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, Grades 1-6. Professor Gura Summer 2011
A. General Plan for the Unit
Class Description: This unit of study would be for a 2nd grade general education class. It would be for a class of 20-25 students. of Unit:History of My Family
will learn to create a timeline.Students will learn some family beliefs, customs, traditions, and how they have changed or remained the same throughout history. Students will learn what a timeline is and how to use it.
Standards - Social Studies Standards: 1 and 2 Strategy ± In order to teach the students how to create their own biographical timelines, they will first need to see some example timelines. Then they will need to create their own timeline. To do this they will need to come up with specific questions to ask someone in their family, and to get an idea of where their elder came from they will need to see pictures and to involve art they will put some pictures into their timeline. With the teachers guidance they will use Word to create a simple timeline. Then they will add in their own pictures anywhere they would like this will help them include art into this activity. Rationale - This activity is aligned to standard one because it emphasizes the roots of American culture. It also includes many different traditions, and the way many people from a
variety of groups and backgrounds have played a role in creating it. For standard two this activity is based on the students creating a biographical timeline. They also will be looking at different world cultures of their elders.
±Students will be talking about what timelines are and different ways we can use timelines. We will also be going to the library as a class and looking at different historical timelines. In class and at home they will beresearching where their families come from. I will have available in the class all different cultural background sources for them to look at. They will be making a list of the most important events in a person¶s life with me that they will then use to interview an elder in their family.The questions I will be prompting them to acquire are his or her birthplace and year, one specific childhood memory, year of marriage, years they had their children, and something recent that has happened to them. They will also be watching the YouTube video (We didn¶t Start the Fire with lyrics, by Billy Joel), and picking out one pop culture even from one of the years that they have written about in their eldest family members life, to add anywhere in their timeline.
Preparation: They should know what a time line is. They should be able to contact their grandparents or eldest living family members and be able to ask them a few simple questions from a prepared list. They should also be aware that we come from all different parts of the world with different kinds of customs and backgrounds. They should be able to create a picture timeline on Word with class guidance. I think when the students hear that they will be able to interview an elder in their
family it will excite them. I also think the YouYube video of ³We Didn¶t Start the Fire´ by Billy Joel will be fun for them. I also think that they will enjoy learning about their elders and where they came form.
Technology ± Since the students are only in 2nd grade we will be creating the timeline togetheron the computer using Microsoft Word. They will have an option to look up anything they want on the Internet to help them understand family members background better, and to get some pictures to liven up their timeline. Even to just see pictures of certain decades to get a clearer picture of where their elders came from. They will listen to and watch the YouTube video (We didn¶t Start the Fire with lyrics, by Billy Joel), and picking out one pop culture event from one of the years that they have written about in their elder family members life. So they should be somewhat familiar with YouTube, but I will be presenting this for them.
*Student Product/Performance± at bottom
Assessment - I will make sure the students learned the instructional objectives by their final timeline. If it is in order, and clearly written. Throughout the unit I will constantly ask them questions to make sure they understand the subject. For example when we review the example timelines I will ask them questions to see if they understand the order of the events on the timeline (which event came first, who or what is this timeline about?).
Modifications-Some modifications I will make for special needs students will be they will receive pre-made question sheets for their elders, and I will constantly ask the class to repeat the directions, so I know they understand. I will also buddy them up with a typical student to make sure they are on track throughout this unit.
Theme: History of My Family Online and library Research of what a timeline looks like
How to research timelines on the Internet and in the library
Product: Students will create an artistic timeline of one of their eldest family members. Objectives: Through this timeline students will demonstrate their knowledge of creating a proper timeline. They will be able to learn a little family history and see how differently Their ancestors lived. Some may even be able to get a glimpse of different cultures, customs, and religious beliefs. They will also listen and watch a Youtube video of a audio made timeline and chose a year and a even to add to their timeline.
Phone, email, or personal interview with The eldest in their family
How to create an interview checklist. What questions Are important?
