AllAboutChicago

Thestagewillbesetbyacknowledgingthattheyaregoingtolearnwhateachpartofthe
chicagoflagrepresents.
Teacherwillbuildonanybackgroundknowledge.
StudentswillsetupupthecoverpagetotheirAllAboutChicagoscrapbook.
TheWordWallandTimelineofEventswillbesetupandexplainedpriortothe
beginningoftheunit.

Activity1:FortDearborn
StudentswilllocatethefirststarontheChicagoFlag.ThisrepresentsFortDearborn.In1803,
theUnitedStatesbuildafortnearwhattodayistheChicagoRiver.Theclasswillreadthe
narrativeofawomanwhotraveledalongdistancetoliveonthefort.Studentswillthenwork
withtheteacherandcreateaTChart.TheChartwillhelpthestudentsdistinguishbetweenwhy
theywouldtakealongtriptoanunknownplace,orwhytheywouldnot.Studentswillfinally
chooseasideandwriteanopinionpiece:Iwouldtakeariskandgoonalongtriptoan
unknownplaceandstartanewlifebecause1streason2ndreason3rdreasonThesearethe
reasonswhyIwould/wouldnottakeariskandgoonalongtriptoanunknownplace

Activity2:ChicagoFireArtifactDetective
Introducethesecondstarontheflag.

Activity3:ChicagoWorldsFairs
AskstudentstolocatethelasttwostarsontheirChicagoFlags.Thesestarsrepresentthetwo
WorldsFairsheldinChicago.Studentswillreaddiaryentriesandthenwillimaginethatthey
havevisitedoneoftheworldsfair.Studentswillbeabletousetheirimaginationandbecome
architects.Theywillcreateeitheramonument,abuilding,etc,thattheywouldpresentatthe
expositions.Studentscansharetheircreationsattheendwiththeclass.

Activity4:ChicagoRiver
IntroducetothestudentsthebluestripesontheChicagoFlag.ThestripesrepresentLake
MichiganandthenorthandsouthbranchesoftheChicagoRiver.Studentswillunderstandwhat
aprimarysourceisandexamineprimarysources(images)tofindoutmoreabouttheChicago

Riverlikerealhistorians.Studentswillanalyzehistoricphotographsandanswerquestionsthat
follow.

Activity5:ChicagoNeighborhoods
IntroducethethreewhitestripesontheChicagoFlag
_____________________________________________________________________________

UICSCOLLEGEOFEDUCATION
BAINELEMENTARYEDUCATION
LESSONPLANTEMPLATE

TeacherCandidate:

NancyAvila

Datetaught:

February14th,2014

CooperatingTeacher: Mrs.Lentine

School:

JohnHay
Community
Academy

Grade:

ThirdGrade

Unit/Subject:

SocialStudies:All
AboutChicago

LessonTitle:

DiscoveringArtifacts
FromtheChicago
Fire!

I.LessonRationale(Why?)

LearningGoalsandFocus(Whatstudentswillbeabletodo):
SWBAT
Incorporatebackgroundknowledgeintoanewactivity.
Readatextandanswertextdependentquestions
Understandwhatanartifactis
Identifycertaincharacteristiconanimagetofigureoutwhatitis
Completeaworksheetusingskillsandknowledgelearnedfromthereadaloudandmini
activity
Becreativewhenchoosinganartifactofchoice
CommonCoreStateStandards:
RI.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referring
explicitlytothetextasthebasisfortheanswers.
SL.3.3Askandanswerquestionsaboutinformationfromaspeaker,offeringappropriate
elaborationanddetail
16.A.1aExplainthedifferencebetweenpast,present,andfuturetimeplacethemselves
intime

