Lesson Title: Knowing Your Family Teacher: Miss. Jenna Roberge Subject:
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Lesson Title: Knowing your family Teacher: Miss. Jenna Roberge Subject: Social studies (heritage) Grade Level: alternative education (16-24) Time Required: five 40 min time periods Topic: Family Heritage Essential Question: How do you make and read a family tree to aid in research?
Prerequisites Students will need to know their family history or will need to know how to contact his or her family members to obtain this information. The students will also need to know how to use and digital camera to download the picture onto a computer. Students will also need to have basic knowledge of how to search the internet for information. Stage 1 – Desired Results Content Area Standard(s) (include complete standard, not just standard #) ELA standards Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. Technology: Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies. © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments Pre-test: The students will be given a family tree and he/she will need to answer questions based on the tree. The students will need to let the teacher know if they can read the layout of the family tree.
Post-test: The post test will be the same as the pre-test.
(Performance Assessments) Students will be graded on how well he/she puts together his or her family trees. The family trees will also need to be creative with good penmanship. The Students will also need to be able to use the digital cameras to take photos of themselves and, if he or she chooses, family. (Other Assessments: Peer, Self) The students will fill out a rubric letting the teacher know how he or she feels they did on the project.
(Assessment Adaptations) Those students that need testing accommodations will receive the accommodations. Those students that need help with writing and research will be given the help through individual appointments that each student will sign up for. The students will be able to ask questions at this time. These appointments will allow the teacher to observe what the struggles of the students are and monitor the students’ progress.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
2
Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: After the teacher has given the pre-test he/she will then show an example of a family tree. Once all of the layout rules are explained the teacher will then model/demonstrate how to create a family tree. The teacher will show the students step by step. The teacher will also have the students sign up for individual appointments to monitor progress and discuss anything that the student might want to talk about. The teacher will also model how to research on the internet.
Introducing the lesson:
To spark the students attention the teacher will talk to the students about the really interesting Information that he/she found while making his/her family tree. Also the teacher will show the digital camera and explain what the students will be doing with the camera. Many students love to take pictures, which should spark the interest of the students.
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…) Day one: Day one: 1. The teacher will begin the lesson 1. The students will sit and listen to by talking about what a family the teacher’s explanation. tree is. 2. The students will sit and listen to 2. The teacher will then explain that the teacher and be thinking about a pretest will be given to see what what they know about family trees. the students already know about 3. The student will take the pretest. family trees. 4. The students will hand in his/her 3. The teacher will then hand out the tests. pretest. While the students are 5. The students will sit and listen to taking the pretest the teacher will the teacher. be setting up the materials to 6. The students will continue to listen discuss and model the proper to the teachers directions. The steps to creating a family tree. students will also ask questions at The test should take the students the appropriate time. about 15-20 min. Those students 7. The students will continue to sit that need extra time will receive and ask questions through step 11 the time he/she needs. of the teacher steps 4. After the test is completed the 12. The students will break into teacher will collect all of the tests. groups of two and take pictures of 5. The teacher will reiterate the preone another. The students will test was just to measure how also be discussing the project with much the student knows about their peers. This will continue reading family trees and will not through teacher step 13. be graded. 14. The students will download his or © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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6. The teacher will then direct the students attention to the front of the room to show the students the model family tree. 7. The teacher will begin by showing the model and discussing the very interesting information she/he found out about her/his family while creating it. Please see Appendix A. 8. The teacher will then model the proper steps when creating a family tree. The teacher will do this by using the overhead. She/he will also be able to show the students each step by using the model while talking about the steps. 9. After the teacher explains how to create a family tree she/he will then explain what the project is and how the students will be graded. 10. The teacher will tell the students that he/she will need to create a family tree of their own. The teacher will announce that the students have about one school week to complete the project. The students will be graded on his/her creativity and the neatness of the final project. The teacher will also explain that she/he understands that the students will not have enough time to research extensively and it is ok if he/she just has immediate family on the tree. 11. The teacher will also explain that each student will need to take a digital photo of a partner in the class so that the students will be able to place a picture of themselves on their family tree. Each student will also be required to use a USB cord to download his or her picture and then print it out. 12. Once the directions are explained
her photos from the digital camera on the computer and print his or her picture out.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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the teacher will have the students brake into groups of two to take photos of each other and discuss the project. 13. The teacher will monitor the students’ activity with the digital activity. 14. The teacher will monitor the students’ activity while he/she are downloading and printing pictures. Day two: Day two: 1. The teacher will remind the 1. The student will listen to the students what the project is. teacher’s directions for the day. 2. The teacher will then have the 2. Students will sit individually and students sit individually and start outline his/her family tree. to outline his/her family tree 3. The students will continue to work based on the teacher model. on his/her outlines while the 3. The teacher will be walking teacher comes around to check around looking at the outlines and and ask questions. asking students questions about 4. Once the students have completed what the final project will look like. his/her outlines the students will 4. Once all of the out lines are come up and get the supplies that completed the teacher will get out he or she will need to complete the the materials for creating the family trees. family trees. 