Civil War Collaborative Lesson

8/4/2019 Civil War Collaborative Lesson

1/9

Grade: 5th Teacher: Tammy Privette, Deana Kimbrel

STANDARDS FOR THE 21ST

CENTURY LEARNER GOALS

AASL 1: Standard: Inquire, think critically and gain knowledge.

Skills Indicator(s):

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.6 Read, view, and listen for information presented in any format (e.g., textualvisual, media, digital) in order to make inferences and gather meaning.

1.1.8 Demonstrate mastery of technology tools for accessing information and

pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding.

Benchmarks:

- Select and use appropriate sources, including specialized reference sourcesand databases, to answer questions.

- Use multiple resources, including print, electronic, and human, to locateinformation.

- Use various note-taking strategies (for example, outlining, questioning the

text, highlighting, graphic orgnizers).

- Paraphrase or summarize information in various formats.- Use selected websites and periodical databases to find appropriate information

- Use software or online tools to organize information

- Work in teams to produce original works or solve problems.

Disposition Indicator:1.2.2: Demonstrates confidence and self-direction by making independent choices in theselection of resources and information.

1.2.6: Display emotional resilience by persisting in information searching despite

challenges.

Responsibilities Indicator:

1.3.1: Respect copyright/intellectual property rights of creators and producers.

1.3.3: Follow ethical and legal guidelines in gathering and using information.1.3.4: Contribute to the exchange of ideas within the learning community.

1.3.5: Use information technology responsibly.

Self-Assessment Strategies Indicator:

1.4.2 Use interaction with and feedback from teachers and peersto guide own inquiry process.

1.4.4 Seek appropriate help when it is needed.


2/9

Connect to Local or State Standards:SS5H1: Students will explain the causes, major events, and consequences ofthe Civil War.

c. Identify major battles and campaigns: Fort Sumter, Gettysburg, theAtlanta Campaign, Shermans March to the Sea, and AppomattoxCourt House.

d. Describe the roles of Abraham Lincoln, Robert E Lee, Ulysses S.Grant, Jefferson Davis, and Thomas Stonewall Jackson.

Self-Assessment Strategies Indicators:

1.4.2 Use interaction with and feedback from teachers and peers to guide owninquiry process.

1.4.4 Seek appropriate help when it is needed.

Overview: The students will work collaboratively with a group to select oneof the following projects in connection with the Civil War.

1. A photostory telling about one of the following major battles from the Civil

War. They can record their voice narrating facts telling why each battle was

significant and explaining its affect on the Civil War.a. Fort Sumter, Gettysburg, the Atlanta Campaign, Shermans

March to the Sea, and Appomattox Court House

2. A biography of a historical figure from the civil war. Use photostory and

create a pictoral timeline of that persons life. They can narrate their story.a. Abraham Lincoln, Robert E Lee, Ulysses S. Grant, Jefferson

Davis, and Thomas Stonewall Jackson

Final Product: The students will create a photo story video based on various inqiry-basedactivities that either explains important events of a Civil War generals battle life or

creates a timeline of historical person from the Civil War time period. The photo story

will be imbedded into a class wiki.

Library Lessons:

The students will learn on to find information on-line through GALILEO and other bookmarked

cites, organize the information, and utilize Photo Story to present their information.


3/9

ASSESSMENT

Product: Teacher, SLMS, and students will use rubrics and graphic organizers to perform

summative assessments of both written and graphic representation of the content

assigned. The criteria used to develop rubrics and graphic organizers includes utilization

of resources (print and on-line), group participation, written representation of information

acquired, and utilization of technology. Formative evaluations will include teacher

observation, questioning, Tickets-out-the-door, and informal conferences.

Process: Teacher and SLMS will assess knowledge by examining Photo Story for1)inclusion of graphic and narration, 2)correct information, 3)required number of facts,

4)utilization of resources, 5)and effective use of technology.