16.A.1bAskhistoricalquestionsandseekoutanswersfromhistoricalsources.(Old
photographs)
TargetedAcademicLanguageFunction(e.g.identifyingmainidea,recordingmultiple
waystosolveproblems)
:
Explain,Investigate,EducatedGuess,Describe,Imagine
TargetedAcademicLanguageDemands(Vocabularyeveryday,generalsubject
specificwords,andsubjectspecificwordmeanings/Syntaxorganizingwordsand
phrasesintostructuresgraphs,sentences,formulae).
ChicagoFire:EventinhistorywhereagreatfiredestroyedthecityofChicagoandkilled
hundredsofpeople.
Narrative:Awrittenaccountofevents/story
Textdependentquestions:Questionsthatarebasedonthetextandtheanswercanbe
foundinthetext
Artifact:Anobjectthathasaculturalorhistoricalimportance
ArtifactDetectives:Detectivesthatsearchwhoartifactsbelongedtoorwhattheir
purposewas.
Devastation:Greatdestructionordamage

II.InstructionalStrategiesandLearningTasks(How?)
Alignwithlearningfocusandstatestandards
Alignwithstudentlearningneedsofindividualsandwholeclass
Specifydifferentiationapproachesthatwillbeused
Alignwithstudentacademicdevelopment,social/emotionaldevelopment,
experiencesand/orinterests
Alignwiththelanguagedemandsofthislesson
Createaprogressionoflearningthroughwhichstudentscanmonitortheirown
progresstowardthelearningfocus

Time
[Estimate
timeto
complete
each
activity]

57
minutes

LearningActivities

Whatlearning
activitiesdoyouhaveplannedforthe
students?Describewhatmay
transpireduringthescaffoldingof
thelesson.Howwillyouhookthe
studentsintothelesson?Howwill
youmodel,andprovideopportunities
forguided,shared,andindependent
practice?
Beginbyconnectingtowhatwas
previouslydiscussedinclass.Class,can
anyonetellmewhatthefourstarsonthe
ChicagoFlagstandfor?Helprefreshtheir
mindswhenneeded.Makesuretolabelthe
flagsinorderandencouragethe

QuestionsPosed
:What
questionsdoyouwanttoask
ofthestudents,andwhatdo
youanticipatetheywillask
/raiseastheirownquestions
andanswers?

Whatdothefourstarsonthe
ChicagoFlagstandfor?
Whatdoesthesecondstar
standfor?
Whataresomeimportant
factsoftheChicagoFire?

1015
minutes

3minutes

participationofthosewhoarehesitant.
Anyanswerisvaluable.Complimentthe
studentswhentheyhavestatedthe
meaningofallfourstarts.Referbackto
thesecondstarsincethiswillbethefocus
oftheentirelesson.Todaywearegoing
tofocusonthesecondstarwhichweall
agreedwastheCananyonetellme
anyimportantfactsthattheyremember
fromtheGreatChicagoFire?Thiswill
serveasareviewofbackground
informationsincethestudentshavebeen
learningabouttheChicagoFireforquite
sometime.Complimenttheanswersthat
aregiven.

Passouttheinformationaltextthatwillbe
readaloudwiththestudents.Pointoutthe
pausepointshighlightedinboldasplaces
wheretheclasswillpauseandanswerthe
questions.Thesearetextdependent
questions.Atthispoint,remindthe
studentsofthismeaning.Beforebeginning
toreadaskthestudentstopointtothefirst
wordandmakesurethateveryoneisready
tobegin.Beginreadingaloudwiththe
wholeclass.Walkaroundthewholeclass
andhelpthosestrugglingreadersread.
Helpthembypointingtotheappropriate
placeandfollowingalong.Ifneededhave
anextraperson(TC)alsowalkaroundor
stationedwithareaderthathasahardtime
followingalong.Althoughthewholeclass
isreadingpaycloseattentiontoeach
individualreader.Eachreadershouldbe
followingalongandreading.Pauseat
everyquestion,andinformthereadersofa
pause.Wehavereachedthefirstquestion
wouldsomeonepleasereaditaloud?
Afterreadingitaloud,waitforanswers.
Complimentanswersandifanswersdonot
connect,findaconnectionorrelevance
andstillofferacompliment.Continuethis
processfortherestofthereading.Pause

Isthiswhatwehavebeen
learninginclassthepast
coupledays?
IsthissimilartowhatMrs.
Lentineteachesus?

