Caleb Arthur SS - Ela Final Unit - Wingate

Caleb Arthur
Five-Day SS/ELA Unit

Dawn Wingate
Autumn Quarter 2009
Caleb Arthur
Lesson Plan 1
Dawn Wingate
10.5.2009
Subject(s): Social Studies and English Grade Level: Fourth (4th) Grade
Content Topics: Social Studies Title: The Wright Brothers
SOCIAL STUDIES / HISTORY STANDARD

Students use materials drawn from the diversity of human experience to analyze
and interpret significant events, patterns and themes in the history of Ohio, the
United States and the World.
SOCIAL STUDIES BENCHMARK
C. Explain how new developments led to the growth of the United States.
SOCIAL STUDIES INDICATORS
(6) Students should be able to explain the importance of inventors such as the
Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas
Edison.
ENGLISH / LANGUAGE ARTS STANDARD
Reading Applications: Literary Text

Students enhance their understanding of the human story by reading literary
texts that represent a variety of authors, cultures and eras. They learn to apply
the reading process to the various genres of literature, including fables, tales,
short stories, novels, poetry and drama. They demonstrate their comprehension
by describing and discussing the elements of literature (e.g., stetting, character
and plot), analyzing the author’s use of language (e.g., word choice and figurative
language), comparing and contrasting texts, inferring theme and meaning and
responding to text in critical and creative ways. Strategic readers learn to
explain, analyze and critique literary text to achieve deep understanding.
ENGLISH BENCHMARK
B. Spell grade-appropriate words correctly.
C. Use conventions of punctuation and capitalization in written work.
D. Use grammatical structures to effectively communicate ideas in writing.
ENGLISH INDICATOR
(1) Generate writing ideas through discussions with others and from printed
material.
(4) Use organizational strategies (e.g., brainstorming, lists, webs and Venn
Diagrams) to plan writing.
OBJECTIVES/GOALS
I would like the students to attain a better understanding on the Wright

Brothers and their invention of the airplane. I would like the students to learn
facts about the brothers. They should be able to retain information and then
write a fictional short story about a day spent with the Wright Brothers. I would
also like the students to gain more experience working in small groups.
MATERIALS
I. A computer with internet access, a large television, white board with dry erase
markers, paper, eight (8) books about the Wright Brothers (duplicates of book are
fine), colored pencils (crayons), and stapler.
INTRODUCTION
I will get out a model airplane and fly it around the room asking the
students if they know who invented the very first airplane. I will give them hints if
they do not know. “Do you know that the inventors grew up in Dayton, Ohio?”
Once the class knows the name, we will get started with the lesson. I will play a
short video from: (Engage) http://video.google.com/videosearch?
hl=en&source=hp&q=the%20wright%20brothers&um=1&ie=UTF-
8&sa=N&tab=wv#. After the six (6) minute video I will then break the class into
small groups. This video was neat. What a great way to engage the students.
-Rachel Niemeyer 10/8/09 11:09 AM
INSTRUCTIONAL STRATEGY
I. Depending on the size of my class, I will divide (Explore) the students up into
groups of three (3) or four (4). For example if I have twenty-four (24) students I
will divide them into eight (8) groups of three (3). Depending on special-needs
students – I will place them into the groups as well, so that I achieve classroom
diversity.
II. I will have eight (8) books stationed at certain spots around the room with #1,
#2, #3, etc. posted at the book. If you are group #1, you should go to book #1.
One group member will read one page and then pass it on to the next group
member. Once the groups are finished with the books I will read one (a different
book than what the class had) aloud to the class.
III. Depending on capabilities, Smartboard© would work great but a marker board
would work just as fine. I will ask the students to give me ten or so facts
(Expand) about the Wright Brothers that they learned from the video or book(s).
This will be the beginning of their brainstorming for their story. I will leave the
ideas on the board.
IV. I will go ahead and (Explain) what we will be doing next – writing. I will get
those nice short story papers out and show the students that we will be writing a
fictional (key word) short story about a day spent with the Wright Brothers. “You
(students) will need to go back in time and write a story about you and your
experiences with the Wright Brothers. You need to at least fill up two pages (not
front back).” I will ask each student to get out a piece of paper. I will explain to
them that they need to brainstorm. I will show them on the board how to use
spider-web brainstorming. “What went on during the day you spent with the
Wright Brothers? What happened? Where did your story take place?” I will then
hand out the papers.
V. Once I see the first person done with their story I will make the announcement
that we will be creating cover pages to our story. I will pass out a blank white
(computer) paper to each student. They will attempt to draw and color their own
story on the paper.
TEACHER-STUDENT INTERACTION
I. Problems and Questions – Students may have trouble taking turns looking at
their groups’ book. Each student should read a page, and then pass it on, and so
on. I will need to monitor this activity, so that students do not ‘act up’ and to
make sure they are doing what they are suppose to be doing.
II. Active Learning – Students will watch a short six-minute video at the beginning
of our reading activity. http://video.google.com/videosearch?
hl=en&source=hp&q=the%20wright%20brothers&um=1&ie=UTF-
8&sa=N&tab=wv#
III. Possible Contingencies – Students may struggle with knowing how to

