Lesson Plan V - Discover Your Own American Treasure
Behavioral Objective: The second grade learner will demonstrate their ability to find objects of historical importance. The second grade learner will conduct a search for his or her personal American treasure in the form of a local historical marker related to the American Revolution. The second grade learner will place that marker into the American Revolution timeline already created by the class in a previous lesson. The student will give an oral reading of their historical marker in front of the class.
Audience: Second grade learner
Behavior: Demonstrate the ability to locate local places of historical significance. Demonstrate the ability to speak clearly and appropriately, in terms of volume, by giving an oral presentation.
Condition: Students will be given access to a class webpage with the tools necessary to complete the task.
Degree: Students will locate a historical marker. They are to take a photo of themselves in front of the historical marker. Students will use that photo to place that particular event, location, or person in the American Revolution timeline. They will give a brief oral reading of their historical marker.
Duration: Two hours in class, half an hour outside of class.
Standard:
1.6.2.B: Use appropriate volume, clarity and gestures in individual or group situations. Deliver an oral report on an assigned topic.
8.1.2.A: Read and interpret information on simple timelines.
8.2.2.B: Identify important buildings, statues, and monuments associated with the state’s history.
Materials: Students
Class computer
Pencils
History Notebook
Camera (Teacher will provide disposable camera if need be)
Tricorne hat
Materials: Teacher
Computer
Tumblr website with necessary links to Google Maps and the Pennsylvania Historical Marker Program
Pencil
Notebook
Tricorne hats for each student
Procedure:
Demo:
Adaptation -1.2 Teacher will use an amplification device in order to reach students with hearing difficulties.Adaptation - 2.4 Provide directions (verbal and written) in other languages, i.e. Spanish
Adaptation - 2.5 Using the power of mimicry to act out he physical motions involved in accomplishing the tasks. Of particular use for students who have not mastered the English language.
Adaptation - 3.1 Tell students the story about discovering a forgotten historical marker as a child, prompting my interest in history. Show them photo of that marker.
Adaptation - 3.2 Make the connection between the geographical a
1. “Good morning class, we have spent a good deal of time learning about one of the most, if not the most important historical event in our nation’s history, that being the American Revolution. In all honesty, we could spend the entire year learning about this very important part of our history because there is so much more to learn about our nation’s birth. Throughout this unit we touched upon the five important W’s:
Adaptation - 3.2 Make the connection between the geographical a
1. “Good morning class, we have spent a good deal of time learning about one of the most, if not the most important historical event in our nation’s history, that being the American Revolution. In all honesty, we could spend the entire year learning about this very important part of our history because there is so much more to learn about our nation’s birth. Throughout this unit we touched upon the five important W’s:
1. Who 2. What 3. Where 4. When 5. Why
This particular activity has to do with the where. When people think about the word treasure the first thing that comes to mind is gold. Treasure isn’t just about gold, kids. It’s not just about precious stones either. Knowledge is a treasure and history is the most valuable treasure we have. That’s what I believe anyway. Hopefully, after this assignment is done, you’ll think so too. So who is ready to find their historical treasure?”
Activity:
2. Inform the class that this task will be completed individually.
3. As American Revolution explorers, they will be issued a tricorne hat.
4. Each student will have access to the http://discoveryourownamericantreasure.tumblr.com/ website.
Adaptation 1.1 - Students with visual problems will have their computers modified to increase text size.
5. Using the Pennsylvania HIstorical Marker web search they will locate a historical marker relating to the American Revolution. This marker should be close to their home. It is acceptable for more than one student to choose the same marker.
Adaptation 5.2 - Computers will be adapted with Text-To-Speech software to help students navigate the internet
6. Using the information regarding the location of their historical marker, the student will find that location on Google Maps using the provided link. They will print out the map and give it to their parent/guardian/family member.
6. Using the information regarding the location of their historical marker, the student will find that location on Google Maps using the provided link. They will print out the map and give it to their parent/guardian/family member.
7. Students will have a parent/guardian/family member walk or drive them to the historical marker. Parent/guardian/family members will be made aware of the activity in advance.
8. Students must take a photo of themselves in front of the marker while wearing their tricorne hat. They may have other people in the photo as well. Students should then email or text the photo to the teacher. Should the student not have access to a camera or cellphone with camera, one will be provided to them.
Guided Practice:
9. The teacher will model for each student the process involved in finding a historical marker.
Adaptation 5.3 - Provide differentiated feedback to students with learning disabilities & ELL students
Adaptation 5.3 - Provide differentiated feedback to students with learning disabilities & ELL students
10. The teacher will model the process for finding the historical marker closest to the student’s home using Google Maps.