Dowehavetoanswerthe
questionsonourown?
Isthisatest?
Canweworktogether?

CanIreadonmyown?
Dowehavetoread
together?
Dowehavetowritethe
answerdown?

Canwereadthequestions
aloud?
Whatistheanswer?

Whatdoesthiswordmean?

Whatisanartifact?
Whatareartifact
detectives?
Arethesepicturesreal?
Areartifactsreal?
Domoreartifactsexist?

1015
minutes

foranyclarificationsuchasprovidinga
differentmeaningtoawordthatthe
studentsmightnotbeawareof.Encourage
participationandwelcomeanyanswer.

Artifactsonlyexistfromthe
ChicagoFire?

Aretheseartifacts
melted/destroyed?
Afterreadingthearticleintroducethe
activityofArtifactDetective.Explain

whatanartifactisandhowdetectivesfind
theseartifacts.Todayboysandgirlswe

aregoingtobeartifactdetectives.
Canwemakeaguess?
AlthoughIwasnotabletobringreal
WhatifIgettheanswer
artifactsfromtheChicagoFire,which
wrong?
wouldhavebeenprettyawesome,I

broughtsomeimages.Asdetectiveswe

mustfigureoutwhattheartifactis,whoit
mighthavebelongedto,andwhomight
Whatisthat?
haveusedit.Wearegoingtowork
CanIknowtheanswer?
togetherinourtableteamsandcomeup

withdifferentideasofwhatwethinkthat

artifactis.Wearegoingtoprovide

educatedguessesandanyguessisgood.

Someoftheseartifactswillbedifficultto

identifybecausewhathappenedtomostof

Chicagobecauseofthefire?(Answer)

Whathappenstoitemswhenfirehits
them?Sincethefiredestroyedeverything,
theseobjectseithermelted,changedshape,
orcolor.Sowemustpaycloseattentionto
certaindetailsoftheimage.Iamgoingto

giveyouahintboysandgirls,pay
attentiontothematerialoftheartifact,this

canhelpyoumakeaguess.Theimages

willbeprojectedontothescreenfroma
laptopthatwillbereadytogobeforethe

activity.Allowstudentswhohaveahard

timeseeingfromtheirdesktomovecloser Canitbeanything?
ifneeded.Remindthestudentsthatthey
Doesithavetobesomething
aregoingtobeworkingintableteams.
oldorwhataboutthingsfrom
today?
Projectthefirstpicture,andmodelyour

15
minutes

thoughtsaloudtoguidethestudentstothe
characteristicstheyshouldbelookingfor.
Takeanyguessesandoffercompliments.
Afteradequatetime,tellthestudentswhat
theartifactis.Discusswhereitcouldhave
beenfoundandwhocouldhaveusedit.
Forthefollowingpicturesfollowthesame
proceduresbutallowthetablestoworkon
theirownwithouttheteachershelp.Walk
aroundtoeachtableandlistentowhat
theyaresaying.Providefeedbackand
conversation.Makesuretowalktowards
thestudentswhorequirehintsandhelp.
Crouchdownattheirlevelandhelpthem
identifywhattheimageis.Onceagain
listenforguesses,comments,andthen
discusstheartifactoncetheansweris
given.
Thesiximagesareshownasfollows:
1:GlassMarbles
2:CeramicCups
3:Ironnails
4:Pearlbuttons
5:Pencils
6:Beads(Pauseandreview
someoftheadjectivesoftheartifactssince
theymightbeunfamiliartothestudents)

Afteridentifyingtheartifactscompliment
thestudentforbeingawesomeArtifact
Detectives.Nowthatwedidanawesome
jobasartifactdetectives,wearegoingto
gobackintime.Boysandgirlsletsgo
backintimetotheGreatChicagoFire.
Letsimaginethatitisafterthefireandwe
areartifactdetectiveslookingforartifacts
thatwereleftbehindfromthefire.Iwant
youtothinkofanartifactthatyouwould
find.Ontheworksheetinfrontofyou,I
wantyoutowriteyournameand
homeroomnumberfirstofall.(Pauseuntil
namesarewritten).Letsreadthe
instructionstogether.(Readtogether)In

CanIcolormypicture?
DoIwriteincomplete
sentences?

