Lesson Plans

Back to Homepage


Lesson Plans by Grade Level


Music


Children's Literature


Links to Other Websites

                      Class Memorial- This is a closing activity to a unit about 9/11

<>Objectives:  Students will choose what they believe is important to remember about September 11 from this unit.  Students will brainstorm in groups what the memorial should look like, present their proposals to the class, and the class will vote on the memorial they would like to build.  Once the class has chosen a design for the memorial, students will work in teams and divide tasks among groups to create the memorial, using artwork and pieces of original poetry which they have already composed. <> 

Advance organizer:  Students will create original poetry about 9/11 and its importance and relevance to their own lives/family experiences prior to this lesson. Teacher will tell them while they are writing their poetry, that they should think about how they would memorialize Septemeber 11, 2001. <> 

Methods:  Give students time in class to come up with ideas/drawings (proposals) for a class memorial in groups.  The students will then pitch their ideas to the class.  The class will vote on the design they would like to construct.  As a class, students (with teacher facilitation) will decide which small groups will be responsible for which pieces of the memorial.  Students will take time during class to create the memorial using all available supplies. <> 

Concepts Taught:  Students will learn creativity and spatial organization skills through original artwork.  Students will build teambuilding skills by working in small groups to create their class memorial.  Students will decide for themselves what is important to know about 9/11, and what they personally can relate to, and add their own personal contributions to the memorial through their groups’ contributions. <> 

*Resources: Construction Paper, Butcher Block Paper, Markers, Colored Pencils, Poster Paints, Internet access, Printer, Glue, Scissors, Clear Tape, Cardboard boxes

*Maybe more or less, depending on what the class decides as a plan for the memorial.

<>Assessment:  Students will be informally assessed on their participation in the decision-making process for the design of the memorial.  Students will be formally assessed on the quality (neatness, effort) and equal quantity of art/other work done on their part of the memorial- each group will present their contribution to the memorial to the class. <> 

Closure:  Students will have a chance to share what about learning about September 11, 2001 was most valuable or meaningful to them at the end of the memorial presentation (maybe the memorial can be presented to the school to be displayed somewhere in the lobby/cafeteria/auditorium?) <> 

Evaluation of Lesson:  Reflect on which concepts students were and were not able to grasp, and adjust lesson accordingly.  Reflect on the level of participation of students in group work, and adjust instruction accordingly. <> 

Standards Addressed:

Elementary Standard 7- Fine Arts 7A: Understands concepts, techniques, and materials of the visual arts; cultural dimensions of the visual arts; and interrelationships among the visual arts and the other art forms. 

<>Elementary Standard 9- Diversity 9C: Understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.  9D: Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes. <> 

Professional Standard 1- Content Knowledge 1A: Understands major concepts that are central to the discipline in which certification is sought. 1E: Understands how a student’s disability affects processes of inquiry and influences patterns of learning. <> 

Professional Standard 4- Planning for Instruction  4C: Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between students’ experiences and career and educational goals. <> 

Professional Standard 5- Learning Environment

5C: Understands how to help students work cooperatively and productively in groups.

<>Professional Standard 6- Instructional Delivery

6C: Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.

<>Professional Standard 8- Assessment 8D: Understands how to use the results of assessment to reflect on and modify teaching. <> 

Professional Standard 10- Reflection and Professional Growth 10A: Understands that reflection is an integral part of professional growth and improvement of instruction.

                                                           Activities <>

  1. 9/11 Poetry: Once students have spent some time learning about September 11, 2001, have them write original poetry about the day.  Introduce several different formats of poetry, including diamante, haiku, sonnet, free-form, etc. (put together a simple packet of basic rules and an example of each for students to use as guides).  Over the course of one week, allow students time in class (they will need to work on them at home as well) to write two-three poems, each in a different style, about any 9/11 them which is most important to them.  They may choose to write on any salient them, including religion, fundamentalism, tolerance, heroism, diversity, tragedy, war, etc.  Students should be encouraged to be creative, illustrate their poems, and write about topics relating to 9/11 which also relate to their own experiences.  This activity is used as the advance organizer for the Directed Lesson Plan "Class Memorial."