Lesson Plan #3 Chicago Landmarks Catalina Davila 2nd Grade

GoalsIllinois Learning Standards 16.B.1a (US): Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings). 17.A.1a: Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).18.B.1b: Identify major social institutions in the community.

Instructional Objectives for Lesson Students will be able to identify Chicago Landmarks. Students will understand the history of the Chicago Landmarks. Students will demonstrate comprehension about the history about Chicago Landmarks. Students will understand and incorporate new vocabulary in classwork. Students will practice their oral presentation skills.

Cross Curricular ConnectionsStudents will utilize English, Writing, Art, research, and oral presentation skills, as well as working in groups.

Materials/Resources: Computer Projector Book: Where is the Sears Tower? By Tad Mitchell and France Mitchell Mitchell, Tad. (2011). Where is the Sears Tower? Illinois: Self-Published This book is about a pigeon named Peter who travels to Chicago to meet his grandfather who lives in the Willis Tower (Sears Tower). On this way to meet his grandfather he passes city landmarks. Some of the landmarks that Peter passes are Soldier Field, Shedd Aquarium, Cloud Gate (The Bean), Chicago River, Art Institute of Chicago. Web-based: http: Chicago History Website: www.chicagohistory.org Official Website for Mitchell Book: http://tadmitchell.com/searstower/educators.html The Chicago history website gives a seven vocabulary list. These are word that students will need to know in order to understand the distinct Chicago Landmarks. This website also help create a memory game. I will only use some of the descriptions given for Chicago landmarks in order to create a memory game. The official website for the Where is the Sears Tower? provides beautiful illustrations of certain Chicago landmarks. Community: Field Trip to the Willis Tower Students will go on a class field trip to the Willis Tower. The fieldtrip will take place after the Chicago Landmark unit is over. Once the students are at the Willis Tower they will be asked to point out other visible Chicago landmarks. Then they will need to pick a landmark and in their journal write two paragraphs about what they know about that specific landmark. After, as a class we will talk Chicagos history. Build-Your-Own-Skyline: http://www.chicagohistory.org/mychicago/03sky.html Song: Chicago by Frank Sinatra https://www.youtube.com/watch?v=NoKn7vkSMBc PowerPoint Computer lab

TimeThis lesson will encompass approximately five 40-minute class sessions.

Instruction:Anticipatory Set Students will participate in The Chicago Silent Game. The teacher will put up an image of a Chicago Landmark. If the students know the name of the landmark then they will simply raise their hand without any talking. The teacher can then look around to understand how much prior knowledge the students come into the class with. Vocabulary will be introduced. The teacher will pass out the memory card game that will also be a guessing game to show the teacher what the students know and what needs to be focused on. There will be 24 cards; 12 cards will have descriptions of the Chicago Landmarks and the other 12 cards will have a picture of the Chicago Landmark. Students will take turns as they try to correctly match the description card with the picture card. They will play who rounds. The first round they will be guessing. The second round when they pick a card with a Chicago Landmark they will need to give at least two descriptions of the specific landmark. There will be an answer key where students will be able to check their matched cards. The teacher will walk around to monitor game.

Vocabularylandmarks- famous buildingswaterway- a body of water that is used for transport resident- person who lives in a certain place

Day One Teacher will go over vocabulary with students. Then teacher will gather class. The students then be called over to the reading rug where the teacher will read the book Where is the Sears Tower? By Tad Mitchell and France Mitchell. After reading students will be put into their readers theater group and directions will be given. Directions: Based on the Where is the Sears Tower? book, students will create a readers theater that will be at three-five minutes long. Each group of four students each will be assigned a Chicago Landmark, which they will need to talk about and include in their readers theatre. Each group will have a copy of Where is the Sears Tower? By Tad Mitchell and France Mitchell. Using the appendix from the book, they will gather some information about their landmark. Students will need to pick four characters from the Animals/Insect section in the appendix. The animals/ insects chosen are animals/insects that play a role in the book as they help Peter the pigeon on his way to visit his Grandpa who lives at the Willis Tower.

Day Two Students will have 15 minutes to continue their research to include in readers theater. Students will work with group for the rest of class to get readers theater complete.

Day Three Each group will present their readers theater to the class. The audience will be actively listening; listening with their ears, mind, and heart.

Day Four Field Trip to the Willis Tower. Once back in the classroom, students will reflect in their writing journals about their new learning about Chicago Landmarks.Reflection Question: What are two things they enjoyed about their field trip to the Willis Tower?

Day Five Today students will work quietly for the whole class time. They will write an essay about the following prompt: What have you learned about the Chicago Landmarks? Which Chicago Landmark is my favorite? Why? Based on the history of each Chicago Landmark what can this teach us about Chicago as a city? Essay should be three to four paragraphs long. Teacher will collect the essay after the class is over.

ClosureAfter students have reflected on what they have learned, in a class discussion teacher will document what the students have learned on a Chicago Skyline butcher paper. The teacher will ask them to refer back to the Where is the Sears Tower? book, the classes readers theater, and their writing journal to contribute to the class discussion.

