Class Act

The kids created some media visual art. For the majority of intersession, the students were engrossed in their photo stories. I was amazed to see how motivating art can be. It was clear that the kids were driven by the desire to create something. Each student chose an important Washingtonian or D.C. landmark to create a photo story about. Through the ongoing project, they were able to create visual art using technology. The beauty of including technology is that the kids could express themselves and share their creations with people beyond our classroom and school. I posted a wikispace and gave them a link so they could share their creations with family and friends at home. Every one of them took ownership over the project and worked hard to create something fantastic. In the end, I was in awe of what the first graders were able to do with a little creativity and technology.

Given the chance to reteach this lesson, I would only extend the amount of time the kids had to research their topics. Orginally, I intended to create a whole-class photo story but after the kids chose their Washington landmarks in pairs, they took complete ownership over the project. More research time woulld have allowed for more substance within each story. I am glad I allowed the first graders to take the reigns for their projects. I am thrilled that the were able to build something they could be proud to share. It would not have been possible if I did not trust their technological abilities enough to give them creative freedom.

Here’s the link for our photo stories:

www.intersessionwashingtondc.wikispaces.com

Old Glory

Objective

Students will be able to demonstrate knowledge of shared American principles by designing a flag including representations of those values.

Standards

2.12 The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

Materials for Learning Activities

• SmartBoard
• Discovery Streaming
• Paper
• Markers
• Construction Paper
• Glue
• Scissors

Procedures for Learning Activities

Introduction (10 minutes)

• Show video on the History of the American Flag from Discovery Streaming using the smartboard

Instructional Strategies (5 minutes)

• Chart symbolism within the flag (colors, numbers, meaning behind the stars and stripes)
• Provide students with art supplies so they can design their own flag, either for America or for its capital, Washington D.C.

Summary

• Circle share
  • Students will share their flags and the meaning behind their artistic choices. What does the flag represent?

Assessment

Students will be assessed informally based upon participation during centers, their ability to use symbols to represent American principles, and their contribution to the class circle share.

Differentiation

• Visual learners will benefit from the opportunity to see a visual representation of highlighted American principles within each flag.
• Tactile/Kinesthetic learners will learn by doing and creating their own design.

Class Photo Story

Objective

Students will be able to demonstrate knowledge of major landmarks in Washington D.C.

Standards

2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.

2.7 The student will read fiction and nonfiction, using a variety of strategies independently.

a)  Preview the selection by using pictures, diagrams, titles, and headings.

b)  Set purpose for reading.

c)  Read stories, poems, and passages with fluency and expression.

d)  Reread and self-correct when necessary.

2.8 The student will read and demonstrate comprehension of fiction and nonfiction.

a)  Make predictions about content.

b)  Read to confirm predictions.

c)  Relate previous experiences to the topic.

d)  Ask and answer questions about what is read.

e)  Locate information to answer questions.

f)  Describe characters, setting, and important events in fiction and poetry.

g)  Identify the problem, solution, and main idea.

2.9 The student will demonstrate comprehension of information in reference materials.

a)  Use a table of contents.

b)  Use pictures and charts.

c)  Use dictionaries and indices.

2.11 The student will write stories, letters, and simple explanations.

a)  Generate ideas before writing.

b)  Organize writing to include a beginning, middle, and end.

c)  Revise writing for clarity.

d)  Use available technology.

Materials for Learning Activities

• Computer
• Smartboard
• PhotoStory

Procedures for Learning Activities

Introduction (1 minute)

• For this center, we are going to create something as a class. Each of us will add a piece to build a class photo story. Our photo story is going to include photos and information about major landmarks in Washington D.C. The landmarks include, monuments, memorial, museums, and hotspots in the city such as the cherry blossoms or the Potomac River.

Instructional Strategies (20 minutes)

• Introduce Photo Story
• Decide on a landmark as a class and use newfound SnagIt skills to import a photo into the story.
• Next add text. Students may use books from the browsing box or search for information involving their landmark online using Kidgle as their search engine.
• Discuss the importance of text. You may add more than one frame to the photostory while you are at the center but do not move on to the next photo until you have plenty of valuable information for the reader.
• You may work in pairs.
• Don’t forget to save.

Summary

• Students should share their additions with the class over the Smartboard during circle share

Assessment

Students will be assessed informally based upon participation during centers and their contribution to the class share.

Differentiation

• Students are given an opportunity to interact with their classmates.
• Visual learners will learn from the photos included in the story.
• Linguistic learners will learn through verbal expression.
• Tactile/Kinesthetic learners will learn through hands-on experience using Snag It and the Photo Story software.

Snapshots of D.C. Free-Write

Objective

Students will be able to demonstrate ability to write creatively.

Standards

2.11 The student will write stories, letters, and simple explanations.

a)  Generate ideas before writing.

b)  Organize writing to include a beginning, middle, and end.

c)  Revise writing for clarity.

d)  Use available technology.

