Digital Forsyth
Lesson Plan Overview
Lesson Title: Schools of the Past and Present
Lesson Activity Author: Linda Wieland
School: Newcomers’ Center Gardner Park, Gastonia, N.C.
Intended Grade Level: 1st grade ESOL
Main Content Area: Fine Arts integrated with Social Studies and Language Arts
Type of Activity: Photo and Art Analysis
Instructional Goal:
The learner will use target vocabulary to identify the differences between today’s school environment and schools in the past, participate in a group analysis of old photos and a work of art and create an illustration with text of the schoolhouse in the past, present and future.
Alignment to the NCSCS:
Fine Arts: Grade 1
Competency Goal 5: The learner will understand the visual arts in relation to cultures.
5.01 Recognize that art from other times and cultures does not look the same.
Social Studies: Grade 1
Competency Goal 3: The learner will recognize and understand the concept of change in various settings.
3.03 Compare and contrast past and present changes within the local community and communities around the world.
Language Arts: Grade 1
ELA Goal 4: The learner will apply strategies and skills to create oral, written and visual texts.
4.01 Select and use new vocabulary and language structures in both speech and writing contexts.
WIDA Standards and theme is for Entering and Developing proficiency levels targeting growth in all four domains of reading, writing, speaking and listening.
Language of Social Instruction (LOSI)
Example Topic: Classrooms
Instructional Goal: The learner will practice target vocabulary by identifying common objects in the classroom and places in the schools.
Language of Language Arts (LOLA)
Example topic: Same and Different
Instructional Goal: The learner will compare objects and identify commonalities and differences.
Language of Social Studies (LOSS)
Example Topic: Changes from Past to Present
Instructional Goal: The learner will identify changes from the past to present.
Materials/Resources Needed:
1. Technology Resources:
The following are links from Digital Forsyth of old schools from the Winston-Salem area to be used at the beginning of the lesson as the students analyze the photo and predict what the photographs represent:
• photos/2610 (shows a stagecoach in front of a boy’s school in the
1800’s)
• (the front of R.J. Reynolds high school,
1800’s)
• (photos of an all girls’ school in the 1800’s)
• (photo of an African American school in the
1900’s)
• (photo of the Clemmons school in 1905)
The following link is a portrait of the Winslow Homer painting “Inside the Country School.”
2. Additional resources to be used are student spiral notebooks for writing, construction paper, strips of lined paper or a ruler for the students to make their own lines and color pencils or crayons.
3. Digital Display Screen (Laptop, desktop, projector)
Activity steps and timeline:
Day One: Setting the Scene
1. The day or class period before take the students for a walk around both the inside and outside of the school, making observations about the different things that they see, reinforcing the vocabulary. Some possible questions are:
What places do you see in the school?
What activities are happening in each of the places?
What does the school look like on the outside? Is it big or small? New or old?
Does it look like the school in your country? How is it the same? Different? (For an Entering student you could ask closed ended questions such as “Is it the same? Is it different?” “Is there a cafeteria in the school from your country?”)
Are there many windows? Doors? Are the windows open or closed?
Do you hear sounds in the school? What do you think these sounds represent?
2. As closure to the school tour, return to the classroom and have the students open their notebooks:
For the Entering students provide the sentence frame:
“In my new school, there is a __________________”. They can use their word bank to complete the sentences and then illustrate a picture of the school, labeling the places and objects in the school that they illustrated.
For the Developing students, they can choose to follow the sentence frame or write their own original sentences using the word bank and illustrations from the concept words (inside, outside.) You may provide them with a more complex sentence frame, such as:
“On the outside of my school is a __________________. On the inside of my school is a ___________________.”
You may also introduce the concept of plurals here: “On the outside of my school, there is a _____________. There are many ________________________.”
You may evaluate the sentences using a rubric, such as 1 to 4-
1. The student did not attempt the task.
2. The student did not complete the task.
3. The student completed the task but with some errors, such as punctuation, etc.
4. The student completed the task without errors.
Day Two: Introducing Schools in the Past (One hour lesson total)
Using a digital screen (laptop, desktop or projector) show the students the pictures of schools in the past (using the Digital Forsyth links included at the top of this lesson plan).
