will agree and work together, they will have limited supplies, and they will be turning in one product for evaluation.
Prepare Learners:
Opening/Attention Getter: I will read the students a passage about Nancy Hart from the following book: D. Silcox-Jarrett. (1998). The heroines of history: heroines of the American Revolution: America’s founding mothers. Scholastic: New York. We will discuss that this is a Georgian and how she was involved in the war.
Utilize Materials:
Discussion: I will give a walk-through of what they will do. I will briefly show the PowerPoint and show them how to work it. As I show them the PPT, I will discuss what the slides are saying. (I will call on a student to read a slide). I will also ask them some questions based about what they already know about the Rev. War. (Why were the British trying to force Nancy Hart? Why did Nancy Hart go along with the game for a while? Why was it important that these three men signed the Dec. of Independence?)
Check for Understanding: I will explain that they will work together and agree together on their answers on their worksheet. I will walk around to check for understanding to make sure they are all off to the right start. I will assist students as needed.
Require Learner Participation:
Independent Practice: The students will work together to find important information on the PowerPoint and fill in the correct answers in the blanks.
Closing: After I pick up the completed worksheets, I will go back through the PPT and ask the questions that were on the worksheet. I will call on students to answer the questions. This will help them to see how they did on their worksheet. I will point out and ask the students to point out how Georgia was connected to the American Revolution.
Evaluation: Using the PowerPoint on the computer, TSWBAT find information on the PPT and fill out the worksheet provided with 10/12 correct. Their worksheets will be graded on filled in on my checklist.
Evaluation of media, methods, and revise if needed: As I teach the lesson, I will look for any glitches in the technology and how the students are catching on with my directions of how to use the PPT. I will revise where needed.
|