Isthisgoingtobeagrade?
Whenisthisdue?

CanIsharemines?
DoIhavetosharemy
artifact?
Doyouhaveanartifact,
teacher,thatyoucanshare?

thebox,boysandgirls,wearegoingto
drawwhatourartifactisgoingtolooklike.
Remembertheartifactsthatwetookalook
at?Howdidtheylooklike?Theircolors?
(Studentswillgivemultipleanswers).
Basicallytheartifactsdidnotlooknothing
likehowtheylookedbeforethefire.Soin
theboxIwantyoutothinkoftheartifacts
shapeandcolor.Whatdidthefiredotoit?
Nowletsreadthequestionsunderneath?
(Readtogether)Wearegoingtodrawour
artifactbutalsotellmealittleaboutit.
Someofourclassmatesmightnotbeable
toguesswhattheartifactisbecauseofthe
damagesotellusaboutit.Underneath
yourpicture,inthelinesprovided,tellme
whattheartifactis,whatisitmadeof,who
doyouthinkusedit,andwheredidyou
findit?Instructthestudentstobeginand
walkaroundastheywork,asking
questionsandcomplementingtheirwork.
Provideaidtothestudentswhousually
haveahardtimefollowingdirectionsor
requireassistancereadingthedirections.
Allowthestudentstocolortheirpictures
oncethewritingisfinished.
Onceeveryoneiscomingtoendwelcome
studentstosharetheirwork.Allowthemto
readaloudandcomplimentthemwithan
applauseaswell.Wrapupthelessonby
discussinghowartifactshelpussincewe
werenotaliveduringtheGreatChicago
Fire.MakeaconnectiontotheWater
Towerdowntownsincethestudentshave
readarticlesaboutit.Discusshowthisisa
greatartifactleftfromtheChicagoFire.

III.Assessment(Howdoyouknow?)
Assesslearning(productand/orprocess)
during
lesson
Encouragestudentstoselfassesstheirownlearning
Assesslearning(productand/orprocess)at
end
oflesson
Identifynextsteps/futurelessonsbasedonassessmentdata

FormativeAssessment:
Studentparticipationthroughoutthelesson.Observationon
whofollowsalong,participates,andanswersquestions.Observationsontheteamwork
ofeachstudentandtheircontributiontothediscussion.

SummativeAssessment:
ArtifactDetectiveworksheet

IV.InstructionalMaterials,Resources,andTechnology(What)
Whatmaterialswillyouneedinordertoteachthislesson?
Whatmaterialswillstudentsneed?
Pencil
Crayons
ArtifactDetectiveworksheet
TheGreatChicagoFireinformationaltextwithtextdependentquestions
Imagesofthedifferentartifacts
Laptop/projectortodisplaytheimagesforthestudents

________________________________________________________________________

UICSCOLLEGEOFEDUCATION
BAINELEMENTARYEDUCATION
LESSONPLANTEMPLATE

Teacher
StephanieGallardo
DateTaught: Wed.April9
Candidate:
NancyAvila
Cooperating
Teacher:

Mrs.Lentine

School/
District:

HayElementary/District299

Grade:

3rd

Field
Supervisor:

Unit/Subject:

AllaboutChicago
/Socialstudies

LessonTitle/
Focus:

Chicago
Neighborhoods

I.LessonRationale(Why?)

