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Name: Kathleen Burns

Unit Title

“Historical Leaders of Georgia”

Grade Level

2nd Grade

Lesson Title

“Differences & Similarities of Communication & Transportation: Past & Present”

Curriculum Areas Addressed

Reading, English, Writing, Social Studies, Art

Time Required

2 day/period lesson

Day 1: 38-40 minutes

1 minute: Attention Getter

7 minutes: Wordle

12 minutes: Powerpoint (including story telling)

10 minutes: Make chart.

8-10 minutes: Closing Game

Day 2: 47-50 minutes

2-3 minutes: Attention Getter

12 minutes: Powerpoint

25 minutes: Flipbook

8-10 minutes: Closing

Instructional Groupings

Are you using whole group, small groups, partners, quads, homogeneous, heterogeneous?

A whole group lesson of 11 low-leveled Reading students will be taught. The homogeneous group will be broken up into partners to tell a story.

Standards

List the state or national standards that you are using in this unit/lesson.

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee

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alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

As a result of this lesson/students will…

Be

Be confident. Be curious and inquisitive. Believe in the possibility and achievement of greatness.

Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)

Enduring Understanding(s): The types of relationships built among individuals of different cultures can affect outcomes for whole societies.

Essential Questions:

“How does your life today compare and contrast to the lives of James Oglethorpe, Mary Musgrove, and Tomochichi in the past?”

“What ways of modern day communication are different and similar to those used in the past when James Oglethorpe, Mary Musgrove, and Tomochichi lived?

“How does the transportation of today differ and compare to the transportation used by James Oglethorpe, Mary Musgrove, and Tomochichi?

Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)

Topics: Everyday lives of historical leaders of Georgia

Interdisciplinary Concepts: Relationships between past and present

Facts:

The everyday life (transportation & communication) of the colonial settlers of the Georgia colony, James Oglethorpe, and the Creek Indians is similar and different to the everyday life in the present.

Creek Indians traveled by canoe and communicated through word of mouth and story telling. Transportation of English men and women consisted of horse & carriage wagons,

stagecoaches, walking, and overseas vessels for passengers traveling to North America. Communication mainly consisted of personal messages and information through the grapevine.

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Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)

Make a chart. Tell a story using effective communication & interpersonal skills. Create a chart flipbook. Draw illustrations to accompany sentences and words. Compare and contrast the everyday lives of past leaders from everyday life in the present. Use knowledge to write descriptions.Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)

Attention Getter or Hook

To catch the students’ attention, the teacher will have the word “Communication” written on a “Wordle” on the SmartBoard. Each child’s desk will have a picture on it containing a picture of various ways people communicate in today’s world.

Introduction

“Today, we are going to be relating our lives to the lives of the historical leaders we discussed last week. One of our second grade standards says that we must be able to describe how the everyday lives of historical figures compare and contrast to everyday life in the present. Our big question of the day is, “How does your life today compare and contrast to the lives of James Oglethorpe, Mary Musgrove, and Tomochichi in the past?”

Body or Procedure

1. Direct students’ attention to SmartBoard. Say, “From looking at the SmartBoard, can anyone tell me what area we are going to look at today to compare and contrast past and present everyday life?” [Students: “Communication.”]

2. Call students by table to come down to the carpet in front of SmartBoard. Make sure each brings picture card.

3. Say, “Everyone has a different picture card, but all the cards are pictures of a form of communication.” Call on each student to name the type of communication shown on the picture. Add word to Wordle.

4. Complete Wordle & show kids visually pleasing arrangement of words. Ask, “What do all these things have in common?” [Students: “Communication used in present day.”]

5. Introduce “Communication & Transportation” Powerpoint. 6. Show picture of Oglethorpe on Powerpoint which asks, “How did I communicate

growing up in England?” Ask students for predictions. [Students: “Personal message, letters, & newspapers.”]