brainstorm. I will need to encourage them to use their imaginations. I may have
to say some stories aloud to help get the ‘juices’ flowing. They should be able
expand on a story they heard in a story or on the video.
IV. Critical Question(s) – I will ask BIG QUESTIONS such as, “What does fiction
mean?” “Would you be brave enough to ride in the airplane at Kitty
Hawk?” “How do you think the Wright Brothers used their bicycle
knowledge to help build a propelled engine airplane?” "Was the time
and money spent on this project worthwhile?" "In what ways did the
Wright Brother's invention change the way we travel and the way in
which goods and services are transported?” “Have any of you been to
Kill Devil Kills, North Carolina where the Wright Brothers first flew?” “In
what ways did the Wright Brother's invention change the way we travel and the way in which
goods and services are transported?”
EVALUATION
Students will be evaluated on group participation and their cooperation

during the reading activity. Students will also be graded on their fictional stories
– punctuation, spelling, etc. The drawing of their cover page will be graded upon
effort and neatness.
CLOSURE
I will close the first lesson of the five-day unit by making sure every
student knows what is going on. I will explain that we will go over another
inventor tomorrow (Thomas Edison). I will not say his name, hoping to keep
excitement about the topic.
ASSESSMENT (Overview)
For each lesson I will give a mini-quiz that has five questions. These
questions will be yes/no, true/false, abcd, based questions. Since the final lesson
involves a group presentation there will be no mini-quiz but students will receive
a 20 question assessment that covers all four inventors.
ASSESSMENT (Five - Questions Mini Quiz 1 of 4)

UNIT DESCRIPTION
My unit will involve inventors and how they impacted the United States
of America. I will have different reading and writing exercises for students to take
part in during the 5-day unit. For the final fifth lesson plan my students will be
grouped in small groups of 4 or 5. Each group will be assigned one of the Ohio
inventors that we covered. The groups will then act out a 'play' or some kind of
presentation to the class. This should be fun for the students as well as
integrating and stimulating.
Caleb Arthur
Lesson Plan 2
Dawn Wingate
10.13.200
9
Content Topics: Social Studies Title: Thomas Edison - The Great

American Inventor

Edison.