Student Self-Assessment:

- How will I find out about this idea or topic?

- What do I already know or think I know about this topic?

- What background information would help me get an overview of my topic so that I

can ask good questions and learn more about it?

- What do I expect to find?

- What is my plan for research?

- What are all the sources that might be used?

- Which sources will be most valuable and useful?

- How do I locate these resources?

- How do I find the information within each source?

- Have I found enough accurate information to answer all my questions?- How well did my inquiry process go?

INSTRUCTIONAL PLAN

Resources students will use:

o Computers w/ internet access and presentation software

o Pathfinder: http://cowanroadcolts.pbworks.com/w/page/Civil-War

o Assignment Guides

o Assignment Rubrics

o Graphic Organizer

o GALILEO

o Web sites

o Books
http://cowanroadcolts.pbworks.com/w/page/Civil-Warhttp://cowanroadcolts.pbworks.com/w/page/Civil-War


4/9

Instruction/ Activities

o Lesson 1: Overview

Direct Instruction: The teacher and the SLMS explain the overallassignment and rubric.

Modeling/Guided Practice: The teacher and SLMS guide students

through the pathfinder pointing out certain links. Independent Practice: Allow students to explore Pathfinder and write

down which paths they think will help them the most.

Sharing/Reflecting: Each group will share a path that was helpful in

finding the information they were looking for.

o Lesson 2: Beginning Research

Direct Instruction: TTW and TSLMSW review rubric and present

graphic organizers. As students are working, conference with each group

and provide support as needed.

Modeling/Guided Practice: SLMS provides example of completing

graphic organizer using 2 different resources from Pathfinder.

Independent Practice: Student groups work to complete graphic

organizer.

Sharing/Reflecting: Ticket-Out-the-Door: Give teacher or SLMS one

interesting fact learned.

o Lesson 3: Continued Research

Direct Instruction: TTW and TSLMSW demonstrate using Photo Story.

Modeling/Guided Practice: Guide students through creating their ownPhotoStory using the information they have obtained.

Independent Practice: The SLMS and TTW conference with different

groups while students continue to work on research/ creating photo story.

Sharing/Reflecting: Post-it note of a positive research behavior employedby group.

o Lesson 4: Continued Research

Independent Practice: Students will continue to work in cooperativegroups as teacher and SLMS conference and observe.

Sharing/Reflection: Post-it note of positive research behavior employed

by group.

o Leson 5: Narration

Direct Instruction: TSLMS will demonstrate how to record narration into

Photo story.


5/9

Model/Guided Practice: SLMS will guide each group through creating

narration.

Independent Practice: TTW observe and offer guidance to groups

needing support to complete research and photo story.

Sharing/Reflection: Complete self-assessment of rubric.

Collaboration Reflection:

The collaboration on this project was, quite honestly, minimal. As the media

specialist, I am expected to be familiar with the standards of all grade levels at my school.

Also, the majority of planning periods during the week are filled with numerous meetings

at our school. Consequently, collaboration is very difficult. Our most productive form of

communication was through e-mail. Once we agreed to work collaboratively on a

project, I asked what upcoming units were going to be taught. She sent me the specific

standards that her class was working on and I offered a few suggestions for multi-media

projects. We decided to use Photo Story and give the students a choice as to which

project they would like to do using this program. She spent a few days of class

instructions using the Social Studies text so that the students would be familiar with the

subject matter they would be working with. Together we decided that mixed-ability

grouping would be best for this project.

Throughout the instructional period, I have assumed the lead role and delivered

all whole-group instruction. She divided the students into groups. As the students

worked on the assigned project, we have shared equally in providing addition guidance,

evaluating group progress, managing behavior, and formative assessments.


6/9

We have had brief conversations to review the progress of the students learning

and to adjust our pacing. What was intended to be a 5 lesson activity, has now extended

into the second week. In hindsight, we should have discussed in more detail the students

abilities and limitations. We should also have planned in more detail the scheduling of

class meetings. There were 2 times that I had planned for an hour lesson and the kids had

to leave after 30 minutes. These details would have made the instruction period easier.