7. Discuss types of communication Oglethorpe had in the colony. [“Personal message &

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sending letters to England which took months.”]8. Show picture of Mary Musgrove & Tomochichi side by side on Powerpoint. “How did

they communicate with one another?” [Story telling & word of mouth]9. Pause Powerpoint. Allow students to practice story telling by breaking students into

partners and allowing one to tell a story to the other. “Tell the story of the founding of Georgia.” Set timer for a minute. Allow other child to pick up where the other left off and finish the story.

10. Ask, “How does our communication differ from this?” off the Powerpoint. [Students predict: “A lot of technology & instant communication.”] How is our communication similar to theirs?” [Students: “Letters & word of mouth.”]

11. Tell students, “We are going to make a chart to organize the information we have learned today about communication.” Call students by tables to get reading notebook and return to carpet.

12. Draw a chart outline with 3 columns on blank slide of Powerpoint in Flipchart. Interactively create a chart that compares the differences and similarities of communication in “Georgia Now” to “Georgia Then.”

13. Label 3 columns, “Georgia Now,” “Both,” and “ Georgia Then.” Give students example. Write the word “phone” with SmartBoard pen onto chart underneath “Georgia Now.” Call on students to give examples and state which column it belongs in.

14. Allow students to write examples on chart on SmartBoard with SmartBoard pen. Students will copy chart in reading notebook.

Closure/Wrap-Up

Ask questions to connect back to standards and essential questions by using the “Beach Ball Review game.” Students sit in circle and toss ball to one another until everyone has had a turn. Read question that right hand thumb landed on and answer it. Questions include:

“What did you learn today?” “What forms of communication do you use?” “How does your communication differ from Tomochichi’s?” “How is your communication similar to Oglethorpe’s communication in the colony?”

Attention Getter or Hook: [Day 2]

Review chart from previous day on SmartBoard.

Introduction: [Day 2]

“Today, we are going to continue to relate our lives to the lives of the historical leaders we discussed last week. One of our second grade standards says that we must be able to describe how the everyday lives of historical figures compare and contrast to everyday life in the present. Our big question of the day is, “How does your life today compare and contrast to the lives of James Oglethorpe, Mary

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Musgrove, and Tomochichi in the past?”

Body or Procedure: [Day 2]

1. Continue previous lesson’s Powerpoint. Review by asking, “What was yesterday’s main focus area in comparing and contrasting our lives to the lives of our historical leaders?” [Students: “Communication.”]

2. “Today we will be discussing “Transportation.” Flip to “Transportation” slide. 3. Discuss transportation of Oglethorpe. Ask, “What did Oglethorpe use for transportation

in England?” Show pictures and ask students to raise hands to share responses. [Students: “Horses, Horse & buggy, & walking.”] “How did he get to America?” [Students: “Ship.”] “How did he travel when he arrived to Georgia?” [Students: “Walked.”]

4. Show pictures of Tomochichi and Mary Msugrove on Powerpoint. Ask, “How did the Indians travel?” [Students: “Canoe, walking.”] Show picture of Mrs. McAfee’s classroom. “What are our forms of transportation?” [Students: “school bus, cars, planes, trains, bused, taxis, ship, walking, etc.”]

5. Focusing on transportation only in Georgia, ask questions. “Do we use canoes to travel mainly?” [“No.”] “Can anyone tell me one form of transportation that is the same today in Georgia as it

was in the past?” [“Walking.”] “What is one form of transportation that only past Georgians used?” [“Canoes.”] “What is one form of transportation that only we use today?” [“School bus.”]

6. Make a flipbook that compares the past Georgian Tomochichi to you. 7. Hold up example of flipbook comparing “Oglethorpe,” “Both,” and “Me.”8. Call students back to seats; pass out computer paper. Demonstrate how to fold paper &

where to cut slits. Explain, “Draw your very best pictures & label the words underneath the pictures.”

Closure/Wrap-Up: Day 2

Ask questions to connect back to standards and essential questions.

“How is my transportation like the leaders who lived in Georgia in the past?” “How is my transportation different from those leaders who lived in the past?”

Hand each student a “Ticket out the Door” slip to complete.

What will I differentiate? (content, product, process)

For Group Level 1, students will only label their transportation illustrations with words instead of writing sentences underneath to allow concentration on focus of lesson instead of

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correct sentence structure.

