1. Content Standards:
ALDSE 1.2 Describe how primary sources serve as historical records of families and communities
2. Student Outcome:
SWBAT
I. Create a personal timeline of their day
II. Construct a timeline of the text "The Relatives Came" in a group setting
III. Gives examples of sources that serve as historical records of families
IV. Express themselves through dance and movement using timeline
V. Make a family tree craft showing family members from oldest to youngest
3. Materials:
The Relatives Came by Cynthia Rylant
Scholastic Timeline and Timeline sentence strips
Internet connection
PowerPoint Presentation
4. Procedure:
I. Picture Walk: The teacher does a picture walk of each page of the text. Students are looking for sequence and order.
II. Introduce Vocabulary: The teacher will write the vocabulary words on chart paper and have the students to use context clues to define the vocabulary words that are in the text.
III. Read "The Relatives Came"
IV. Use the PowerPoint at this link:
https://drive.google.com/file/d/0Bw7ZpC-0TwEEQXhYMERfc0tGOG8/edit?usp=sharing
on historical records, emphasizing timelines.
V. Group Work "The Relatives Came" Timeline: As a group, the students will, with assistance from the teacher, complete the timeline of events from the text, highlighting the events that will be used in the dance.
VI. Individual My Daily Timeline: The students will then take a timeline to there seats to complete it individually. The teacher should be facilitate the activity by leading students as they work.
IIV. Follow this link to "The Relatives Came" Dance : http://vimeo.com/11377203
The teacher will instruct students on how to do the dance. The group work timeline will be used to signal the children as to when to do the dance moves.
5. Assessment:
“HOW TO KEEP RECORDS” SOCIAL STUDIES LESSON
RUBRIC
STUDENT
NAME:_______________________________________________________________
CATEGORIES
|
Excellent
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Good
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Fair
|
Needs Improvement
|
Comments
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Class
Participation
Student made meaningful contributions to
lesson activities and was engaged for the duration of the study of families
and record keeping.
|
4
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3
|
2
|
1
|
|
Discussion
Student takes an active role, (without
prompting), in classroom discussions, contributing relevant and insightful comments
and poses thoughtful questions.
|
4
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3
|
2
|
1
|
|
Visual
Arts Craft
Student worked diligently to complete
assigned craft in a timely manner.
|
4
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3
|
2
|
1
|
|
Group
Work (The Relative Came Timeline)
The student helped the group solve
problems, listened to partners, shared ideas and helped partners.
|
4
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3
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2
|
1
|
|
My
Daily Timeline
Student was able make a timeline with
no assistance. Followed directions during individual instruction time.
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4
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3
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2
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1
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6. Vocabulary:
From text: relativesFrom lesson: timeline, historical records
7. Extension:
Read the book Loving by Ann Morris. After reading the book and discussing what it means to love your family, the students will make a family tree craft. See art example below.
Click for link to Craft Materials
ART EXAMPLE:
RESOURCES:
www.teachervision.com
http://teacher.scholastic.com
http://vimeo.com/11377203
http://kiboomukidscrafts.com/all-about-me-family-tree-craft/
CHILDREN'S BOOKS:
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