5. The students will continue until the 5. The teacher will allow the end of the period. students to work on his/her 6. The students will clean up when projects for the remainder of the the teacher announces it is time to period. clean up. 6. The teacher will announce that 7. The students will listen to the the students will need to clean up teachers homework directions. when there is about ten minutes left of class. 7. Once the students have completed clean up the teacher will tell the students’ that he/she will need to go home tonight and call family members to get some family history. Now that the students have started he/she will know what to ask family about. Day three: Day three: 1. The teacher will have all material 1. The students will walk in and get out for the students to use right right to work on his/her family trees. when he/she walks in. 2. The students will listen to the 2. The teacher will explain that teacher’s directions for the day. he/she will be calling individual 3. The students will continue to work © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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students over to have conferences with students about their progress. 3. The conferences and the family tree activity will continue for the rest of the time period. Day four:
on his/her family trees. The students will meet individually with the teacher when he or she is called. At this time the student will ask any questions that he or she might have about the project. Day four:
1. The teacher will take the students 1. The students will follow the teacher to the computer lab to conduct to the computer lab. research. At this point the students 2. The students will sit and listen to should have most of the family tree the teacher while he or she done. explains the directions for the day. 2. The teacher will explain that the 3. Students will listen to directions students should look up people in and ask any questions he or she their families to see if there is any might still have. more interesting information about 4. The students will research people his/her family. in his or her families. 3. The teacher will also explain that this activity is to just add to the family tree, but if the student cannot find any more information on the family or family member it is ok. The student will not be penalized for the lack of information. 4. The teacher will walk around and help students while he/she searches. The teacher will answer all individual questions at this time. Day five: Day five: 1. The teacher will give the students 1. The students will work for the first about fifteen minutes to complete fifteen minutes of class. his/her family trees. 2. The students that want to share 2. The teacher will then call on students will share with his or her projects. to share his or her family trees. The 3. The students will continue to teacher will also ask if there is share. anyone that would like to share. 4. The students will turn in his/her 3. The teacher will allow for more time if projects to the teacher. students want to share his or her 5. The students will take the post projects. test. 4. The teacher will collect all projects. 6. The students will hand in his/her 5. The teacher will hand out the post post test. test. 6. The teacher will collect the post test. Adaptations to the Instructional Sequence to Differentiate: For the pre and post-tests the students that need extra time will be able to have as much time as specified on their IEP. Those students that need the test read to him/her will have this done. Other differentiations should not be needed because the teacher will work closely with all of the students © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
6
and will be setting up individual progress appointments for all the students in the class. If students are struggling accommodations will be made accordingly. If for some reason a student does not have any family or it is too mentally stressful for him/her to complete this project the teacher will assign him/her to another student so that the two students can work together on one family tree. 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) Students will complete a family tree, which is a graphic organizer. All students need to know how to read different texts, graphs, etc… The point of the pre and post-test is to see if the students can read the graphic organizer or family tree. The students will us his/her family trees to help guide his/her research of family and family members.
Closure: Extensions for early finishers: If a student is finished early he/she will put more pictures on his or her family tree. This will be an option if the student has photographs that his or her family will allow the student to use. Other options will be to write an essay about what the student feels is interesting about his or her family. If the student feels there is nothing interesting the student can write the essay about the information that the student learned through this project. Alternate strategies for struggling students or those who learn differently: The struggling student will receive as much attention from the teacher as needed. For the most part this project is hands on, which helps many of the students. If the students are having trouble research the teacher will be able to give the students helpful hints to help him or her search. The teacher will also be around when the student is using the digital camera. If a struggling student is having trouble with the technology the teacher will give a simple and quick tutorial. Procedures: (already established procedures to be used and procedures to be taught for this lesson)
Lesson Development Resources Technology Tools and Materials:
Overhead projector Digital camera USB cord Computers Printer
(Parent/Community Resources) The students will need to call his or her parents to complete his or her family trees. Since this is an alternative education program almost all of the students live on campus. This makes it difficult to contact the parents. Also most of the students are over the age of 18 © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
7
and do not wish to have their teachers call his or her parents or send notes home. Since most of the students also come from the city, Virgin Islands, and other parts of the USA sending letters to all of the parents will be costly and will take too much time. (Contact Information)
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
8
Prerequisites Students will need to know their family history or will need to know how to contact his or her family members to obtain this information. The students will also need to know how to use and digital camera to download the picture onto a computer. Students will also need to have basic knowledge of how to search the internet for information. Stage 1 – Desired Results Content Area Standard(s) (include complete standard, not just standard #) ELA standards Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. Technology: Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies. © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
1
Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments Pre-test: The students will be given a family tree and he/she will need to answer questions based on the tree. The students will need to let the teacher know if they can read the layout of the family tree.