11. Students without a camera will be provided with a disposable camera. The teacher will instruct the student in the use of the camera. Written instructions will be sent home with the student for their parent/guardian/family member.
Independent Practice:
Adaptation 6.1 - A numbered checklist will be displayed at the front of the class showing the steps necessary to complete taskAdaptation 6.4- In conjunction with the checklist a tally board will be set up showing each student and the progress they have made in their goals.
Adaptation 7.2 - As students begin searching for their historical markers, talk to them one-on-one and show them how close they are to history. How relevant Pennsylvania is to our nation's history.
Adaptation 7.3 - Keep classroom noise down to a minimum to ensure students can concentrate on the task at hand.
Adaptation 8.2 - For gifted students, modify the goal so that they have to find a historical marker from a specific time period. Have them write a short summary as to how that historical marker relates to modern times.
Adaptation 8.3 - For ELL learners, pair them up to a fluent English-speaking classmate for assistance.
Adaptation 9.1 - Provide more time for slower-working students.
Adaptation 9.2 - Show students coping exercises (deep breathing) that they can do at their desks should they feel overly-anxious, stressed, or upset for any reason. *note* This will have been done at the beginning of the school year, but will often be touched upon as the situation merits.
12 Students will be required to find two more historical markers on their own. They need not take travel to or take a photo of these markers.
Closure:
13. Once in class, students will receive a printout of their picture and they will read their historical marker to the rest of the class.
14. Students will then place their historical marker picture on the blackboard with the American Revolution timeline already in place from a previous lesson.
Adaptations for Learning Differences
ELL Students
Will be paired with fluent speakers. Directions will be repeated in their native tongue using my personal knowledge of Spanish and an online translation website for other languages.
A translated set of directions for the project will be emailed to the student’s home and also sent home with the student.
Students with Learning Difficulties
Teacher will model search for historical markers one on one. Extra time will be provided for students to complete their search.
Gifted Students
Students will be required to find two additional historical markers. They will provide two short paragraphs about each marker and how that person/place/event was important to the American Revolution.
Assessment:
Using a scale from 1-4 with 4 being the highest, scores will be given for the following areas:
Use of class time
Required Elements
Oral presentation
Summation upon completion of last oral reading:
“We have covered a lot of ground in a short amount of time. This activity showed you that history is right outside your front door. The best part of an activity such as this is, is that it is something that you can do on your own at home. But learning is done best when you do it with other people. The website will be available to you forever. Feel free to use it at your leisure. I know know many of you have family and friends in other parts of this state. Should the day come when you’re visiting Aunt Martha in PIttsburgh or an older sibling away Penn State, mention this website. Let your family know that you’re interested in finding out more about the history of our state. It doesn’t have to be about the American Revolution either. As I showed you earlier, you can find Pennsylvanian history from every era since the formation of our state. History is a treasure waiting to be found. Go find it and your life will be all the richer for it.”
Revised UDL Checklist
I. Provide Multiple Means of Representation
1. Provide options for perception
1.1 Offer ways of customizing the display of information Yes, text size
1.2 Offer alternatives for auditory information Yes, auditory amplification
1.3 Offer alternatives for visual information
2. Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathematical notation, and symbols
2.4 Promote understanding across language Yes, provide Spanish language written instructions
2.5 Illustrate through multiple media Mimic, the actions of research, photo taking & timeline placement.
3. Provide options for comprehension
3.1 Activate or supply background knowledge Yes, tell story of discovering my historical marker
3.2 Highlight patterns, critical features, big ideas, and relationships Yes, link past history to today
3.3 Guide information processing visualization, and manipulation
3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and Expression
4. Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive technologies
5. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and composition Yes, computers will have text-to-speech
5.3 Build fluencies with graduated levels of support for practice and performance Yes
6. Provide options for executive functions
6.1 Guide appropriate goal setting Yes, a numbered checklist will be posted at the front of the class
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress Yes, a tally board will be posted showing progress of each student
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy Yes, allow them to choose their historical marker
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions Yes, keep classroom noise to a minimum.
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge Yes, challenge gifted students with tougher goals
8.3 Foster collaboration and community Yes, pair ELL students with a fluent speaker for extra help.
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation Yes, give added time for slower-working students.
9.2 Facilitate personal coping skills and strategies Yes, show students deep breathing exercises that they can do at their desks when they feel stressed, frustrated, and/or upset.
9.3 Develop self-assessment and reflection