LearningGoalsandFocus(Whatstudentswillbeabletodo):
SWBAT

analyzetheeventsthatledtotheincreaseinimmigrantstoChicago.
understandwhyChicagoisknownastheCityofNeighborhoods.
learnaboutthreedifferentneighborhoodsinChicagoandtheirculturalimpact
analyzevisualposters
gatherinformationfromanoralpresenter
observeapresentationfromapowerpointandanoralpresenter.
differentiatefactfromopinion
understandhowcultureaffectsacommunityandawholecity
makeconnectionsbetweentheirneighborhoodandotherChicagoneighborhoods.
CommonCoreStateStandards:
CCSS.ELALITERACY.SL.3.2Determinethemainideasandsupportingdetailsofa
textreadaloudorinformationpresentedindiversemediaandformats,including
visually,quantitatively,andorally.
CCSS.ELALITERACY.SL.3.3Askandanswerquestionsaboutinformationfroma
speaker,offeringappropriateelaborationanddetail.
RH.68.7Integratevisualinformationwithotherinformationinprintanddigitaltexts
16.B.1a(US)Identifykeyindividualsandeventsinthedevelopmentofthelocal
community(e.g.,Foundersdays,namesofparks,streets,publicbuildings).
18.A.2Explainwaysinwhichlanguage,stories,folktales,music,mediaandartistic
creationsserveasexpressionsofculture.
TargetedAcademicLanguageFunction(e.g.identifyingmainidea,recordingmultiple
waystosolveproblems)
:
Analyzinginformation,observingvisualpresentations,understandchangesover
time,makeconnections,askquestions,understandtheimpactofcultures,
acknowledgethedifferentneighborhoodsthatexist,understandspecificvocab,
differentiatefactfromopinion.

TargetedAcademicLanguageDemands(Vocabularyeveryday,generalsubject
specificwords,andsubjectspecificwordmeanings/Syntaxorganizingwordsand
phrasesintostructuresgraphs,sentences,formulae).
Connections,immigration,culture,progress,neighborhood,historic,landmarks,
monuments,facts,causeandeffect,determination.ethnicities,traditions

II.InstructionalStrategiesandLearningTasks(How?)
Alignwithlearningfocusandstatestandards
Alignwithstudentlearningneedsofindividualsandwholeclass
Specifydifferentiationapproachesthatwillbeused
Alignwithstudentacademicdevelopment,social/emotionaldevelopment,
experiencesand/orinterests
Alignwiththelanguagedemandsofthislesson

Createaprogressionoflearningthroughwhichstudentscanmonitortheirown
progresstowardthelearningfocus

Time
[Estimate
timeto
complete
each
activity]

1015
minutes

LearningActivities

Whatlearning
activitiesdoyouhaveplannedforthe
students?Describewhatmay
transpireduringthescaffoldingof
thelesson.Howwillyouhookthe
studentsintothelesson?Howwill
youmodel,andprovideopportunities
forguided,shared,andindependent
practice?

Beginthelessonbydemonstratingthe
ChicagoFlag.Askthestudentstorefresh
yourmindonwhatallthesymbolsonthe
flagmean.Helpthestudentsiftheyare
strugglingorusehintsforthosethat
requirehelp.
Onceyouhavefinishedreviewingthe
symbolsontheflag,begindiscussingthe
eventsthatoccurredinChicagohistory.
Forthissection,theteachercaneitheruse
apowerpointorspeakorallydependingon
theclassthatispresent.Somechildrencan
learnbetterwhentheyhavevisualprintor
images,whileotherscanlearnfromanoral
speaker.
StartbyfocusingontheChicagoFire.
TheChicagoFiredestroyedmanystreets,
businesses,transportation,buildings,and
homes.ManypeoplebelievedthatChicago
wouldneverrecoverbutpeoplewholived
inChicagoweredeterminedtorebuildit.
Citizensworkedtogethertorebuild
everythingandhelpeachother.Architects
cametoChicagoandweredeterminedto
rebuildthecity.Theybegandesigning

QuestionsPosed
:What
questionsdoyouwanttoask
ofthestudents,andwhatdo
youanticipatetheywillask
/raiseastheirownquestions
andanswers?

Whatdothestarsontheflag
represent?
Whatdotheblue/white
stripesrepresent?

Whataresomeimportant
eventsthatoccurredin
Chicagoshistory?