Post-test: The post test will be the same as the pre-test.
(Performance Assessments) Students will be graded on how well he/she puts together his or her family trees. The family trees will also need to be creative with good penmanship. The Students will also need to be able to use the digital cameras to take photos of themselves and, if he or she chooses, family. (Other Assessments: Peer, Self) The students will fill out a rubric letting the teacher know how he or she feels they did on the project.
(Assessment Adaptations) Those students that need testing accommodations will receive the accommodations. Those students that need help with writing and research will be given the help through individual appointments that each student will sign up for. The students will be able to ask questions at this time. These appointments will allow the teacher to observe what the struggles of the students are and monitor the students’ progress.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
2
Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: After the teacher has given the pre-test he/she will then show an example of a family tree. Once all of the layout rules are explained the teacher will then model/demonstrate how to create a family tree. The teacher will show the students step by step. The teacher will also have the students sign up for individual appointments to monitor progress and discuss anything that the student might want to talk about. The teacher will also model how to research on the internet.
Introducing the lesson:
To spark the students attention the teacher will talk to the students about the really interesting Information that he/she found while making his/her family tree. Also the teacher will show the digital camera and explain what the students will be doing with the camera. Many students love to take pictures, which should spark the interest of the students.
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…) Day one: Day one: 1. The teacher will begin the lesson 1. The students will sit and listen to by talking about what a family the teacher’s explanation. tree is. 2. The students will sit and listen to 2. The teacher will then explain that the teacher and be thinking about a pretest will be given to see what what they know about family trees. the students already know about 3. The student will take the pretest. family trees. 4. The students will hand in his/her 3. The teacher will then hand out the tests. pretest. While the students are 5. The students will sit and listen to taking the pretest the teacher will the teacher. be setting up the materials to 6. The students will continue to listen discuss and model the proper to the teachers directions. The steps to creating a family tree. students will also ask questions at The test should take the students the appropriate time. about 15-20 min. Those students 7. The students will continue to sit that need extra time will receive and ask questions through step 11 the time he/she needs. of the teacher steps 4. After the test is completed the 12. The students will break into teacher will collect all of the tests. groups of two and take pictures of 5. The teacher will reiterate the preone another. The students will test was just to measure how also be discussing the project with much the student knows about their peers. This will continue reading family trees and will not through teacher step 13. be graded. 14. The students will download his or © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
3
6. The teacher will then direct the students attention to the front of the room to show the students the model family tree. 7. The teacher will begin by showing the model and discussing the very interesting information she/he found out about her/his family while creating it. Please see Appendix A. 8. The teacher will then model the proper steps when creating a family tree. The teacher will do this by using the overhead. She/he will also be able to show the students each step by using the model while talking about the steps. 9. After the teacher explains how to create a family tree she/he will then explain what the project is and how the students will be graded. 10. The teacher will tell the students that he/she will need to create a family tree of their own. The teacher will announce that the students have about one school week to complete the project. The students will be graded on his/her creativity and the neatness of the final project. The teacher will also explain that she/he understands that the students will not have enough time to research extensively and it is ok if he/she just has immediate family on the tree. 11. The teacher will also explain that each student will need to take a digital photo of a partner in the class so that the students will be able to place a picture of themselves on their family tree. Each student will also be required to use a USB cord to download his or her picture and then print it out. 12. Once the directions are explained
her photos from the digital camera on the computer and print his or her picture out.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
4
the teacher will have the students brake into groups of two to take photos of each other and discuss the project. 13. The teacher will monitor the students’ activity with the digital activity. 14. The teacher will monitor the students’ activity while he/she are downloading and printing pictures. Day two: Day two: 1. The teacher will remind the 1. The student will listen to the students what the project is. teacher’s directions for the day. 2. The teacher will then have the 2. Students will sit individually and students sit individually and start outline his/her family tree. to outline his/her family tree 3. The students will continue to work based on the teacher model. on his/her outlines while the 3. The teacher will be walking teacher comes around to check around looking at the outlines and and ask questions. asking students questions about 4. Once the students have completed what the final project will look like. his/her outlines the students will 4. Once all of the out lines are come up and get the supplies that completed the teacher will get out he or she will need to complete the the materials for creating the family trees. family trees. 