ENGLISH BENCHMARK
ENGLISH INDICATOR
material.
OBJECTIVES/GOALS
This lesson will be very similar to my first lesson of the unit. I would
like the students to attain a better understanding of Thomas Edison and his
inventions - mainly the light bulb. I would like the students to learn facts about
Thomas Edison. They should be able to retain information and then write a
fictional short story about a day spent with Thomas Edison. I would also like the
students to gain more experience working in small groups.
MATERIALS
markers, paper, eight (8) or so books about Thomas Edison (duplicates of book
are fine), colored pencils (crayons), and stapler.
INTRODUCTION
I. (Engage) I will turn off the classroom lights and then turn them on again. I will
go on to ask the class, "Does anyone know who invented the light bulb?" I may
get the answer from someone - I may not, so regardless I will go onto to tell them
Thomas Edison. I will also go onto to tell them a little bit about him (how he was
born in Ohio). I will ask the students to come to the 'carpet' and I will read a short
story book about Edison called - Thomas Edison: Young Inventor from the
Childhood of Famous Americans Series by Sue Guthridge. Similar to yesterday's
lesson about the Wright Brothers I will split the groups into groups of three (8). I
will place the smarter students with the lower-level students so that we can
achieve classroom diversity. I will explain that there will be three (3) stations.
There will be around eight (8) students depending on the size of the class at each station.
I. I will first start my students by telling Group 1, 2, and 3 to go to the computers, groups 4, 5, and 6 to
the carpet to read short story books about Thomas Edison and groups 7 and 8 to come with me to the
front of the room to do an experiment. Students will be chosen by table. I will also keep classmates
who do not work well together away from each other.
II. I will (explain) to the students at the computers that they will be watching a video from either the
computer or if there is a TV available. The DVD called Thomas A. Edison: Father of Invention will-
work in either a computer or TV with a dvd player. Due to time constraints the students will not be
able to view the entire video. If I cannot find this dvd at a library - I will use the video from youtube
called Thomas Edison Inventor at http://www.5min.com/Video/Thomas-Edison-Biography-
119827950. Each station will be only 10 minutes.
III. Each group will (explore) the given station. After 10 minutes we will switch clockwise. Students
from the video will now go to the books and students from the books will now be with me doing the
experiment.
VI. The experiment station - students will (expand) on what they have learned from the other stations.
We will be creating our own motion picture (an invention that Thomas Edison had). Each student in
the station will receive one (1) 8"x11" piece of computer paper. Each paper will have a line drawn at a
different place on the paper. The first paper handed out will have a line drawn 2 inches from the left,
the second paper, the line will be drawn 3 inches from the left and so on. When stapled together from
the left and turn through the drawings will appear to look like a motion picture. I will have three
things they can choose from (a horse running, a human running, or a dog running). Each group of
eight (8) will do one of the options. For example - group 1 will choose a human running. Each student
will draw: (see below)
VII. Each student will be expected to cooperate in each station and will be expected to participate in
each station. Make sure you make your expectations know the students before they start the activity
-Rachel Niemeyer 10/20/09 10:04 AM After each 10 minute stations I will explain to the students that
we will be having a creative writing assignment that is almost exactly the same as yesterday's writing
assignment. I will (explain) to the students that we will be writing about a day spent with Thomas
Edison. Students should write about what they did, what they learned, what they like, maybe
something they helped him invent. I need to remind the students that this is a fictional story so they
are allowed to use their imaginations and create something extraordinary that happened during their
day with Thomas Edison. Similar to yesterday's lesson, student will again be creating cover pages for
their story. Once I see the first person done with their story I will make the
announcement that we will be creating cover pages to our story. I will pass out a
blank white (computer) paper to each student. They will attempt to draw and
color their own story on the paper.
I. Problems and Questions – Students may have trouble taking turns looking at
their groups’ book. Each student should read a page, and then pass it on, and so
on. I will need to monitor this activity, so that students do not ‘act up’ and to
make sure they are doing what they are suppose to be doing. There also may be
some difficulties doing the motion picture activity - so I will have to be on top of
this activity more than the others.
II. Active Learning – Students will watch a short five-minute video if the DVD is not
available. The on-line video is located at http://www.5min.com/Video/Thomas-
Edison-Biography-119827950
III. Possible Contingencies – Students may struggle with knowing how to