Let the students know that these are old photos, but do not tell them that they are schools. Ask them to predict and analyze the photos, spending several minutes on each photos and posing such questions as:
Are these pictures from the inside or outside?
What is shown in the picture?
What kind of building do you think is shown? Why do you think that? (They should notice that the pictures are black and white. You may choose to show a color photo to illustrate the difference!)
How are the school buildings in the photos different from our school?
How do the children look the same and/or different?
Are there boys and girls in your school today? How about the schools in the past? What would a boy’s school or a girl’s school be like? Why?
What kind of activities do you see in the picture?
Do we do the same activities?
This question period should not last longer than 10-15 minutes (as the students’ attention span permits!)
3. After the students have analyzed the photos, let them know when the photos were taken and where. If you are able to locate photos of your local area schools in the 1800’s and later, you may include these photos at this time. You may also tell the students when the school they are in was built and figure out how old it is!
4. Now show the painting from Winslow Homer’s painting “Inside the Country School.” (link found under digital links section) and tell them it was painted by Winslow Homer, an American painter who lived from 1836-1910. Ask the students to look at the clothing of the students, the teacher and the benches. You may pose such questions as:
Is this a painting from today or from the same time as the photos of the schools in the past?
Is this painting from the inside or outside of the school?
How does the teacher look different that your teachers?
How do the children look different?
How does the school room look different?
Are there desks? Tables? Is there a blackboard?
Do the students have blackboards? Computers? Are there windows?
What grade do you think that the students are in?
After you have completed the painting analysis, ask the students to fold their piece of construction paper in half horizontally (like a hotdog bun). Then ask them to make three equal rectangles, creating a tri-fold with a top flap. The students should then cut the two lines from the two folds so that the flap may be opened. Tell them to write the three titles Schools of the Past, School of Today and Schools of the Future and illustrate the outside of a school on each of the three flaps. Provide them with a model to follow all steps to ensure comprehension.
| | | |
|Schools of The Past |Schools of Today |Schools of the Future |
|[pic] | |[pic] |
| |[pic] | |
| | | |
On the inside of each rectangle, have the student glue lined paper or make their own lines using rulers. Now they are ready to write their sentences. Using the target vocabulary, the Entering student may use the sentence frame:
The schools of the past did not have ______________________. They had _______________.
The schools of today do not have _________________________. They have __________________________.
The schools of the future will not have ____________________. They will
___________________________.
The Beginning student may also choose to follow the sentence frame but should be able to produce more volume. You may ask them to write one original sentence depending on your students’ writing proficiency. Provide a model for the students to follow with at least one model sentence.
Assessments:
Closure: As the students are finished, ask them to read their sentences either to you or to a partner. Once they have rehearsed the sentences several times with you or with a partner, allow them to share their work to the group. Display the tri-folds so that the students can see their work and the work of their peers in order to reinforce the concepts and target language practiced.
Assessment: You may choose to devise a rubric for both the written product and oral discussion. I use a scale from 1-4 which ranges from no response to fluent use of the target vocabulary and an ability to communicate the differences between schools in the past and those of today, as well as express their thoughts about schools in the future.
Fine Arts 5.01: This objective will be both formally and informally assessed. During the discussion of the Winslow Homer painting, it will be informally assessed as the students answer whether or not the inside of the country school looks the same as during our time or not. It will be formally assessed in the finished product as the students draw the inside of the schools of the past, as it is the model used to depict the differences in the classroom.
Social Studies 3.03: This objective will also be formally and informally assessed. It will be informally assessed when the students are analyzing the photos and participating in the discussion of differences between the schools of today and schools of the past. It will be formally assessed in the finished product both in the sentences and the illustrations.
English Language Arts 4.01: This objective will be informally assessed during the discussion as the students use the target vocabulary. It will be formally assessed in the students’ use of the target vocabulary in the written product and in their discussion with their peers and with you as they read their finished product.
Additional comments and appendices:
A good book to use at the beginning of the year, especially with bilingual Spanish students is Moony, Loony, Lunera by Jose Argueta published by Children’s Book Press.
The website also has a link to teacher resources with lesson plans.
To continue with the unit incorporating Community Past and Present, there are many excellent photos on Digital Forsyth.
For example a search of Hospitals and Firesations:
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