Floresville ISD LoTi Lesson Plan

 

Character Ed - J. LeBouff - Oral Dramatic Reenactments of Sig Events in History 
 

 

 

Lesson Information
Title of Lesson Character Ed - J. LeBouff - Oral Dramatic Reenactments of Sig Events in History
Grade Levels 7th, 8th
Subject Social Studies
Course No course information associated with this lesson.
Authors and Contributors

jlebouff 
Lesson Submission Date 10/12/2007 9:03:13 AM
Lesson Approval Date 10/12/2007 9:12:00 AM


 

Learning Objectives
TEKS /
Student Expectations 		7(b)(1a) identify major eras in Texas history and describe their defining characteristics 8 b) 1a) identify the major eras in U.S. history through 1877 and describe their defining characteristics
Targeted TAKS /
Department Objectives 		Seventh graders will will demonstrate understanding of issues and events in Texas history and eighth graders will demonstrate understanding of issues and events in U.S. history.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		Periodically, througout the academic year, after studying about significant events in history, students will be asked: Wouldn't it be fun to make some dramatic reenactments of what we've just learned? How about recording (Oral - audio files) reenactments of these events and then archiving (saving) the reenactments to help make learning more fun for next year's students? Besides knowing about the events, what else do we need to know in order to do this? Do we need to know who the key characters are and their roles for each event? What else? What do you say, should we do it? Let's get-r-done!

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Comprehension , Synthesis , Application , Evaluation  
Description Comprehension - Students will demonstrate their understanding of the content by putting their unique twist on historical events. Application - Students will apply what the've learned (KNOWLEDGE) of each event during the process of writing their scripts. Analysis - Students will analyze each historical event in detail in order to be able to produce their reenactments. Synthesis - Students will bring together content we've learned and additional information they've researched to create their own versions of historical events and in the process use terminology/slang kids of their age use today. Students must incorporate character pillars into their reenactments. Evaluation - Each group will evaluate the other groups' recorded dramatic oral reenactments using a rubric that will be provided to them at the beginning of the lesson.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Learning Centers , Flexible Grouping , Exit Cards , Compacted Curriculum
Description Learning Centers: Students segregated by events. That is, all students choosing to reenact the Boston Massacre may be located in the back of the room, all students choosing to reenact the Boston Tea Party may be sent out into the hallway, all students choosing to reencat the July 8, 1776 noon reading of the Declaration of Independence may work in the front of the room, etc. Flexible Grouping: Students will be allowed to choose the significant event in history they would like to recreate. Exit Cards: When time is up, students must be ready to play their audio file for the teacher and be evaluated by their peers. Compacted Curriculum: Academically challenged (IEP) students will have the 1 to 2 minute length requirement reduced to 30 to 90 seconds and will receive assistance in making their recording by students that have already successfully completed their work if they are not paired with a group can offer assistance. Note: GT and other academically advanced students will review and select recordings that are the best of the best for posting on the teacher's webpage.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Students will have unlimited access to both the the classroom Desktop PC and the Tablet PC w/attached external microphone and the classroom Desktop PC w/attached microphone. Note: Depending on availablity, students may also have access to the FMS CoW (Cart w/ 24 COMPUTERS on WHEELS). Students will use software programs called Sound Recorder and/or Audacity to make and edit their recordings. Students will navigate the school network to their personal folders and save their recordings. Then, they will copy and paste their recordings to the teacher's DropBox on the network. Once students have evaluated each other's work, the best recordings will be posted to my classes' student work website.
Web Resources

 

Assessment
Assessments

Preparedness: Group well prepared and it was obvious they rehearsed - 20 points Group seemed to be prepared but could have used a couple of more practices - 15 points It was obvious the group was unprepared - 10 points Speaking Skills: All students in group spoke clearly and were easily understood -20 points Most students in the group spoke clearly and easily understood - 15 points The group was very hard to understand -10 points Content: The group accurately reenacted the historical event -20 points The group had minor problems with the accuracy of the historical event -15 points The group didn't not accurately portray the event … nothing really happened the way it was presented -10 points Time Limit: The group was right on time … their reenactment lasted between 1-2 minutes -20 points The group’s reenactment was too long or to short -15 points The group’s reenactment was either way too short or way too long -10 points Character Ed: The group addressed 2 or more character pillars -20 points The group only addressed one character pillar -15 points The group did not address even one character pillar -10 points  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsStudents will recreate, in their own words, significant historical events such as the Boston Massacre, Boston Tea Party, Siege of the Alamo, July 8, 1776 Noon Reading of the Declaration of Independence, etc., save as audio files, and with my assistance upload their work to my "Student Work Page" on my website. Please visit my website to hear sample reenactments created by my last year's class just before summer break. These samples were a "dry-run" in efforts to ensure this technology lesson would work and to find problems before actually submitting the LoTI lesson for formal approval.

EBAMThese recorded dramatic oral reenactments will be saved to the teacher's website for use in the following ways: This year's students will have access to the dramatic reenactments for studying for checkpoints testing, semester exams, and MOST IMPORTANTLY,TAKS testing. Having the reenactments online makes access available outside of the classroom. Most likely, students will listen to the oral histories during tutorials while in the internet labs here at school. But, some students will listen to them using their home computers and some may even listen to them from the public library ... either way, the students will be listening and learning. Next year's students will listen/study some of the reenactments before learning about the event(s) to capture their attention. Next year's students will also have access to the dramatic reenactments for studying for their checkpoint testing, semester exams and for TAKS test preparation, just like this year's students.

Performance TaskStudents will orally reenact significant events in history and save their reenactment as audio files. Possible reenactments include, but not limited to: 1770 Boston Massacre 1773 Boston Tea Party 1775 Midnight Ride of Paul Revere 1776 Reading of the Dec. of Indep. 1836 Seige of the Alamo The reenactments must be easy to understand, historically accurate, include at least 2 character pillars (trust, respect, responsibility, caring, citizenship, fairness), and be between 1 to 2 minutes long.

ResourcesStudents may need to reference their textbooks to ensure they have the facts correct. In some cases, students may even need to do additional research using the Tablet PC and/or the Classroom Desktop PC to ensure they present a historically accurate reenactment. Students may even go to the library to get a book or use an encyclopedia to research their particular event. Students may ask the teacher for assistance as well.