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9/11 Lesson Plan
Intro
to 9/112nd- 3rd Grade Advance Organizer: Brainstorm with students about how much they already know about 9/11 using word web on the board (5 w’s and how). This is a good way for the teacher to understand how much the students know and for students to outline, in a concrete way, their knowledge of 9/11. Methods: Use class discussion and word web of five w’s and how to determine how much students already know. Play songs to begin thinking about 9/11 and the emotions that it brings to people. Show pictures of before and after the plane crashes at Ground Zero (appropriate for the age level). Have students create fact/wonder book to demonstrate what they already know and what they want to know about 9/11. Concepts: The teacher will use the word web to determine how much the students already know as a basis for the subsequent lessons on 9/11. Students will have the opportunity to react to their emotions and feelings from 9/11 (fear, sadness, shock, curiosity, anger, etc) and discuss those different emotions. The students will display artistically and through writing what they know about 9/11 and what they want to know. This is another way the teacher can determine the subject matter of the subsequent lessons. Procedure: 1. After word web activity is finished, hand out lyrics to the first two stanzas of the Alan Jackson song, “Where were you.” Then, play the song for the students, having them follow along with the words. Lyrics: Where were you when the world stopped turnin’ That September day? Out in the yard with your wife and children; Or working on some stage in LA? Did you stand there in shock at the sight of that Black smoke Rising against that blue sky? Did you shout out in anger in fear for your neighbor Or did you just sit down and cry? Did you weep for the children that lost their dear loved ones? Did you pray for the ones who don’t know? Did you rejoice for the people who walked from the rubble And sob for the ones left below? Did you burst out in pride for the red, white and blue And the heroes who died just doin’ what they do? Did you look up to heaven for some kind of answer? And look at yourself for what really matters? 2. Discuss the emotions that were brought up in the song. What emotions did the students feel when they were listening to the song? What emotions do they feel when they think about what happened that day? Were there emotions in the song that they did not understand? Talk about different ways of dealing with things, how some people may feel angry, while others may feel sad, etc. 3. Look again at the word web activity and discuss with students what more they would want to know based on what they already do know. What things are they curious about?Which parts of 9/11 do they not know much about (of the 5 w’s and how)? Which aspects are they particularly interested in learning about? 4. Have the students get into pairs and hand out a piece of large white construction paper. Have the students fold the paper in half and write “I wonder…” on the top of one half and “I know…” on the top of the other half. 5. Have the pairs write a sentence on the bottom of each half of paper to finish the title on the top halves of the paper. When they finished, one half of the paper will have a sentence about what they wonder and the other half will have a sentence about what they know. 6. Students will work in their pair groups to illustrate their fact and wonder statements. In the open space in the middle of the construction paper. Resources: Song, “Where were you” by Alan Jackson, CD player, a copy of the lyrics for each student, white construction paper for each pair of students, crayons/markers, binding materials Assessment: Students will be informally assessed on participation in class discussion and word web activity. Students will also be assessed on their cooperation with partners during the making of their fact/wonder book. Finally, students will be assessed on completion, accuracy and detail in their fact and wonder book. Closure: Have students each stand up in their pair groups to read aloud the fact and wonder page they have made to the rest of the class. Give them time to show off their drawings as well. After each student reads their page, collect the pages to bind together in a class book. Standards Addressed: Fine Arts: 26A. Understand processes, traditional tool and modern technologies used in the arts. 1e. Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. 26B. Apply skills and knowledge necessary to create and perform in one o fmore of the arts. 1d. Demonstrate knowledge and skills to create visual work of art using manipulation, eye-hand coordination, building and imagination. 27B. Understand how the arts shape and reflect history, society and everyday life. 1. Know how images, sounds and movement convey stories about people, places and times. Social Science: 14C. Understand election processes and responsibilities of citizens. 1. Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others. 16A. Apply the skills of historical analysis and interpretation. 1b. Ask historical questions and seek out answers from historical sources. 16B. Understand the development of significant political events. 1a. Identify key individuals and events in the development of the local community. 1b. Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition. English Language Arts: 3A. Use correct grammar, spelling, punctuation, capitalization and structure. 1. Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech. 3C. Communicate ideas in writing to accomplish a variety of purposes. 1a. Write for a variety of purposes including description, information, explanation, persuasion and narration. 1b. Create media compositions or productions which convey meaning visually for a variety of purposes. Social/Emotional: 2C. Use communication and social skills to interact effectively with others. 1a. Identify ways to work and play well with others. 1b. Demonstrate appropriate social and classroom behavior. Special Needs student accommodation: ADHD For the student in our class with ADHD, be sure to actively include them in discussion, perhaps giving them the topic or song lyrics to bring home and look over before the class discussion so they have time to think through their response and emotions. Develop a symbol or hand motion with this student that you can show them when they are getting off task to help keep them on track. Also, it may be helpful to pair this student with a calm student who doesn’t easily get off track to help the ADHD student stay focused on the activity. |