brainstorm. I will need to encourage them to use their imaginations. I may have
to say some stories aloud to help get the ‘juices’ flowing. They should be able
expand on a story they heard in a story or on the video. Mentioned previously -
the motion picture activity may possibly be difficult so I will need to monitor this
station the most.
IV. Critical Question(s) – I will ask BIG QUESTIONS such as, "Do you remember
what fiction means?” “Do you think a life of an inventor would have
been something you would have liked to do back when Thomas Edison
lived?” “You heard in the video that Thomas Edison developed diabetes
and died young due to his poor eating habits. Can anyone tell me what
he ate/drank that caused him his poor health?" “Have any of you ever
seen a food pyramid?”
EVALUATION
Students will be evaluated on group participation and their cooperation
during the three stations. Students will also be graded on their fictional stories –
punctuation, spelling, etc. The drawing of their cover page will be graded upon
effort and neatness. Students should also show effort and neatness during the
motion picture activity. I will have a rubric for the writing assignment (see
below).
RUBRIC
Caleb Arthur
Lesson Plan 3
Dawn Wingate
10.22.2009
Content Topics: Social Studies Title: Charles Kettering - A Less-Known
'Henry Ford'

Edison.

ENGLISH BENCHMARK
ENGLISH INDICATOR
material.
OBJECTIVES/GOALS
I would like my students to learn about Charles Kettering and some of his
inventions. I would like my students to learn facts about him and to be able to
recall facts and information about him (Charles Kettering). After the stations - I
would like my students to use their writing skills to be able to write a non-fictional
story about Charles Kettering. I will need to stress that this assignment is
different from the last two they did the two days prior. I will stress the word(s)
non-fiction and how it means that what ever they write has to be true. They will
need to be able to take notes and recall and write about Charles Kettering. I
would also like the students to gain more experience working in small groups.
Students will also need to know how to use a brainstorming web (to help them
with their ideas and being able to put them on paper).
MATERIALS
markers, paper, colored pencils (crayons), and stapler.
INTRODUCTION
I. (Grabber) I will ask the class if they have ever heard the name Charles
Kettering. I will expect the class to have no clue because he is not that well
known. I will go on to make a 'hangman' on the board with spaces ___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___. I will go around the classroom
picking on students only once for them to give me a letter. We will do this until
they can figure out the names of Charles Kettering. Once the name is known - I
will introduce what we will be doing for the lesson. I will ask the students to get
out a piece of paper and pencil. I will ask the students to come over to the carpet.
I. Once the class is over at the 'reading' carpet I will pull out the book that I will
read to the class. The title of the book is Charles Kettering: A Patent Giant by
Carole Marsh. This book is only 14 pages so the class reading time will be fairly
short. This book is really nice because it is very simple and tells the main facts
about him. Before I start reading, (engage) I will ask the students to get out their
paper and pencil and tell them that they will need to take notes while I read so
that they will remember important facts about him and his work. This will
resemble 'growing up' so I think the students will be excited about taking notes
(who knows how well the notes will be, however). Once the book is read I will ask
them to return to their seats. While they are walking back to their seats, I will
bring up the video 'The first car...' from http://www.youtube.com/watch?v=qVkvH0nm8pU.
This is just a simple video from youtube showing how cars used to start. The
students will not be too enthralled with this video but it's not supposed to. I want
them to see this video so they can see how the car (automobile) used to start
before Charles Kettering invented the all-electric starting ignition. I will (explain)
that before his inventions this is how a car used to start. Could you imagine
starting your car today like this? Everytime? could be a critical thinking question I
could ask the class.
II. Students will be seated when asked to get out another piece of paper. I will
show the class on the marker board on what I want them to do next. I want them
to (explore) using a brainstorming web to help them with their non-fiction story.
I will again repeat that this story needs to be true with no false statements. I will
ask the students to think of a title for their story...such as Charles Kettering - A
less known Henry Ford. Students will then be asked to draw a circle around their
title with spider-legs (webs) coming out of the circled title. I will then tell the
class to use their notes that they took earlier during the book reading. I will also
tell the students to think of information that they didn't write. (I will keep the
book available just in case students need to look at the book again - duplicate
copies of the book would be great if available). If the students are unable to
retrieve enough information - I will tell the students who cannot come up with
enough information to go to the computers and research.
III. Once students get a good grasp to their brainstorming web I will get
out nice writing paper that they will write their non-fiction stories on. I will hand
out the paper and students will begin writing their stories. Students will start to
(expand) on what they learned about Charles Kettering. Once the student is
done with the story they will be asked to draw and color a cover page telling their
story on their cover.
I. Problems and Questions – Students may have trouble taking notes. Fourth
grade students are probably not very good at writing down information and
listening at the same time - so I will need to read the book slowly and take pauses
in between pages so that the students can write and listen. Problems may also
occur if some students are unable to retrieve enough information from the book
reading. I will ask those students to read websites (that I have pulled up) to write
down some information from there.
II. Active Learning – Students will watch a very short video from youtube.com.
This video shows how engines used to be started and used to look like. Some
students will use the computers to search for information on Charles Kettering.
III. Possible Contingencies – Students may struggle with knowing how to use
brainstorming webs. I will need to repeats myself that this writing exercise is not
a fiction (make-believe) paper, this is a non-fiction paper that has to be true.
Some students will probably need to be reminded of this.
what fiction means?” "So if fiction means that, what do you think non-
fiction means?" "What do you think driving would be like if Charles
Kettering never invented car head lights? Would we be able to drive at
night?"
EVALUATION
Students will also be graded on their non-fictional stories – punctuation,

