Civil War Dictionary Power Point

Lesson Title:

Civil War Dictionary-PowerPoint

Teacher:

Mrs. Schroeder

Subject: Grade Level: Time Required:

Social Studies Grade 5

Topic:

Civil War


Students will continue work on this through entire unit.

Essential Question:

Prerequisites (Prior knowledge)


Computer knowledge
Students have learned how to create a PowerPoint presentation.



Stage 1 – Desired Results Content Area Standard(s) (include complete standard, not just standard #)

Art Standard 2: Knowing and using Arts Materials and resources. S.S. Standard 2: World History S.S. Standard 3: Geography ISTE: NETS 1. Creativity and Innovation 2. Communication and Collaboration 4. Critical Thinking, Problem Solving, and Decision Making 6. Technology Operations and Concepts

Intended Learning Outcome (Should define what students will know and be able to do and at what level of mastery they should be able to do it.)

Students will create and complete a Civil War dictionary using PowerPoint. At the end of unit, students will demonstrate knowledge by presenting a PowerPoint presentation to their peers.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 1

Students will know…

Student will be able to…


How to create a paper civil war dictionary.
Students will to take notes.
How to use the computer.


Create a PowerPoint presentation using the information from their paper dictionary that has been kept throughout the unit.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 2

Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):

Teacher-Created Assessments
Pre-test: There is no pre-test for this assignment

Post-test:

(Performance Assessments: )
Students will be assessed on the content of their PowerPoint presentation. A rubric will be used for students to follow while working on their presentation. (Other Assessments: Peer, Self)
Post test on civil war dictionary content.

(Assessment Adaptations)
No modifications are needed for students.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 3

Stage 3 – Learning Plan Learning Activities

Instructional Strategies/Learning Activities: e.g., demonstration, discussion, small groups, role play, etc.

Introducing the lesson: (capturing students’ attention, activating students’ prior knowledge).


Each day during social studies, students will use their paper dictionaries that have been created as their notebook.
Any new information such as dates, names of battles, vocabulary terms, etc. will be added to the correct page of dictionary.
We have already begun the unit on the civil war.
Students have already created their paper dictionary.
Students will be given time each week to use the computer lab to begin their PowerPoint presentation for their civil war dictionaries.
This can be as creative as they choose.

I will begin the lesson with a PowerPoint presentation of the civil war.
During the PowerPoint presentation, I will point out areas that I thought were important enough to include.
I will show students how I have embedded links to other site.
I will explain that they may add graphics or embed things on their own presentation.
Ask if students have questions about how to embed objects or add links.
Answer questions.

Instructional Sequence: (representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) Student activity (The student is doing…)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 4

Teacher activity:

Student activity:


Teacher continues with lesson throughout the week.
Teacher may be doing group work, showing video clips or reading.
Teacher points out areas of interest that are important to know.
Teacher takes students to the computer lab.



Student has paper civil war dictionary on desk and is adding notes during lesson.
Student listens and observes teacher.
Student writes down any information the teacher says that may be important to include in the civil war dictionary.
Students begin to create PowerPoint using information on paper civil war dictionary.
Throughout this unit, the teacher will stop to review important information that students will want to include.
This information will also be used for a post test after the PowerPoint presentations have been completed.

Adaptations to the Instructional Sequence to Differentiate:

Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson)


A rubric will be handed out so students know exactly what is expected of them and how the PowerPoint will be graded.
Students will understand that this is a way for them to show what they have learned about the civil war.

Closure:


This lesson will be complete when unit is over.

Extensions for early finishers:


All students will be working throughout the unit on this project.

Alternate strategies for struggling students or those who learn differently:


If a student is struggling, a peer tutor will be assigned.

Procedures: (already established procedures to be used and procedures to be taught for this lesson)


Civil war unit has already been introduced.
Civil war dictionary with paper has already been created.
Question and answer time for students to talk about PowerPoint.
Students have learned how to create a PowerPoint during computer lab.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 5

Lesson Development Resources Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)








Computer lab Construction paper Lined paper Pencils Colored pencils Sentence strips for time line in dictionary Copies of any maps to staple into dictionary

(Parent/Community Resources)

(Contact Information)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 6