Jacqueline Abend

Lesson Plan #2

Memorials and Sacred Space

Grade Level &

Duration

7th grade, 45 minutes

Materials

Projector, computer, video, colored pencils, paper

Goal

Students will identify the significance of roadside memorials and

how they are sacred spaces.

Objectives

SWBAT analyze roadside memorials in conjunction with Maya

Lins design for the Vietnam Veterans Memorial and note the
characteristics that make these memorials sacred spaces.

Anticipatory Set

I will ask students to recall our previous lesson about artist Maya
Lin and her design for the Vietnam Veterans Memorial in
Washington, D.C.I will prompt discussion by asking the following
questions and presenting the following concepts at the beginning of
the class:
-

Instruction

Who is Maya Lin?

When did she submit her design for the memorial?
What is the appearance and design of the memorial meant to
signify?
Reflective surface to bring past and present together
Rituals of rubbing and leaving sentimental items like
offerings at a shrine.
Pilgrimage site

With Lins memorial in mind, I will introduce the students to

roadside memorials. I will ask them if they know what roadside
memorials are and if they have ever seen one. I will show the
students images of different roadside memorials (found on Google
Images search). After discussing their significance, I will show the
students a 2 minute video about the roadside memorial for Kerwin
Celi at the intersection between McCarter Highway and Clay Street
in Newark, New Jersey, commemorating his death on August 14,
2009.
http://videos.nj.com/starledger/2010/04/a_roadside_memorial_in_newark.html

Jacqueline Abend
Independent
Practice

I will employ the think-pair-share technique. I will ask the students

to think about their reactions to the video. Recall the man who
described the family coming once a month to change the flowers
and the candles, and how he said he passes by the memorial every
day and says a prayer. How is this a sacred space? Students will be
given paper, pencils, and colored pencils to write down or sketch
their thoughts to share with their partners.
After 5 minutes, students will be paired up to share their thoughts
with another student. After giving them 5 minutes to discuss, they
will be posed another question: What common objects, colors, and
symbols are present in the examples of roadside memorials we have
seen today?
After 5 minutes of discussion, each pair will share their thoughts
with the class. I will make a list on the board as we go along of
commonalities found at roadside memorials.

Assessment

Using the last 5 minutes of class, students will write up an exit slip
outlining what a roadside memorial is and how it is a kind of sacred
space. They are free to embellish with drawings of symbols and
objects found at roadside memorials.

Extensions

Students who finish early can begin outlining ideas for their own
sacred space project.

Accommodations Modifications to the curriculum will be made ahead of time

and Modifications: according to a students specific disability. For example, a student
who is multiply disabled and non-verbal will be shown photos of
different objects (candles, framed pictures, food, books, flowers,
bright colors) and asked to nod or point to which object is
commonly seen in roadside memorials.
Accommodations in this lesson include: video, which engages
visual learners. Collaborative work for students who perform better
with others. Availability to colored pencils during independent
activities and for students whose hands need to be occupied, like
students with ADHD.
NJCCCS

1.1.8 A 1
1.1.8 B 2

Jacqueline Abend