For Group Level 2, students will answer the question, “What is communication?” verbally. They will think and brainstorm meaning in Think-Pair-Share. Ideas will be shared, and picture cards handed out for additional ideas. Making the chart, the students will brainstorm what to put underneath each column of chart. Work individually, share, and then check work together by making chart on SmartBoard. Students will write sentences instead of phrases underneath illustrations of flipbook. Individual students’ progress will monitored specifically to ensure drawings are not trying to be made “perfect,” so each has time to work through whole activity.

How will I differentiate for featured student 1? Student will write explanation in sentence form underneath each illustration to meet his academic need for practice in writing in complete sentences with correct punctuation and capitalization in neat handwriting. Lines will be drawn on his flipbook if necessary during observation to help produce neat handwriting. Illustrations will be drawn to meet his interest in art. He will be one of the first to be called on when sharing flipbooks to continue to develop his self-confidence after positive feedback has been given to him.

How will I differentiate for featured student 2? Sit him in front of SmartBoard during PowerPoint presentation, so he can see the board without being distracted by others in the room behind him. Allow one on one attention during Flip Book activity making. Using a hands on activity to create illustrations with labels will cater to his visual and kinesthetic learning profile. Sit him in individual desk facing away from others, so he can work in a quieter area to concentrate on his own work.

Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?

Use informal assessment to observe if children are paying attention to powerpoint and randomly call on students to answer questions to gage understanding of children.

Use formative assessment to check sentences and illustrations that should have been included in flip book using a rubric for each student.

Students will answer a “Ticket out the Door” question to self-assess themselves.

Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)

Materials:

“Communication & Recreation” Powerpoint

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SmartBoard SmartBoard pen Internet Wordle 11 “Communication” pictures Beach ball Computer paper Markers, crayons, or colored pencils Flipbook Example Flipbook Rubric Pencils “Ticket out the Door” Question

Resources:

Social Studies Book (Teacher Edition):

“Houghton Mufflin Social Studies: Our State: Georgia” by: Dr. Herman J. Viola, Dr. Sarah Witham Bednarz, Dr. Carlos E. Cortes, Dr. Cheryl Jennings, Dr. Mark C. Schug, & Dr. Charles S. White

Background Information:

Websites: http://www.bigorrin.org/creek_kids.htm The everyday life (food, clothing, homes, transportation, communication, recreation, rights,

and freedoms) of the colonial settlers of the Georgia colony, James Oglethorpe, and the Creek Indians is similar and different to the everyday life in the present.

Clear Links to Theories

The educational theorist Dewey emphasized that children learn best by doing. By creating the chart and flipbook, the kids’ minds are actively engaged in processing information to apply to the activity.

Connections to Technology and/or the Arts: Use Smart Board to project Powerpoint. Illustrate words or sentences in Flip book and draw pictures of leaders.

Description of Collaboration With Others: I collaborated with my host teacher on ways to make the hook more relatable to the students and how to engage children throughout Powerpoint.

Name: _________________________________ Date:___________________

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Flipbook Formative Assessment Rubric:

Needs Improvement Meets Exceeds

I drew an illustration of Tomochichi, me, and both of us.

Only 1 or 2 illustrations

All 3 illustrations All 3 illustrations are colorful & depict characters well.

I drew a picture of the transportation of me, Tomochichi, and both of us.

Only 1 or 2 pictures All 3 pictures All 3 pictures are colorful & depict transportation well.

I wrote the name of Tomochichi, my name, and “Both.”

Only 1 or 2 names All 3 names All 3 names are written neatly and with correct spelling.

I wrote the name of transportation for me, Tomochichi, and “Both.”

Only 1 or 2 names All 3 names All 3 names are written neatly and with correct spelling.

Name: _________________________Date:_____________________

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“Ticket Out the Door”

1. How does your transportation differ from Tomochichi’s transportation?

Circle the best answer below.

2. What form of transportation is mainly used in present day?a) Horse and buggyb) Carsc) Horsesd) Canoes

“Communication” Pictures:

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