Maureen D’Ascanio



Maureen D’Ascanio

EDU 566

Unit 4 Assignment

Big 6 Lesson Plan

7th Grade American Revolutionary War Lesson Plan

Goals: 1. To apply the Big6 skills approach to information problem-solving.

2. To compile and synthesize the information and create a historical role play incorporating knowledge of historical figures and events.

Grade Level: 7

Materials/Media: Non-fiction collection and reference materials from school media center, library online sources including Net trekker educational search engine and Discovery Education United Streaming, computer lab time, paper, pencils, and costumes to be supplied from home.

Objectives: To be able to understand and apply sequential steps to information problem-solving, synthesize information and create a historical role play presentation.

Prerequisites: Understanding of the major events and characters of the American Revolutionary War from textbook.

Assessment: Teacher/School Media Specialist will assess each student’s process and performance using the attached rubric.

Activities:

Big6 #1 --Task Definition

1. Define the problem. Teacher explains to the class that each team of two students will develop an original historical role play incorporating information about American Revolutionary War characters and a major event of the war. The presentation should include specific information derived from the students’ own research and show an understanding of the interaction of the characters. The results will be displayed in a two minute oral presentation in front of the class.

2. Identify the information requirements of the problem. In the classroom, students brainstorm with their partners to choose historical figures they would like to represent. They will construct a preliminary list of known information and compile a list of questions defining new information needs. Some ideas are: What major events took place during the American Revolutionary War? Who are the principal historic figures involved in these events? How did they interact? What were common hobbies, interests and phrases of the time period? What props and costumes were typical of this period in history?

Big6 #2 -- Information Seeking Strategies

2.1 Determine the range of possible information sources. In the classroom, students brainstorm and create a list of sources they can use to find information on the American Revolutionary War characters and events. In addition to text and internet resources of the school media center, the teacher may suggest the local historical society.

2.2 Evaluate the different sources. Groups will write a list of sources which they believe will best serve their needs. For internet searches, they will create a list of possible search words to more clearly direct their research. They will be reminded to consult the rubric and include at least four sources including text and online. They will be reminded to consider multimedia sources such as United Streaming, educational videos and music websites if any of these is appropriate for the event chosen.

Big6 #3 –Location and Access

1. Locate sources. Students will have preplanned time within the media center to execute their information searches. They have the prerequisite skills of knowing the arrangement of library resources and knowing how to access a variety of online resources from the media center’s home page.

2. Find information within sources. Students will search within texts for desired information and use their list of keywords to search online sources. The teacher and media specialist will review each team’s success daily to ensure that enough material of good quality has been located.

Big6 #4–Use of Information

1. Engage the information sources. From multiple sources, students will read, hear and view relevant passages of information.

2. Extract the information from a source. Students will be able to answer the list of questions they compiled in 1.2 and determine if they have enough information upon which to construct a depiction of an event of the American Revolutionary War.

Big6 #5 –Synthesis

1. Organize the information from multiple sources. Information will be compiled and synthesized from the different sources in order to draft a two person role play presentation. Students will apply writing skills. As needed, students will revisit Big6 skills 2, 3, and 4 in order to locate more information to flesh out their oral presentations or provide guidance to their production of props and costumes. Classroom time will be given to edit and rehearse the oral presentations. The school media specialist assists with information needs as requested.

2. Present the information. Student teams are assigned a date to present their historical role play in front of their classmates.

Big6 #6 –Evaluation

1. Judge the oral presentations (effectiveness). Students judge the information included within their oral presentations against the list of required elements to make sure that they meet the highest standard set for the class. Following their role playing in front of the class, the teacher provides feedback regarding their effectiveness in conveying this information.

2. Judge the information problem-solving process (efficiency). Students and teacher assess the appropriateness and quality of the information resources selected and the way in which the student used the information.

RUBRIC: Grade 7

Historical Role Play: American Revolutionary War

|Category/Points | 4 | 3 | 2 | 1 |

| |Point-of-view, arguments |Point-of-view, arguments |Point-of-view, arguments,|Point-of-view, arguments,|

| |and solutions proposed |and solutions proposed |and solutions proposed |and solutions proposed |

|Role |were consistently in |were often in character. |were sometimes in |were rarely in character.|

| |character. | |character. | |

| |All historical |Almost all historical |Most of the historical |Very little of the |

| |information appeared to |information appeared to |information was accurate |historical information |

|Historical Accuracy |be accurate and in |be accurate and in |and in chronological |was accurate and/or in |

| |chronological order. |chronological order. |order. |chronological order. |

| |Presentation actively |Presentation demonstrates|Presentation conveys |Presentation does not |

| |demonstrates specific |specific knowledge of at |general knowledge of the |demonstrate knowledge of |

|Required Information |knowledge of two major |least one major |period in history but |the American |

| |historical figures and |historical figure and/or |lacks specific details |Revolutionary War time |

| |one major historical |one major event. |regarding major figures |period. |

| |event. | |or events. | |

| |Student used and |Student used and |Student used at least two|Student did not show use |

| |correctly cited at least |correctly cited at least |sources but did not vary |of any information |

|Information Sources |four information sources |two information sources |information sources or |sources. |

| |including at least one |including one book and |did not provide proper | |

| |book and two educational |one web site. |citation. | |

| |web sites. | | | |

| |Student uses several |Student uses 1-2 props |Student uses 1-2 props |Student uses no props or |

| |props (including costume |that fit the time period |which make the |the props chosen detract |

| |that fits the time |and make the presentation|presentation better. |from the presentation. |

|Props/ |period, shows creativity |better. | | |

|Costumes |and makes the | | | |

| |presentation better. | | | |

This rubric was created with the help of RubiStar (). Copyright 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

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