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Silas Beasley

EDU 600
Dr. Mangrubang
Creative Minds

Lesson subject: Presentation, Classroom Museum, and Field Trip

Grade: 5th
Duration: 6 hrs
State Standards Addressed:
SOCIAL STUDIES - Standard 2: World History: Establishing timeframes, exploring
different periodizations, examining themes across time and within cultures, and focusing
on important turning points in world history help organize the study of world cultures and
Unit/Content Goal:
Students will identify figures from the Western Hemisphere and explain their
contributions in government, community, and culture.
Student Learning Objectives:
Cognitive objective: With the presentation they have prepared over the week, students
will share information about their artist using clear communication and accurate
information, scoring at least 4 out of 5 on a teacher-created rubric.

Affective objective: While watching presentations, students will show respect by being
attentive and quiet all of the time.

Materials/ Resources/Technology:
Writing utensils
USBs/Flash drives

Prepare the Environment/Audience

At the beginning of the class, the teacher will greet the students and provide them with a
plan for the day. Students will be asked to keep their questions and discussion polite, respectful,
and relevant. The aide and teacher will provide support and encouragement as well to help
motivate the students. Lastly, the teacher will tell the students what they expect out of them as
individuals and as a whole class. Students will allowed to use the computer and projector to
show their presentations. Completed self portraits will be hung up on the walls of the classroom.
After presentations are completed, students will take an early lunch before departing the
school to the Museum of Modern Art, or -- if permission slip was not turned in -- to study hall.

a. Preparation:
Before class, this prezi will be projected on the board. the computer will be set up to
allow students to pull up their presentations via USB. As students enter, they will be asked to
hang their self portrait on the wall.
b. Presentation:
Introduction (9:00AM to 9:30AM)
Students will be greeted individually as they enter the room. When all students have entered, they
will be greeted as a class.

Good morning, everyone! Everyone has done an incredible job this week. We have gorgeous
self portraits ready, and were all eager to learn about each others artists.

At 12:00, we will start heading out to the buses. Well take an early lunch here after everyone
has had a chance to present. Well start in chronological order, so whos first? Lets list
everyone by years of artist lifespan.

c. Application:

Students will present their artists and share the information they learned.
Students will ask each other questions and discuss the information politely and respectfully.

Lunch (11:00PM-11:30PM)

Field trip (12:00PM - 3:30PM)

Students who did not receive permission to go on the field trip will be directed to study
Students who received permission will board the bus appropriately and go to the
A tour will be arranged to look at art from different time periods and different countries
in the west.

Pre-Assessment: Prior worksheets and portrait completion.

Formative Assessment: rubric scale, behavior checklist, inquiry during lesson, and observations
during individual work.
Post-Assessment: Presentation.

Assessment for cognitive objective 5.1

Category 5 4 3 2 1

Accurate The student The student The student The student The student
and was able to was able to was able to was able to was unable to
appropriate find valid find at least find at least find either find any
source-gathe resources. All two Internet one Internet one book or books or
ring information is resources and resource and one Internet Internet
valid. one book. All one book, All resource. All resources, or
information information information sources had
is valid. is valid. is valid. inaccurate

PowerPoint The students The students The students The students The students
presentation presentation presentation presentation presentation presentation
was was was mostly was partially was
completely completely accessible -- accessible -- inaccessible
accessible, had accessible, there may coloring, or they did
at multiple with multiple have been sizing, or not complete
accurate accurate some issue format made one. Few, if
sources listed, sources. with color. it difficult to any sources
and in-depth Analysis and Multiple follow. Few were given.
analysis and explanation sources were sources were No in-depth
explanation of was given and given, and analysis or
material. acceptable, analysis was analysis and explanation.
student did fair. explanation
not Explanation was sparse.
understand was
some substantial,
material. but with little

Self Portrait Student was Student was Student was Student was Student
able to able to able to able to completed
complete their complete at complete at complete at less than 30%
self portrait, least 80% of least 50% of least 30% of of their self
with clearly the self the self the self portrait, or
defined style portrait, with portrait, with portrait, with self and
and movement clearly clearly clearly movement
inspired by defined style defined style defined style was not
their artist. and and and clearly
movement movement movement defined or
inspired by inspired by inspired by was not
their artist. their artist. their artist. associated
with their

Affective objective 5.1

Student Name # of times # of times a # of times a Any other behavioral
interrupted presenter polite, relevant polite, relevant comments:
question was response was
asked about the given to any
presentation questions during

Adaptions & Modifications: Students who use text-to-speech software will be provided
headphones if necessary. The aide will help them with any materials necessary.