Sei sulla pagina 1di 3

LessonOne:OurFamiliesInHistory Goals: SWBATdefineagenerationanddescribepeoplethattheyknowfromtheir generation,theirparentsgeneration,theirgrandparentsgeneration. SWBATmakeatimelinemappingchronologyofthethreegenerationsabove, usingreasonableintervalsoftime. SWBATdescribethreewaysinwhichfamiliespreservetheirhistories:artifacts, writing,andoraltransmission.

Standards:

NCSSB.I.sa.2Learnerscanhavetheopportunitytobegintodevelopthe

skillsofhistoricalthinkingthatwillenablethemtodifferentiatepast,present, andfuturetime,andtoraisequestionsandseekanswersfromhistorical storiesandrecordsfromthepast.

Assessment: Discussion.Studentswilldemonstratecomprehensionofstoryelements. Studentswilldemonstrateunderstandingofagenerationoutsideofthefamilyby applyingtheconceptionofgenerationspasttopeoplethattheyknow.

Materials:

ShowWaybyJacquelineWoodson(2005) TimelinefromShowWay Familypictures(Mine,Mrs.Johnsons) SmartBoardpresentation

Preparation: CreateSmartboardpresentationwithfourgenerationaltimelines:Jacqueline Woodsons,mine,Mrs.Johnsons,andRoom109s. ClassroomArrangement&ManagementIssues Inordertofacilitatesmoothtransitions,Iwillcallontableswhereallstudentsare sittingquietlytocometotherugforreadaloudlikewise,Iwillcallrowsof studentsthatarequiettowalkbacktotheirseats.

Inordertoinvitemorereticentstudentstotheconversation,Iwillallowforatleast 10secondsofwaittimebeforecallingonstudents(orallowingthemtoraisetheir hands.) Inthesamevein,Iwillhavestudentsturnandtalktopartnersduringreadaloud responsesandduringclosingdiscussion.Thiswillallowmorereticentstudents timetodigesttheirthinkingorallyiftheyarenotcomfortablespeakinginfrontof theclass.Iwillhavestudentsspeaktheirpartnersthoughtaswell,makingspace fortheunheardopinionsofquieterstudentstobevoiced.

Plan(45min.): ReadAloud(15min):Iwillcalledstudentsovertotherugforareadaloud,tablebytable. IwillreadShowWaybyJacquelineWoodsonwiththestudents,focusingonthethe ShowWayquiltasarecordandartefactofthemaincharacterSooniesfamilyhistory.I willbeginthereadaloudbyintroducingthefocusforthestory.Thisisastorythatthe author,JacquelineWoodsonhaswrittenaboutherfamily.Ittellsaboutthelivesofeach generation,goingback150years.Doesanyoneknowwhatagenerationis?Definea generation.Asyoulistentryandkeeptrackofhowthecharactersarerelatedtoone another.Whichgenerationaretheyin?Whosedaughterarethey?Whose granddaughter?Throughoutthebook,letskeeptrackofeachgenerationthatpasseson ourfingers.Eachtimewereadaboutanewgeneration,holdupanotherfingeronyour hand.Iwillstopinthemiddletoseeifwecanrememberhoweveryonewasrelatedto eachother.WhenthebookmentionstheCivilWarandtheyear1863,brieflydiscussthe significanceofthatyearandthewartoSooniesfamily.Askifanystudentscan approximateabouthowlongagothatwas.Attheendofthebook,counthowmany generationsago1863was. TimelineandComparison(5min):Usingthequiltedtimelineonthelastpagespread, wewillreviewtheconceptofageneration.Iwillcallstudentsbacktotheirdesks.On thesmartboard,IwillhaveatimelinetrackingthegenerationsofJacquelineWoodsons family.Wewillreviewhowthecharactersarerelatedtooneanother,labelingthemon thetimeline,Iwilllabelthemostrecentgeneration2014.Beneathacopyofthequilted timeline,Illhaveafewpicturesofpeoplefrommyownfamily,labeledwithmyname, grandma,dad,greatgrandma.Iwillexplainthatyoudonthavetobeinthesame familytobeinthesamegeneration.Thisismyfamily,cananyonefigureoutwhoin Sooniesfamilyisinthesamegenerationasme?Studentswillmatchupmyfamily memberstoSoonies.Mrs.Johnsonsfamilytimelinewillhavehersons,herhusband, hermomanddad,andgrandparents.Iwillaskstudentsiftheythinkhusbandsandwives orbrothersandsisterscanbeinthesamegeneration.Betweenallthreecharts,wewill thentrackwhoisinthesamegeneration.

PeopleWeKnow(5min):WewillplacetheclassonthegenerationschartasMrs. Johnsonsclass.Referringtothecomparisonbetweentheshowwaytimelineandmy own,Iwillremindstudentsthatpeoplecanbeinthesamegenerationwithoutbeinginthe samefamily.IwilltellstudentsthatwereadShowWaysothatwecouldstartthinking aboutthehistoriesofourownfamilyandthepeopleweknowspecificallythepeople fromourgrandparentsgeneration.Iwillthenaskstudentstonameafewpeoplethey knowfromhomeorschoolthatmightbeintheirgrandparentsgeneration. TurnandTalkWrapUp(10min):Wewilladdthreeorfourofthesepeoplebeneaththe grandparentsgeneration.IwillremindstudentsthatJacquelinetoldthehistoryofher familymembersinShowWay.Iwillholdupthebook.ShetalkedaboutMathisMay,living inslavery.OfSoonie,growingupontheplantationofhergrandmotherteachingschool. WhatdoyouknowaboutthehistoryofyourGrandparentsor,ifyoudonthave grandparents,ofapersonyouknowfromtheirgeneration.Iwillaskstudentstoturnand talktoapartneraboutwhattheyknow.AfteraboutfiveminutesIwillcallonafew studentstoreporttheirthoughts.Iwilltellstudentsthatnexttime,wellbeexploringthe timewhenourgrandparentswereinthirdgradetofigureoutwhatwereallyknowabout lifewhentheywereyoung.

AnticipatingStudentsResponses InShowWay,WoodsonsAuntandMotherplayasignificantrole.Studentsmaythinkthat eachsisterrepresentsageneration.Whentheyareintroduced,Iwillstoptodiscussthe generationsuptothatpoint.Ifastudentbringsupthispossibility,Iwillinvitestudent responsetoresolvetheissuethroughdiscussion. Studentswitholderparentsmaywonderiftheirparentsandotherstudentsarereallyin thesamegeneration.Iwillopenthequestiontostudentresponse,highlightinganswers thatacknowledgethetruthofthisstatementandbringuptheflexiblenatureoftheideaof ageneration.Forahardandfastdefinition,Iwilldefineanewgenerationasoccurring aboutevery25years. StudentsmayhavequestionsaboutthehistorydiscussedinShowWay.Iwillhonor thesequestionswithbriefanswers,acknowledgingthatwewillgodeeperintothose themesduringsubsequentreadingsofthebook.