WhatistheGreatChicago
Fire?
Whatdidthefiretodothe
cityandthepeoplelivingin
Chicago?

buildings,skyscrapers,schools.Soon
Chicagowasgrowingtobeabettercity
thanbefore.Pauseforanyquestionsor
comments.Complimentthestudentsand
alsoclearupclarifications.Thissection
willserveasabuiltuponbackground
knowledgeforsomestudentsandasa
refresherofinformationforothers.

Doweknowwhat
determinationmeans?
Whatarearchitects?
Whatwouldyoudo?Would
yourebuildthecityorjust
moveontoanothercity?

Whatisimmigration?

Continuediscussionwiththeintroto

immigration.Atthispointsomestudents
Arethetrainsthesameasthe
willnotunderstandwhatimmigrationis.
onestoday?
Teachershouldprovideadequate

explanationsandexamples.Pausefor
Whatothertypesof
students,askquestions,answerquestions, transportationswere
andtakeanycomments.Asnewjobs
available?
openedmanyimmigrantsbegantotravel

toChicago.Thereweretrainsthatwere

createdthatmadetransportationeasyfor
Whatdoesethnicities
peopletotraveltoChicago.Asimmigrants mean?
fromdifferentcountriesbegantohearof
Whydidfamilieswantto
thisnewcity,theybegantotravelto
movetoChicago?
Chicago.Manyofthemusedtrains.Many Wouldyoumoveto
familieswantedtoliveneartheirjobsso
Chicago?
theybroughtmorefamilyalong.Different
ethnicitiesbegantosettleindifferentparts
ofthecity.Theybegantoestablish

churches,schools,andalsobegantobring
theirownculturaltraditions.Pauseforany
clarificationsandcomments.

Continuewiththediscussionofhow

immigrationimpactedtheformationof
differentneighborhoods.Todaythereare Howmanyneighborhoods
differentculturalgroupslivinginChicago. doesChicagohave?

SouthSideishometomanyAfrican
Whatneighborhooddowe
Americans,thePilsenArea,whichwas
firsthometomanyEuropeanimmigrants, belongto?

isnowhometomanyLatinofamilies.
ThereisalargePolishpopulationasweas Doallthoseethnicitieslive

45
minutes

aChinesepopulation.EachofChicagos
culturalgroupshelpsmakethiscityagreat
andexcitingplacetolive.Finishthe
discussionbytakinganyquestionsand
commentsfromthestudents.Ifneeded,or
dependingontheclass,pauseandrecap
whatwassaid.

together?Whydotheylive
apart?

Showthemapofalltheneighborhoodin

Chicago.Askthestudentsiftheyhaveany

questions.Pointoutwherethestudents
neighborhoodislocatedanditsplacement
Whereismyneighborhood
amongmanyotherneighborhoods.
onthemap?
Introducethesecondpartofthelesson.
Todayclass,wearegoingtotakeafield

tripintheclassroomtothreeofthese

neighborhoods.Wewillbetravelingto
Whyareweonlygoingto
ChinaTown,LittleVillage,andLittle
thoseneighborhoods?
Italy.Wechosetheseneighborhoods
Whycantwetakeareal
becausetheyallhavedistinctiveand
fieldtrip?
popularculturesthatwewanttoexplore.

Theteachershouldalsoexplainthe
bookletthatthestudentswilluse.Students
Whatarewesupposedto
willgotothecarpetandpayattentionto
writeonthebooklet?
theoralpresentation.Oncethe

presentationisdone,studentswillreturnto
theirdesks,andwritedowntwofactsand

aninterestingideathattheylearnedfrom

thepresentation.Fordifferentiation,the

teachercandiscussthefactswiththe
Whatifweforgetthe
wholeclassandwritethemonthe
information?
whiteboard.Teachercanalsohave
Whatarewegoingtowrite
studentswritetheirownfactsonapostit
on/with?
andplaceitontheboardforotherstosee.

Thesedifferentwayscaninfluence
participationandincorporationofdifferent

facts.Teachercanalsowalkaroundwith

theposterjustincasethestudentsforget

someoftheimportantinformation.This

1015
minutes

willbedoneforthethreeneighborhoods.