spelling, etc. The drawing of their cover page will be graded upon effort and
neatness. Because the story needs to be non-fiction, truthfulness will be a must.
Students will be graded on whether or not they have true facts about Charles
Kettering. They will also be graded on whether they followed directions or not.
The assessment will be given - a five question mini-quiz.

Caleb Arthur
Lesson Plan 4
Dawn Wingate
10.30.2009
Content Topics: Social Studies Title: Garrett A. Morgan - One of the First Great African-
American Inventors

Edison.

ENGLISH BENCHMARK
ENGLISH INDICATOR
material.
OBJECTIVES/GOALS
I would like the students to attain a better understanding on Garrett A.

Morgan and his inventions - most notably the 'gas mask', hair straightener, and
traffic light. I would like the students to learn facts about Garrett A. Morgan.
They should be able to retain information and then write a non-fictional (true)
short story about Garrett A. Morgan . I would also like the students to gain more
experience working in small groups. Because Garrett A. Morgan was an African-
American I want my students to learn about his previous life before he became an
inventor.
MATERIALS
We will need: paper, pencils, colored pencils, computers with internet

access, and because there are not enough quality books for the students to read
about Garrett A. Morgan I will research and write a short-story book about his
life. Along with the book, I will write questions to ask the class. See below.
Garrett A. Morgan was born in Northern Kentucky but was raised in