5. The students will continue until the 5. The teacher will allow the end of the period. students to work on his/her 6. The students will clean up when projects for the remainder of the the teacher announces it is time to period. clean up. 6. The teacher will announce that 7. The students will listen to the the students will need to clean up teachers homework directions. when there is about ten minutes left of class. 7. Once the students have completed clean up the teacher will tell the students’ that he/she will need to go home tonight and call family members to get some family history. Now that the students have started he/she will know what to ask family about. Day three: Day three: 1. The teacher will have all material 1. The students will walk in and get out for the students to use right right to work on his/her family trees. when he/she walks in. 2. The students will listen to the 2. The teacher will explain that teacher’s directions for the day. he/she will be calling individual 3. The students will continue to work © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
5
students over to have conferences with students about their progress. 3. The conferences and the family tree activity will continue for the rest of the time period. Day four:
on his/her family trees. The students will meet individually with the teacher when he or she is called. At this time the student will ask any questions that he or she might have about the project. Day four:
1. The teacher will take the students 1. The students will follow the teacher to the computer lab to conduct to the computer lab. research. At this point the students 2. The students will sit and listen to should have most of the family tree the teacher while he or she done. explains the directions for the day. 2. The teacher will explain that the 3. Students will listen to directions students should look up people in and ask any questions he or she their families to see if there is any might still have. more interesting information about 4. The students will research people his/her family. in his or her families. 3. The teacher will also explain that this activity is to just add to the family tree, but if the student cannot find any more information on the family or family member it is ok. The student will not be penalized for the lack of information. 4. The teacher will walk around and help students while he/she searches. The teacher will answer all individual questions at this time. Day five: Day five: 1. The teacher will give the students 1. The students will work for the first about fifteen minutes to complete fifteen minutes of class. his/her family trees. 2. The students that want to share 2. The teacher will then call on students will share with his or her projects. to share his or her family trees. The 3. The students will continue to teacher will also ask if there is share. anyone that would like to share. 4. The students will turn in his/her 3. The teacher will allow for more time if projects to the teacher. students want to share his or her 5. The students will take the post projects. test. 4. The teacher will collect all projects. 6. The students will hand in his/her 5. The teacher will hand out the post post test. test. 6. The teacher will collect the post test. Adaptations to the Instructional Sequence to Differentiate: For the pre and post-tests the students that need extra time will be able to have as much time as specified on their IEP. Those students that need the test read to him/her will have this done. Other differentiations should not be needed because the teacher will work closely with all of the students © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
6
and will be setting up individual progress appointments for all the students in the class. If students are struggling accommodations will be made accordingly. If for some reason a student does not have any family or it is too mentally stressful for him/her to complete this project the teacher will assign him/her to another student so that the two students can work together on one family tree. 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) Students will complete a family tree, which is a graphic organizer. All students need to know how to read different texts, graphs, etc… The point of the pre and post-test is to see if the students can read the graphic organizer or family tree. The students will us his/her family trees to help guide his/her research of family and family members.
Closure: Extensions for early finishers: If a student is finished early he/she will put more pictures on his or her family tree. This will be an option if the student has photographs that his or her family will allow the student to use. Other options will be to write an essay about what the student feels is interesting about his or her family. If the student feels there is nothing interesting the student can write the essay about the information that the student learned through this project. Alternate strategies for struggling students or those who learn differently: The struggling student will receive as much attention from the teacher as needed. For the most part this project is hands on, which helps many of the students. If the students are having trouble research the teacher will be able to give the students helpful hints to help him or her search. The teacher will also be around when the student is using the digital camera. If a struggling student is having trouble with the technology the teacher will give a simple and quick tutorial. Procedures: (already established procedures to be used and procedures to be taught for this lesson)
Lesson Development Resources Technology Tools and Materials:
Overhead projector Digital camera USB cord Computers Printer
(Parent/Community Resources) The students will need to call his or her parents to complete his or her family trees. Since this is an alternative education program almost all of the students live on campus. This makes it difficult to contact the parents. Also most of the students are over the age of 18 © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
7
and do not wish to have their teachers call his or her parents or send notes home. Since most of the students also come from the city, Virgin Islands, and other parts of the USA sending letters to all of the parents will be costly and will take too much time. (Contact Information)
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
8
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