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9/11 Lesson Plan
2nd- 3rd Grade

Memorial Quilt Lesson
Objective: Students will learn about the significance of memorials and apply that knowledge to create a memorial of their own for the victims of 9/11.
Advance Organizer: Show students pictures of memorials that were made for 9/11. Show many different types of memorials including statues, etc.
Methods/Procedure:
1) After advance organizer, start out lesson by asking questions like, “What do
memorials have in common?” List all ideas on the board.
2) Brainstorm with class different words that come to mind when thinking about 9/11 and memorials. List all ideas on the board.
3) Give some examples for content, like the World Trade Centers, the planes, firefighters, and ask for more ideas. List on board.
4) After all of the lists have been made, pass out white construction paper (8.5”x11”) and a larger piece of colored construction paper, whichever color students choose. Students can draw or write whatever they want on their white piece of paper dealing with September 11.
5) Students should be given ample time to finish their drawings. After they are finished, they should glue the white paper in the center of the colored piece of paper and turn it in.
6) Teacher should laminate and punch holes through the colored paper and the students can tie each square together with yarn to make an entire quilt.
7) Quilt can be hung up in the classroom.
Concepts Taught: Learn how to create a memorial.
Resources: White (8.5”x11”) construction paper, larger colored construction paper, pencils, markers, crayons, yarn, laminator, scissors, hole punch, tape, pictures of different kinds of memorials (Washington Monument, Lincoln Memorial, etc.), music to play in the background while students work
Assessment: Assess according to participation in discussion and how well the students follow directions
Closure: Let students come up one-by-one to describe their quilting square in front of the class.  Students are not required to do so, just accept volunteers.
Evaluation of Lesson: N/A
Standards Addressed:
2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
Special needs student accommodations: For our ADHD student, we would let them stand at the front of the classroom while the students were presenting their quilting squares, holding it while the student/artist describes it. This would give the student an important job. During the actual project, the ADHD student should be allowed to pass out papers and the teacher and student should have a visual cue that tells the student that they need to get back on task if they start to stray from assignment.