Priortothislesson,teacherwillhavethe
Whatarethepostersfor?
costumesandpostersready.Theposters

willhaveimagesandcaptionswith
Howmanyfactsshouldwe
importantfacts.Thecostumeswillbe
remember?Whatifwedont
explainedandrepresenttheculturethat
remember?
existsinthatneighborhood.Theteacher

willchangeintotheoutfitwhilethe
Canyouwalkaroundwith
studentstransitiontothecarpet.Itisvery
theposterafter?
helpfultohavesomeoneelsepresentto

directthestudentswhiletheteacher

changes.
Whatareyouchanging
ThefirstneighborhoodwillbeChinatown. into?

Studentswillsitonthecarpetwhilethe
teacherorallypresentsandusestheposter
asavisual.Thepresentationwillinclude
Whataresomelandmarks?
theflag,language,location,history,
Dotheyallspeakthat
language?
landmarks,food,holidayandcultural
Doyouknowhowtospeak
outfit.Thestudentswillholdtheir
questionsandcommentsuntiltheend.At thelanguage?
Haveyoubeentothat
theend,welcomeanyquestions,
comments,andclarifications.Remindthe location?
Canwevisitthatlocation?
studentsthattheywillhavetoremember

somefacts.Thestudentswillreturnto

theirdesksandwritedownsomefacts.
Complimentanyoftheirfactsandclearup

datesorinformation.

Thesameprocesswillbedownforthe

nexttwoneighborhoods.Studentswill

explorethefactsstatedorallybythe
Arewedoingthisforall
teacherandaskanyquestionsattheendof
threeneighborhoods?
thepresentation.Teacherwillexplainthe

componentsoftheposteraswellasthe
Whatifwedidntfinishour
culturaloutfitthathe/sheiswearing.
booklet?
Studentswillreturntotheirdesksand

expressthefactsthattheycollected.

Teacherwillmakesurethatthebookletis

beingfilledaccuratelyandhelpany
studentswhorequireanextraexplanation.
Also,walkaroundwithanyoftheposters
forthosestudentswhodesireavisual.m
Onceallofthethreeneighborhoodshave
beenvisited,thestudentswillreturnto
theirdesks.Makesurethebookletsare
completed.Finishthelessonby
mentioningtheimportanceofallthe
neighborhoods.TodaypeopleinChicago
enjoyoneofthemostinterestingcitiesin
theworld.Peoplehereenjoysports,music,
stageshows,andmuseums.Thebusinesses
inChicagorangefromthehistoric
meatpackingindustrytohightech
computercompanies.Visitorsfromall
overcometothecitytoenjoyChicagos
sightsandsounds.Chicagohasa
remarkablehistory,andthecitycontinues
togrowandthrive.Welcomethestudents
toshareanyofthefactsthattheylearned.
Complementtheirparticipation.Allow
themtoaskanyfinalquestionsorshare
anycomments.Emphasizehoweven
thoughwehavehadnegativeandpositive
eventsinhistory,Chicagowasableto
growasagreatcity.Endthelesson,by
havingstudentssharewhattheythink
Chicagowilllooklikeinthefuture.

Whatdotheneighborhoods
doforChicago?

Whatiftherewerentany
neighborhoodsinChicago?

HowwillChicagolookin
thefuture?

III.Assessment(Howdoyouknow?)
Assesslearning(productand/orprocess)
during
lesson
Encouragestudentstoselfassesstheirownlearning
Assesslearning(productand/orprocess)at
end
oflesson
Identifynextsteps/futurelessonsbasedonassessmentdata

FormativeAssessment:
Studentsoverallparticipationandengagementwiththelesson


SummativeAssessment:
Thecompletionofthebooklet.Twofactsandoneinteresting
ideafromeachofthevisualposters.