Cincinnati, OH until he was eighteen years old. Does anyone know where
Cincinnati is? Is it North, South, East, or West of where we are located?
He was raised on a farm in Cincinnati by his parents. He worked as a handyman
for his wealthy owner until he was fourteen years old. Like many African-
Americans during his time, he had to quit school and search for employment.
Instead he hired a tutor with his own money and learned Math and Science from
his tutor. When he was eighteen years old, he moved to Cleveland, OH and
opened up a sewing machine repair and shoe shop. In 1909, he married Mary
Anne Hassek and together they had three (3) sons. During that same year he
expanded his store and added tailoring to his business. Does anyone know
what tailoring means? What kind of things would people bring to Mr.
Morgan - for him to fix? Can you remember what his shop (store) was
for? In 1910, Mr. Morgan stumbled across something that no one had ever seen
before. He experimented with a liquid that he would usually use to shine and
polish his sewing needles. This liquid also help to straighten fabric so it made it
easier to sew. For some reason he put this liquid in his wife's hair and noticed
that it help straighten her hair. He developed this liquid into a cream and began
the G.A. Morgan Hair Refining Company. Along with his new hair company, he
also developed black hair oil dye and a curved-tooth Iron comb. Not just an
inventor, Mr. Morgan became a very prosperous and wealthy businessman. In
1920, Morgan started a Cleveland newspaper called the The Cleveland Call.
During his career his three most renown inventions were the 'gas mask', hair
straightener cream, and the traffic light. Mr. Morgan died in 1963 at the age of
86.
INTRODUCTION
For my grabber, I will ask the students what they think life would be like
if there were no traffic lights. Obviously there were many people who invented
the traffic light - so this is just hypothetical. I will expect answers from the
students such as - there were be lots of car wrecks, towns and cities wouldn't be
safe for kids, etc. I will ask the question "Has anyone ever heard of Garrett A.
Morgan?" Students will most likely say, "No." I will begin the lesson after the
opening discussion.
I. After introducing his name to the class I will ask the class to sit tight and listen
to me read the story that I wrote (see above). Similar to yesterday's lesson I will
ask the students to get out a piece of paper and pencil. Students will be
expected to write down keys points in the story. These notes will help them
develop their non-fictional (true) story about Garrett A. Morgan. (Engage) The
story is short so I think it should keep the class' attention. I have questions
written with the text that I will ask the students during the story. These questions
are open-ended so I will expect long thought out answers (no Yes/No answers).
Students will be expected to raise their hands when I ask the questions.
II. I (explain) to the students what we will be doing for this lesson. That should
already have a grasp on Garrett A. Morgan and his life and accomplishments.
However I will need to direct them and give the instructions on what to do next. I
will ask the students to get out a piece of notebook paper and tell them that they
need to develop a story about Garrett A. Morgan. I will definitely need to
(expand) on the directions. Since the past three lesson they were asked to (in
the first two) write about a day spent with the given inventor (a fictional story). In
the third lesson, students were asked to write a non-fiction story about the given
inventor. This time students will be asked to do write a biography of Mr. Morgan.
Students will now be asked not to put themselves back in the time of when the
given inventor was alive. Instead, students will be writing facts about Garrett A.
Morgan.
III. Students will now be asked to (explore) on how to begin their biography of
Mr. Morgan. They may use the technique we used the day prior with story-
webbing, or they can just look at their notes and put things in order. Students
should be able to place things in order. For example, they should start by writing
that Garrett A. Morgan was born in 1877. Not that he died in 1963. I will have
copies of the short-story that I wrote in case they need a reference (to make sure
they have their facts and dates correct).
TEACHER STUDENT-INTERACTION
I. Problems and Questions – Students may have trouble taking notes. Fourth
grade students are probably not very good at writing down information and
listening at the same time - so I will need to read the book slowly and take pauses
in between pages so that the students can write and listen. Problems may also
occur if some students are unable to retrieve enough information from the book
reading. I will ask those students to read the copies of the short-story that I
wrote. I will make sure and run-off 5 copies just in case this occurs. Students
may also run into trouble learning how to write a biography. I will need to make
sure and help the students who do not understand.
II. Active Learning – Students will be active by being asked to take notes during
the reading of the short story about Garrett A. Morgan.
III. Possible Contingencies – I will need to remind students that this is a non-fiction
paper that has to be true and that it should be in the form of a biography. Some
students will probably need to be reminded of this.
what fiction means?” "So if fiction means that, what do you think non-
fiction means?" "What would our lives be like had Mr. Morgan not
invented the traffic light?" "Does anyone know where Cincinnati is?"
"What types of things would people have taken to his shop in
Cleveland?"
EVAULATION
Students will also be graded on their non-fictional biography about
Garrett A. Morgan – punctuation, spelling, etc. The drawing of their cover page
will be graded upon effort and neatness. Because the story needs to be true
biography, truthfulness will be a must. Students will be graded on whether or not
they have true facts about Garrett A. Morgan. They will also be graded on
whether they followed directions or not.