Listen and watch an audio timeline
Chose a year and an event to correlate with their own timeline
a) Session 1- Introduction to timelines b) Time- We will review a handful of written timelines, as well as the musical timeline on YouTube We Didn¶t Start the Fire by Billy Joel. (45 min.) c) General- First I will hand out one timeline at a time. Next we will look at them together while I put mine on the projector. Then I will ask the students what they think. We will do this for 3 different time lines (biography, America¶s timeline, butterfly¶s progression). Next we will watch and listen to an audible timeline on YouTube We Didn¶t Start the Fire by Billy Joel. d) Goals- The main goal of this session will to introduce timelines versatility. to the students and show them their
e) Logistics- The students will view the timelines at their desks. This will be whole group instruction. I will have a volunteer hand out the timelines. I will let them keep them for future reference. We will then watch the YouTube video at our seat as well but I will let the students stand if they want to dance a little by their desks while watching to make things fun e) Teachers Narrative I will first make sure they understand that there are many different types of timelines. Before I show them the four example timelines I will have them give me examples of different timelines they are familiar with. While they look at the timelines I will make sure they understand what they are looking at by asking them specific question on each timeline.
f) Materials and Recourses-I will need the examples of timelines. Also I will need a projector and a computer with access to YouTube.
a) Session 2- Learning to interview
b) Time -This session will run for one hour in class and as much time needed at home as possible. c) General-The students will take out a blank sheet of paper and I will have them write down an elder in their family that they want to interview and as a class I will lead them to the four questions that they will use to interview their elder. Then they will go home and use their telephone to call their elder or visit them in person to interview them as soon as possible, hopefully that night. d) Goals-The goal of this session is for them to come up with 5 questions that they can use to interview their elder so that they can record it later on their timeline. I have the four specific questions in mind and will be leading them to the questions. The questions are: when and where were you born, when and
where did you first work, when and where were you married, when were your kids born, and something recent you did (when and where). The second goal is learning how to communicate with their elder, and we will do practice interviews in class, so that when they do actually interview their elder they can do it easily. The last goal of this session is to have them learn how to speak slowly and clearly while interviewing. d) Logistics-The students will be figuring out the questions at their desks in a whole group instruction setting. I will be helping them get to the specific questions I want them to use. Then they will pair up to practice interviewing with their classmates. This will be done at one of the classmate¶s desks. The last part will be done at home where they can use the phone or visit in person and interview their elder. e) Teacher Narrative- My directions during this part are very important, because I will be leading them at this point to four specific questions they should ask in their interview. For example the first question is; ³when were you born´. My prompt would be what do you think is the most important earliest date that should be recorded in your elder¶s timeline.´ When the students pair up I will tell that one person should pretend to be an elder and the other should interview, and they should switch once they are done. I will also give them some common courtesy pieces of advice when speaking with an elder, such as speak slowly and clearly, and remember to say please and thank-you. f) Materials and Recourses- For this the students will need paper and pen, and for the interview at home a telephone or some means of transportation to get to their elders home.
a) Session 3- The Timeline b) Time- This session will take about 1 and half hours of class time. c) General-In this session the students will bring their interviews to life with a timeline. d) Goal(s)- In this session the students will learn how to use Microsoft Word to create a simple vertical timeline. e) Logistics ± For this part of the project they will be in the computer lab. It will be whole group instruction because I will be on the main projector computer taking them through each step of the timeline. They will keep their final timeline to take home and get some pictures they can use for the next day in class f) Teacher Narrative- I will have to give explicit directions since they are only in second grade and using the computer to create a timeline may be a little overwhelming for them. I will tell them to go to word, and we will be using SmartArt to create our timeline. The rest is just typing in their interview. When they are finished I will have them take their timelines home to get some pictures they can use for the next day to make it more artistic. g) Materials and Resources- We will need the computer lab, Microsoft Word (SmartArt). They will need to bring their timelines to type.
a) Session 4- Bringing The Arts to Social Studies b) Time-This session will run for about 1 hour not including the time they spend at home finding the images. c) General- In this session the students will use pictures they find at home either real or pictures from a magazine or the Internet to decorate their timeline. They also will chose one event from the Billy Joel song to add to their timeline. d) Goal(s)- The goal of this part of the project is to bring the arts into their timelines as well as learn a little about where their elders came from, as well as learn something that was going on in America at a particular time in their elder¶s life. e) Logistics- The students will get pictures at home, and bring them to class. They will sit at their desks and glue the pictures on individually. Then in groups they will watch the Billy Joel song again and chose an event to add to their timeline. We will be hanging the projects up after they have presented them to the class. f) Teacher Narrative- I will tell them to be creative when looking for pictures and to also look on the Internet to get an idea about where their elders came from. g) Materials and Resources- To teach this activity the students will need to get pictures from their elders, the internet, or a magazine. They will also need glue, and a computer with Internet to watch the YouTube video. Also some crayons to write in their even from the song.
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