Role Play & Simulation Groups will role-play characters from the book Where is the Sears Tower? to demonstrate understand of their assigned Chicago Landmark. Working in groups will help them divide the work but will also teach them to work better in groups. Role play is important because students are able to collaborate with others, are allowed to be creative and fun thus making learning enjoyable for them.

Assessment Based on ObjectivesThis lesson includes a variety of methods of assessing. Students actively listen, participate, and are following directions. Were students participating in the class brainstorming? Were students attentive when listening to the Where is the Sears Tower? book and to when their peers were presenting their readers theater? Were students respectful of their peers work? How well did they follow the teachers directions given? How well were they behaved on the field trip to the Willis Tower? Student reflection will be assessed as they are completed. How well are they understanding the new material? Are they able to voice their opinion? Students working well in their groups. Do students come to school ready to learn with their thinking caps on? Do they help their group with generating ideas? Are all members of the group being considered? How are they helping their group understand the assignment? Students oral presentation. Did their groups readers theater follow the directions given? Was their presentation given loud and clear?

Adaptations and ExtensionsAdaptationsFor students with social and/or cognitive disabilities in the class, the following changes can be made: Allow student(s) to work independently with teacher guidance. Alter expectations of students participation in whole group discussions.

ExtensionsIf there are students who are academically advanced, the following extensions could be made: Students can read a book about their favorite landmark in the United States and compare and contrast it with a famous Chicago Landmark. Comparison and contrasting findings would be demonstrated in two-paragraph assignment. Students could create their own Chicago Skyline and explain their design for the new Chicago Skyline. http://www.chicagohistory.org/mychicago/03sky.html

Student Participation/Group work Rubric

Excellent (5)Good (4)Fair (3)Unacceptable (1)

Attitude/BehaviorStudent is always respectful of his or her self, others, and teacher. Student is engaged in class on a daily basis, has a positive attitude, and does not criticizeanyone elses ideas or work.Student is often respectful of his or her self, others, and teacher. Student is often engaged in class on a daily basis, has a positive attitude, and rarely criticizes anyone elses ideas or work. Student is often disrespectful of his or her self, others, and teacher. Student is rarely engaged in class, lacks a positive attitude, and frequently criticizes others.Student is usually disrespectful of his or her self, others, and teacher. Student is infrequently engaged in class, lacks a positive attitude, and consistently criticizes others.

Focus on Project and/or Class WorkConsistently stays focused on in-class work and what needs to be done. Very self-directed.Focuses on in-class work and what needs to be done most of the time.Focuses on the task and what needs to be done some of the time. Often must be reminded by the teacher about what needs to get done.Rarely focuses on class work and what needs to be done.

Contributions in Class or Working with OthersRoutinely provides useful ideas when participating in classroom discussion. A definite leader who contributes positively to the class and supports the efforts of others. Students feel safe volunteering in his/her presence. Usually provides useful ideas when participating in classroom discussion. A strong student who tries hard. Usually listens to, shares with, and supports the efforts of others.Sometimes provide useful ideas when participating in classroom discussion. A satisfactory student who does what is required. Listens to, shares with, and supports the efforts of others, but sometimes is not actively listening or responding.Rarely provides useful ideas when participating in classroom discussion. May refuse to participate. Often disrupts or discourages others attempts to participate.

Time-Management(During Group Projects and/or Class Activities)Never procrastinates, routinely uses time well to ensure things get done on time. Student never asks to adjust deadlines.Sometimes procrastinates. Often uses time well, never missesdeadlines.Usually procrastinates, does not use school time efficiently but completes projects by deadline.Consistently procrastinates, rarely gets work done by deadlines, asks for extensions or does not submit work.

Total

Grade: ________ out of 20

Resource: http://www.madisonpublicschools.org/51620821164827350/lib/51620821164827350/Class_Participation_Rubric.pdf Writing Rubric

Criteria

4321

OrganizationInformation in logical, interesting sequence which reader can follow.Student presents information in logical sequence which reader can follow.Reader has difficulty following work because student jumps around.Sequence of information is difficult to follow.

Content KnowledgeStudent demonstrates full knowledge (more than required).Student is at ease with content, but fails to elaborate.Student is uncomfortable with content and is able to demonstrate basic concepts.

Student does not have grasp of information; student cannot answer questions about subject.

Grammar and SpellingPresentation has no misspellings or grammatical errors.Presentation has no more than two misspellings and/or grammatical errors.Presentation has three misspellings and/or grammatical errors.Work has four or more spelling errors and/or grammatical errors.

NeatnessWork is neatly done.Work has one or two areas that are sloppy.Work has three or four areas that are sloppy.

Work is Illegible.

ReferencesWork displays the correct number of references, written correctly.Reference section was completed incorrectly.Work does not have the appropriate number of required references.

Work displays no references.

Total

Grade: ________ out of 20

Resource:http://www.teach-nology.com/web_tools/rubrics/