FURTHER INSTRUCTION
After the students are done with the last mini-quiz - they will hand it in. I will
grade these before the end of the day. I will staple all four (4) mini-quizzes
together so that the students can study these questions and answers. This will
help them prepare for the 20 question assessment given to the students
tomorrow after the fifth lesson plan. The questions that appeared on the mini-
quiz will reappear on the final assessment.
Caleb Arthur
Lesson Plan 5
Dawn Wingate
11.9.2009
Content Topics: Social Studies Title: Role Playing in the Lives of the
Inventors - The Wright Brothers, Charles
Kettering, Garrett A. Morgan, and Thomas
Edison

Edison.

ENGLISH BENCHMARK
ENGLISH INDICATOR
material.
OBJECTIVES/GOALS
I would like the students to attain a better understanding on The Wright

Brothers, Charles Kettering, Garrett A. Morgan, and Thomas Edison. Each student
will be placed into groups of four or five depending on the size of the class. Each
group will be given an Ohio inventor that we covered earlier in the unit. Group
work and group participation will be very important and key for this lesson. I
would like my students to have a fun and exciting time creating their
presentations of their inventors. The presentations can be a 'play', poem, class
activity, etc. I would like my students to show creativity in their presentation.
MATERIALS
Paper, pencils, markers, anything that the students would need to

create their presentation (each presentation will most likely be different so it is
hard to say what all materials we will need). I think students will probably need a
handout of each inventor. When each group gets assigned an inventor - I will
pass out a paper that has the inventor's picture and facts about the inventor (so
they are able to put a lot of information into their presentation).
INTRODUCTION
For my grabber, I will ask the students which Ohio inventor did you like
the best - and why? Hopefully each inventor will come up in the class discussion.
I will ask the students 'refresher' questions such as - "Do you remember what
inventor(s) invented the airplane?"
I. After the grabber, I will assign students into groups of five (5) - based on
a 20 student class size. I will (engage) the students by placing them into groups
of boys and groups of girls. (This may not show diversity - but I viewed a video
for this class or maybe the other class that showed a teacher placing her
students into groups based on gender. The groups had more discussion and they
seemed to work together very well.) Each group of five will be assigned one of
the inventors we covered the past week. I will pull the group # from a hat so that
groups are given the opportunity to chose their inventor. The inventors are The
Wright Brothers, Charles Kettering, Garrett A. Morgan, and Thomas Edison.
Everyone in the classroom should know information about each of the inventors
because earlier in the week they were all given the assignment to write a
different type of story about each inventor. However, I am going to give each
group a 'fact sheet' on their inventor. For example, if group #3 chooses The
Wright Brothers - I will give the students a fact sheet so that they can be
refreshed with information that they may have forgotten. I will (explain) to the
students what they will be doing next. I will tell the students that if there # is
pulled from the hat first - you can chose any of the four inventors. Students
should find this exciting. I will explain that every student in the group will need to
speak to the class in some manor. It could be telling the class the title of their
presentation, it could be telling the class their group members' names, etc. I will
tell the students that the presentation needs to be at least one minute in length.
II. I will start to (expand) on what each group will be doing. The students
will be expected to create a presentation of their inventor. I will explain that this
could be a skit, play, speech, poem, story, musical, movie, song, etc. I will tell the
students that creativity will be expected. The more creativity the better the
grade will be. I will make sure they know this so that they show their creative
skills. After all questions are answered, students will depart and start creating
the presentations.
III. Students will the (explore) their creative skills and ability to create a
stimulating and exciting presentation. After 15 minutes we will wind things down
and I will ask which group is ready to present to the class. All students in the
group will be expected to play a part in the presentation whether it be the
narrator, lead role, small role, etc. Students watching the current presentation
should be sitting quietly in their desks.
TEACHER STUDENT-INTERACTION
I. Problems and Questions – Some students may have trouble coming up with a
creative presentation to present to the class. I would find this problem more in
the boys because through observing in classrooms, the girls tend to be the more
creative and out-going students. I will make sure and organize the groups
according to who works well together. Mentioned previously in the lesson plan - I
posted that I will have the groups put together based upon gender (each group
will consist of the same gender).
II. Active Learning – Students will be active by taking part in group work.
Students are given 15 minutes of freedom to come up with their presentation.
This gets a way from the writing lessons we did earlier in the week. Students
should enjoy a break from writing and they should enjoy creating their
presentations.
III. Possible Contingencies – Each group will have a # in a hat and I will pull out a
#. That # gets to chose the inventor they want. They last group called will be
stuck with an inventor that they may not want. I will have a fact sheet on each
inventor that I will give to the groups so that they can cover the important facts of
the inventor. The fact sheet will also help in reminding the students the small
things they may have forgot about the inventor. Such as, the Wright Brothers
fixed bicycles before they flew their airplane.
IV. Critical Question(s) – I will ask BIG QUESTIONS such as, "What do you think
would make a creative presentation?" I will hope that students will respond
by saying - Not reading with your nose in a paper, adding humor, etc. "Why do
you think the Wright Brothers had to take their plane to North Carolina
to fly?" I will hope to get responses such as - Because Kitty Hawk, NC is right by
the ocean - so there would have been a strong wind to fly into. "After hearing
all of the presentations...has any of your opinions changed on an
inventor, is he still your favorite - why or why not?"
RUBRIC
ASSESSMENT (20 Question Assessment - Final)
- Caleb Arthur

