Graphic Map : A timeline of positive and negative events that occurred in the heroes' life.
Both projects were created online and printed out from www.readthinkwrite.org
Lesson Plan: American Heroes Graphic Map
Goal or Objective: Students will research an American hero and create a graphic map about their life and create a postcard addressed to the hero.
Content Curriculum Standard(s):
3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
NETS*S Standard(s):
Find and evaluate information related to a current or historical person or event using digital resources. (3)
Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4,6)
Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)
Select and apply digital tools to collect, organize, and analyze data (3,4,6)
Grade Level & Subject: Third Grade Social Science
Prior Knowledge:
This lesson will be used to introduce students to American heroes. Students are introduced to some of these important figures in first and second grade so the names will be familiar and some students may know some information about them from previous readings and assignments in class.
Preparation/Materials:
Classroom computers will need to have internet access and printers.
Students will need references about their hero (library books, classroom books, and or online research from a credited source.
Projects created from: www.readthinkwrite.org
Classroom Configuration:
A school computer lab would be the best choice for this project since each student needs to have their own computer. However, students can take turns working in their classroom on computers (Group 1-Monday, Group 2-Tuesday, etc.). Students will have a block of time each day to work on their projects and will need to make time to work on them if absent during their computer day(i.e. recess, lunch, before or after school, or at home).
Introduction:
I would introduce the lesson by brainstorming with students what a hero is and the qualities of a hero. Next, I would model what their assignment will look like by showing them the final product (graphic map and postcard). I would let students know that the work will be done during class time, but if needed due to absences or other interferences they can access the website from any internet capable computer at home or at a library.
Procedure:
1. Tell students that for the next week they we will learning about American heroes and important events that occurred in their lives.
2. Have students brainstorm in small groups American heroes they know about and write their answers on a poster board. Have a representative from each group share what names they came up with and why.
3. Using a large screen and a computer, connect to the internet to show students how to navigate the website and go over instructions with them. First, I will show the graphic map and then the postcard project.
4. Assign students to their own computer or assign four or five to groups and pass out books then have them start researching which hero they are going to choose.
5. They will each complete a timeline in their notebook on their hero using at least five important events and use the information to create a graphic map. They will need to decide whether the event was positive or negative in the heroes' life by placing a smilie face/ sad face or +/-.
Students will get in groups with classmates who researched the same hero and share their ideas. They will begin writing their hero a postcard with this format:
I admire you because...
I think it must have been hard fro you to....
I wonder if you...
If I met you I would...
Each student will then print out their graphic map and postcard and present their hero to their group. Each student will have a comment card with two positive statements and one question or suggestion to write down and submit to me as part of their grade. Each student will get these comment cards after grading to evaluate their work.
21st Century Skills:
Students will work independently for the most part but their peer’s collaboration during this process will provide students with skills in communication and collaboration. Students will learn to respectfully comment on another student’s work and experience receiving comments from others about their own work. A standard for communication and collaboration for the 21st century states that students will ... “Demonstrate ability to work effectively and respectfully with diverse teams” (Partnership for the 21st Century Skills).
Assessment:
Students will be assessed by their finished products (graphic map and postcard), in which the map must have at least five important events the hero experienced and the postcard is written by following the format described above. Students will also be assessed during the group presentation time and their comment cards to other students.
Resources
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org.
Graphic Map: http://www.readwritethink.org/files/resources/interactives/graphicmap/
Post Card: http://www.readwritethink.org/files/resources/interactives/postcard/
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