Materials for Learning Activities

• Four laptops equipped with Snag It
• Smartboard

Procedures for Learning Activities

Introduction (10 minutes)

• Some symbols are so powerful; they can stir emotion and elicit many different thoughts. They can be used to inspire us as writers and they might serve as a stand-alone writing topic.
• Video: America the Beautiful, Symbols of the U.S.A

Instructional Strategies (15 minutes)

• Model how to free-write using one visual image as the focus on the Smartboard.
• Use a Flickr tag browser to search for a Patriotic photo of an American symbol or a photo taken in Washington D.C.

http://www.airtightinteractive.com/projects/related_tag_browser/app/

• Snag the photo and paste it into a word document.
• Free write below the photo.
  • Write nonstop for a set period of time (10–20 minutes).
  • Do not make corrections as you write.
  • Keep writing, even if you have to write something like, “I don’t know what to write.”
  • Write whatever comes into your mind.
  • Do not judge or censor what you are writing.
• Students should save and print their writing.

Summary

• Circle share
  • After centers, students should print their work and share their photo and why it inspired them to write.

Assessment

Students will be assessed informally based upon the writing produced and printed during centers time and their contributions to the share circle at the end.

Differentiation

• Visual learners may get their writing ideas from a patriotic visual representation of their choice.
• Linguistic learners will learn through verbal expression.
• Tactile/Kinesthetic learners will learn through hands-on experience using the Snag It software.
• Free writing allows students to become more comfortable with writing by writing non-stop without censoring or making corrections.

Procedures for Learning Activities

Introduction (1 minute)

• The purpose of this center is to highlight the common principles shared by all Americans and the symbols of our nation. We all come from different backgrounds but there are some values that we as Americans all share.

Instructional Strategies (5 minutes)

• Model the center. Draw a card and pantomime for the class to guess the American principle or symbol.
• Pantomimes should represent what is on the card through movement and without making any sound.

Summary

• Centers share- Students should share one of their favorite cards for the class to guess.

Assessment

Students will be assessed informally based upon participation during centers and their contribution to the end of centers share circle.

Differentiation

• Restless or fidgety students are given an opportunity to interact with their classmates.
• Visual learners are provided with a visual representation for American principles.
• Kinesthetic students learn by doing.

• Four classroom chairs placed in a row to serve as the park bench

Procedures for Learning Activities

Introduction (1 minute)

• There are many important people residing in Washington D.C. This center will help us learn a little more about the people who once worked and those who are working now within the most politically powerful city in our nation.

Instructional Strategies (10 minutes)

• Demonstrate how to participate in the Park Bench center.
• Ask for three volunteers to be other center participants.
• Model the center.
• Students take turns drawing Famous Washingtonian cards. Draw the first card (Barack Obama). Sit on the bench and tell other three participants that they should sit on the bench too and engage in “small talk” and ask questions until they figure out which famous Washingtonian I am. As Barack Obama, I might mention that I’m excited about giving my next speech or that “Michelle and I” are planning to take a trip to Europe to visit the British prime minister.
• When the other participants make the correct guess, another person at the center draws a card and I become a guesser.

Summary

• End of Centers Share- share one fact you learned about a person who works now or once worked in Washington D.C.

Assessment

Students will be assessed informally based upon participation during centers and their contribution to the class share.

Differentiation

• Restless or fidgety students are given an opportunity to interact with their classmates. Students learn through discussion and conversation with peers.
• Auditory learners may learn by listening to what the famous Washingtonian might say.
• Visual learners are provided with a photo and written background information for each Washingtonian.
• Students learn by doing (behaving as if they are actually a famous Washingtonian)

Patriotic Song Lyrics

Objective

Students will be able to demonstrate knowledge of shared American principles by creating new lyrics for various patriotic songs.

Standards

2.12 The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

2.3 The student will use oral communication skills.

a)  Use oral language for different purposes: to inform, to persuade, and to entertain.

b)  Share stories or information orally with an audience.

c)  Participate as a contributor and leader in a group.

d)  Summarize information shared orally by others.

2.11 The student will write stories, letters, and simple explanations.

a)  Generate ideas before writing.

b)  Organize writing to include a beginning, middle, and end.

c)  Revise writing for clarity.

d)  Use available technology.

Materials for Learning Activities

• Bates, Katherine L. (2003). America the beautiful. New York: Putnam’s Sons
• Overhead or Smartboard for Shared Writing
• Audio Files of Patriotic Songs
  • America the Beautiful
  • Star Spangled Banner
  • Battle Hymn of the Republic
  • God Bless the USA
  • God Bless America
  • My Country ‘Tis of Thee
  • Stars and Stripes Forever
  • Yankee Doodle
  • This Land is Your Land
• Headphones
• Access to a computer to create a podcast using gcast.com
• Phone

Procedures for Learning Activities

Introduction (10 minutes)

• Introduce the new center with America the Beautiful read aloud
• Chart known patriotic songs and underlying themes (i.e. brotherhood, unity, or freedom)

Instructional Strategies (20 minutes)

• Shared Writing: Write new lyrics to the tune of the song as a class using the list of common patriotic song themes.
• Sing the song as a class and create a podcast on gcast.com using the phone.
• Introduce the listening station and show students how to access the songs.
• Students may work in pairs or individually to create new lyrics to a patriotic song.

Summary

• Song share
  • Students will share their lyrics with the class and we will sing the song as a group to create a podcast to add to our song list.

Assessment

Students will be assessed informally based upon participation during centers and their contribution to the class collection of patriotic songs.

Differentiation

• Restless or fidgety students are given an opportunity to interact with their classmates.
• Auditory learners may listen to the tune of the song first.
• Visual learners are provided with a list of patriotic song themes to include in their lyrics.
• Less focused students will be asked to sit closer to the reader during the read aloud.