Caleb Arthur SS - Ela Final Unit - Wingate

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Caleb Arthur SS - Ela Final Unit - Wingate

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Caleb Arthur

Five-Day SS/ELA Unit

Content Topics: Social Studies Title: The Wright Brothers

SOCIAL STUDIES / HISTORY STANDARD

SOCIAL STUDIES BENCHMARK

SOCIAL STUDIES INDICATORS

ENGLISH / LANGUAGE ARTS STANDARD

Reading Applications: Literary Text

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures to effectively communicate ideas in writing.

I would like the students to attain a better understanding on the Wright

III. Possible Contingencies – Students may struggle with knowing how to

Students will be evaluated on group participation and their cooperation

ASSESSMENT (Five - Questions Mini Quiz 1 of 4)

Content Topics: Social Studies Title: Thomas Edison - The Great

SOCIAL STUDIES / HISTORY STANDARD

SOCIAL STUDIES BENCHMARK

SOCIAL STUDIES INDICATORS

Reading Applications: Literary Text

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures to effectively communicate ideas in writing.

III. Possible Contingencies – Students may struggle with knowing how to

SOCIAL STUDIES / HISTORY STANDARD

SOCIAL STUDIES BENCHMARK

SOCIAL STUDIES INDICATORS

ENGLISH / LANGUAGE ARTS STANDARD

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures to effectively communicate ideas in writing.

Students will also be graded on their non-fictional stories – punctuation,

ASSESSMENT (Five - Questions Mini Quiz 3 of 4)

SOCIAL STUDIES / HISTORY STANDARD

SOCIAL STUDIES BENCHMARK

SOCIAL STUDIES INDICATORS

ENGLISH / LANGUAGE ARTS STANDARD

Reading Applications: Literary Text

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures to effectively communicate ideas in writing.

I would like the students to attain a better understanding on Garrett A.

We will need: paper, pencils, colored pencils, computers with internet

Garrett A. Morgan was born in Northern Kentucky but was raised in

ASSESSMENT (Five - Questions Mini Quiz 4 of 4)

SOCIAL STUDIES / HISTORY STANDARD

SOCIAL STUDIES BENCHMARK

SOCIAL STUDIES INDICATORS

ENGLISH / LANGUAGE ARTS STANDARD

Reading Applications: Literary Text

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures to effectively communicate ideas in writing.

I would like the students to attain a better understanding on The Wright

Paper, pencils, markers, anything that the students would need to

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