Nicole Mancarella

EGP 335
Professor Bradley
December 4, 2018

Lesson Plan #2
Unit Plan – Culture Lesson – PA

Lesson Preparation

Learning Objectives

 Students will be able to locate, identify and describe historical documents, artifacts,
places, symbol, and holidays critical to Pennsylvania using a video creation application
(Animoto) and oral expression of the content learned.

Standards

 8.2.4.B: Locate historical documents, artifacts, and places critical to Pennsylvania

history
 5.1.4.F: Identify state symbols, national symbols, and national holidays.

Academic Language

 Document: A record of something in written, photographic, or other form.

 Artifact: an object made by a human being, typically an item of cultural or historical
interest.
 Culture: a pattern of behavior shared by a society, or group of people.

Technology, Materials, Resources

 Computers
 Animoto Application
o Animoto Website
 Paper
 Writing utensil
 For Research:
o https://statesymbolsusa.org/states/united-states/pennsylvania

o https://www.employmentlawhandbook.com/leave-laws/state-leave-
laws/pennsylvania/holidays/

o https://www.history.com/topics/us-states/pennsylvania
 o http://explorepahistory.com/displaygallery.php?gallery_id=1-7-
1D&bcolor=tan&list=1&as_text=1

o https://www.britannica.com/place/Pennsylvania-state/Government-and-
society#ref78291

Instructional Delivery

Anticipatory Set

 I will engage learners by starting class dressed and acting as though I am a traveler
looking to learn about the culture of Pennsylvania.
 I will act as though do not know where to go, causing students to use knowledge
learned from the prior day about Pennsylvania’s geography to aid the traveler on where
to go to learn about Pennsylvania’s history.
 Students will take on the role of a travel guide to assist my learning about PA.
 In using Animoto, a video creation application, students will research and design a video
slideshow to present to the Pennsylvania foreigner.

Instructional Activities

 Content information –
o Students will be asked to gather information on identifying state symbols,
national symbols, and national holidays (about 6-8) as well as locating historical
documents, artifacts, and places critical to Pennsylvania history (about 4-6) using
the resources provided above.
o Students will clarify the academic words listed at the beginning of their traveler
guide presentation.
 Document: A record of something in written, photographic, or other
form.
 Artifact: an object made by a human being, typically an item of cultural or
historical interest.
 Culture: a pattern of behavior shared by a society, or group of people.
o Once enough information is collected, students will use Animoto to create their
visual presentation.
o The video should be about 1 ½ - 2 minutes long.
 Sample questions –
o “What is Pennsylvania’s state flower?”
o “What is the nickname of PA?”
o “Is the Liberty Bell an artifact of Pennsylvania?”
 Student groups –
 o Students will be put in groups of 4-5 to complete activity. Students of different
levels of development will be paired together to work on communication and
understanding of the topic at hand.
 Resources you are using – websites listed above.
 Student challenges, possible misconceptions-
o some students may be challenged with the vocabulary and understanding of
historical artifacts related to Pennsylvania .
 Additional notes that will help you think about instruction.
o Students must review and recall important geographical features that would aid
in the historical and cultural understanding of PA.
o Students may have time to create their presentation on Animoto, learning to use
and design on the site.

Closure

 Once students have created visually pleasing presentations and prepared to speak as
tour guides of PA, the class will gather to act out the specific roles of foreign
Pennsylvania travelers and the PA tour guide experts.

Meeting All Learners

Differentiation
 For students who struggle with technology – may have the choice to use other
resources or use an aid to assist in the technological use of research and video creation.
 For students who are advanced in technological resources – these students may display
their new found knowledge on culture and history in PA through another
program/application.

Accommodations
 Accommodations will be met for students with a 504 plan / IEP through assistance in the
discovery of culture and history of PA using the computer/iPad as well as in the creation
of a video presentation from a teacher or peer in the classroom.

Modifications
 Modifications for students with a 504 pan / IEP will be met by allowing one symbol to be
shared as well as being aided in the collaboration of the video presentation with the
group by a teacher or peer.

Meeting Objectives

Assessments
 Students will be assessed based off of this criterion: Points 0-5
o Design, Presentation, Research, Effort
 Design: Must be appealing to the eye, well laid out (not too much or too
little information), as well as including pictures.
 Presentation: Students must have equal time speaking as well as
contributing to the assignment. Each group member must have notes
written down on what they will present. Students must project with
appropriate speaker voice.
 Research: Students must show quality research gathered from the
resources listed. Students are required to have the appropriate number
of cultural and historical symbols, artifacts, etc.
 Effort: The effort displayed by individual group members as well as the
effort put forth collaboratively.
 Students will write about their experience in the activity – what
work they completed, how they worked with other peers, etc.