Although we both agreed that this was a wonderful opportunity for the students

and many skills were learned, I still see collaboration as a difficult process in my school.

Teachers schedules are dictated by a variety of computer programs that students are

mandated to use for minimum number of minutes each day. Teachers are also required to

attend numerous data meetings. This allows very little time to teach the GPS standards

and even less time to include multi-media or projects requiring research. I will continue

to try by encouraging teachers to incorporate literacy skills with content skills. As I

work with more and more teachers, the students will eventually have the desire to use

these skills on their own. They were excited by what they were learning and created

some wonderful projects.

Lesson Reflection:

Each day, we took a few minutes to reflect on the progress of the students. We

evaluated the formative assessments and found that the students were doing well with

both the content and the information literacy skills. As the students reflected on what

they had learned, several of them mentioned accessing the Pathfinder outside of class and

utilizing the review games, videos, and power points that were included. Each day, as we


7/9

reviewed with the students and conducted informal formative evaluations, we noticed an

increase in the students ability to utilize their resources. Not only did their information

literacy skills improve, but also their technology skills. Several students were unfamiliar

with saving a file in a specific location, retrieving a document they had previously

worked on, and cutting and pasting a URL address into a word document for citation

purposes. They frequently referred back to their checklist and rubric to make sure they

were meeting the criteria. Without fail, every group attempted to meet the highest criteria

level on the rubric. In addition to technology and information literacy skills, group work

proved to be challenging for some. We had the opportunity to include character

development as we worked with groups on leading verses taking over and self-

motivation. The students are very excited to see their photo stories on their class wiki that

I have created with the teacher in order to publish their work. Overall, this was a positive

experience for both the teachers and the students.


8/9

Biography Checklist

_____ Name of person

_____ Birthdate/Birthplace

_____Death date/ Place of death

_____ Early Influences

_____ Education

_____ Major Accomplishments

_____ Significance (reason why they are famous)

_____ Interesting Facts

Battle Checklist

______ Name of Battle

______ Dates of battle

______ Generals in charge

______ Impact on Civil War

______ Outcome of battle

______ Interesting Facts


9/9

Teacher Name: Tammy Privette

Student Name: ________________________________________

CATEGORY 4 3 2 1

Presentation Well-rehearsedwith smooth

delivery that

holds audienceattention.

Rehearsed withfairly smooth

delivery that

holds audienceattention most of

the time.

Delivery notsmooth, but able

to maintain

interest of theaudience most of

the time.

Delivery notsmooth and

audience attention

often lost.

Sources Source

informationcollected for all

graphics, factsand quotes. All

documented indesired format.

Source

informationcollected for all

graphics, factsand quotes. Most

documented indesired format.

Source

informationcollected for

graphics, factsand quotes, but

not documentedin desired format.

Very little or no

sourceinformation was

collected.

Requirements All requirements

are met and

exceeded.

All requirements

are met.

One requirement

was not

completely met.

More than one

requirement was

not completelymet.

Content Covers topic in-

depth with detailsand examples.

Has 7 +

interesting facts.

Includes essential

knowledge aboutthe topic. Subject

knowledge

appears to begood. Has 5-6

interesting facts.

Includes essential

informationabout the topic

but there are 1-2

factual errors.Has 3-4

interesting facts.

Content is

minimal OR thereare several factual

errors. Has less

than 3 interestingfacts.

Images Has at least 7

content-relatedimages. All

images are

content related.

5-6 content

related images.All images are

content related.

5-6 content

related images.Most images are

content related.

Less than 5

content relatedimages. Some

images are

content related.

Date Created: Nov 17, 2010 02:49 am (UTC)

Created using Rubistar

Documents

Civil War Collaborative Lesson