IV.InstructionalMaterials,Resources,andTechnology(What)
Whatmaterialswillyouneedinordertoteachthislesson?
Whatmaterialswillstudentsneed?
Powerpoint
Neighborhoodposters
Culturalcostumes
pencils
ChicagoNeighborhoodsbooklet
Overheadprojector
Whiteboard
Postits


MAINLEARNINGOBJECTIVES
Studentswillbeabletorecognizetheimportanceofaflagandthemeaningbehindeach
symbolthatitcontains.
Studentswillbeabletoplacethemselvesbackintimeandunderstandimportanteventsthat
happenedintheircityshistory.
StudentswillbeabletoexplorehowdifferenteventshaveshapedthecityofChicago
Studentswillbeabletounderstandhowthepastaffectsthepresent.
StudentswillbeabletoexplorehowlifehaschangedovertimeinChicago,
Studentswillbeabletoincorporateliteracyandscientificthoughtsintohistoriccontent.

SOCIALSCIENCEILLINOISLEARNINGSTANDARDS
16.A.1aExplainthedifferencebetweenpast,present,andfuturetimeplacethemselvesin
time.
16.A.2aReadhistoricalstoriesanddetermineeventswhichinfluencedtheirwriting,
16.A.1bAskhistoricalquestionsandseekoutanswersfromhistoricalsources(stories,old
photographs,artwork,othervisualorelectronicsources)
16.A.2cAskquestionsandseekanswersbycollectingandanalyzingdatafromhistoric
documents,images,andotherliteraryandnonliterarysources.

COMMONCORESTATESTANDARDS
RI.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlyto
thetextasthebasisfortheanswers
RI.3.6Distinguishtheirownpointofviewfromthatofthenarratororthoseofthecharacters.
RI.3.7Useinformationgainedfromillustrationsandthewordsinatexttodemonstrate
understandingofthetext
RH.68.7Integratevisualinformationwithotherinformationinprintanddigitaltexts

CULMINATINGPROJECTASSIGNMENT
Studentswillassembleascrapbookthathasacomponentfromeachlesson.
Eachlessonwillhaveafinalassignmentthatwillbeaddedtothescrapbook.
ThescrapbookwilloverallholdthesymbolismbehindtheChicagoFlag.
Itwillbeworth15points(3pointsforeachpage)

FINALASSESSMENT
Thefinalscrapbookwillbegradedwitharubric.
Therubricwilloverallgivethreepointstoeveryassignment.(Fiveassignments)dependingon
anwhethertheassignmentisdoneproperlyandontime.
(PossiblePoints:3Everythingiscompleted/correctwork/turnedinontime2Everythingis
completed/someoftheworkiscorrect/notturnedinontime1Thereissomecompletion/no
workiscorrect/notturnedinontime0Notcompleted/notturnedinatall)
Ifoneormoreassignmentsaremissingthenpointswillbededucted.

TherewillalsobeasmallunittestthatwilltestthestudentsonallthesymbolsoftheChicago
Flagandwhateachonestandsfor.(Ex:WhatdothestarsontheChicagoflagstandfor?1st
star?2ndstar?3rd?4th?Whatdothebluestripesstandfor?Whitestripes?)

REVIEWOFRESOURCES

ChicagoFlag
Narratives
AllAboutChicagoScrapbook
WordWall
TimelineofEventsontheBulletinBoard

NarrativeofRebeccaWellsandherjourneytoFortDearborn
TChart
Paperforstudentstowritetheiropinionpiecepencils
Boardforteachertowritedownexampleandwhatisexpectedintheopinionpiece

Crayons
ArtifactDetectiveworksheet
TheGreatChicagoFireinformationaltextwithtextdependentquestions
Imagesofthedifferentartifacts
Laptop/projectortodisplaytheimagesforthestudents
Twoprimarysources(ImagesDifferentiatinginTime)
Questionstofollowtheobservationsandinferencesoneachimage

SmallpowerpointontheneighborhoodsofChicagoandhoweachsymboloftheflag
hascreatedthecityoftoday
NeighborhoodPosterswithdescriptionsandimages(Chinatown,LittleVillage,Little
Italy)
Souvenirs

 Passportswerestudentsrecordfacts
Costumesforeachneighborhoodthatdemonstratestheculturethatispresent.