ED 345 Calvin College Lesson Planning Form

Teacher:
Ms. Gilliland
Presentations (3 days)

Date: 11/17/15

Subject/ Topic/ Theme: Poster and

I. Objectives
What is the main focus of this lesson?
To create a poster using the research they found about their tribe
How does this lesson tie in to a unit plan? (If applicable.)
This is bringing together everything they have learned and worked on and creating something to
represent it
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Create a poster that represents the information they gathered on their tribe
Work together in creating a poster that is organized
Present the information they researched clearly, loudly and succinctly
CCSS.ELALITERACY.W.3.7
Conductshortresearchprojectsthatbuildknowledgeaboutatopic.
CCSS.ELALITERACY.W.3.8
Recallinformationfromexperiencesorgatherinformationfromprintanddigitalsources;takebriefnotesonsourcesandsort
evidenceintoprovidedcategories.
3 P4.2.2 Participate in projects to help or inform others.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Groups location and biome of tribe

Research for homes, clothes, crafts and natural resources for their tribe
How to organize a poster
Presentations
Posters

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Rubric
Options for Language/Symbols
Writing on their poster
Options for Comprehension
Rubric
Presentations
Presentation notes

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Group work
Poster making
Options for Expression
Poster making being creative!
Options for Executive Function
Rubric self-grading

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Poster making
Group work
Options for Sustaining Effort &
Persistence
Group work keeping each other
accountable
Options for Self Regulation
Rubric
Taking notes during presentations
Responding to presentations

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
5
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Paragraphs
Poster boards
Construction paper
Scissors (and fun scissors)
Glue
Native American pictures for each tribe
Map sheets
Crayons
Example poster
White board
Magnets (to hold up example poster)
Presentation note sheets
rubric
Students will sit with their assigned groups for the project
For presentations, students will be at their desks.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Day 1: Explain to students that this is the last week of our project! Tell them youve
seen them work hard on this and you want to see them do that this week too. We
will be working on our posters today, and the last day we will present them to the
class! Tell students you are excited to see what they create.
Tell the students to take out their rubric. Explain that this rubric tells them
everything they need on their poster. It also tells how many points each part is. To
get the full points, they need to make sure they get everything on the rubric.
Day 2: Tell students that they will have a lot of time to work on their posters today,
but that you want them to finish their posters during this time.
Day 3: (earlier in the day, give students about 15 minutes to practice their
presentations).
Have the order or presentations written on the board. Start out by telling students
that were going to present our posters now! Show students the order on the board,
and tell them that this is the order were going to do our presentations in.
Pass out presentation note sheets to each student. Tell students that they need to fill
this out for every presentation. Show them how there are five sections. They will
write the tribe for each section and then take the corresponding notes. After each
presentation, we will share 3 things that we liked about the presentation or the
poster, or something that the group did well.
Start the presentations helping the groups put up their poster and telling which
group is next after they are done. After each group, allow students to ask questions.
Then have 3 students share what the liked.

30

Developm
ent

Day 1: Model how to make a poster for the class - Put up a poster board on the white
board for all the students to see. Tell students that each group is going to get a
poster like this. Explain that you are going to show them the main things that you
want for them to put on their poster, but that you arent going to put everything on
it or make it look very nice because you want them to be creative and put what they
want on their poster! Tell them that you are giving them a lot of freedom to make
the poster what they want it to be.
Ask students to read what it says first on their rubric (name of tribe). Tell students
that they must include the name of their tribe somewhere on their poster. Make it
big! For example, write Cherokee (a tribe not being studied by a group) on the
poster in big letters at the top. Tell students that the tribe name needs to be
somewhere easy to see.
Ask students what the rubric says next (location of tribe). Ask them what they think
that means (where the tribe lives). Tell students that this also needs to be
somewhere easy to see. Write Location: Great Plains underneath Cherokee on the
poster. Tell students that they can put it wherever they want, and this is just an
example. Then, hold up a map sheet. Tell students that this is a small version of the
map of American in their Native American packets. Ask students if they remembered
when we colored in all the different biomes and labeled the tribe. For their poster,
they need to do the same thing for their own tribe. They will color in the biome their
tribe lives in and then write the tribe name near the space they live just like the
packet. Tell students to use their packets to help them! Paste the map sheet
underneath Location on the poster. Tell students the map sheet needs to be with the
location on their posters.
Ask students what the rubric says next (Label each category). Explain that this
means all their paragraphs need to be labeled. So say that you have a paragraph
written about homes. Hold up a sheet of paragraph paper and pretend its about
homes. Ask students what they might label this paragraph on their poster (Homes).
Paste the paragraph on the poster and paste and small sheet of colored paper that
says Homes above it. Tell students that all their paragraphs need to look like this.
The paragraph should be cut out, meaning that they all will be different sizes
depending on how long they were or how big the writing was. Paste 3 other
paragraph papers to the poster and paste labels above them: Natural Resources,
Crafts/Weapons, and Clothes.
Explain to students that this is what their poster should look like, except a lot better!
Tell them that you have pictures for each of their tribes that they can choose to put
on their poster also. They dont need to make it look just like this poster, and they
can rearrange things the way they would like. Tell students that if they have any
questions, to ask you. Also, tell students that they need to first organize their poster
before gluing anything, and make sure the while group agrees. Before they glue
anything, they must get it checked by you!
Tell students to get out their scissors and cut out their paragraphs first. Have them
take out their glue. Show them where the fancy scissors are if they want to use
them for other things and show them where the construction paper is.
Allow students to work on their posters for about a half an hour. Pass out map
sheets and tribe pictures to each of the groups and tell them that they can use as
many of the pictures as they want. Walk around the room, checking with groups to
make sure they are on track and helping them with anything they need.
Day 2: Tell students that if they get done with their poster, they need to practice for
their presentation tomorrow! Explain the presentations will not be long, and that
they do not need to worry about them. But they need to practice so that they can do
a good job. Tell students that they will not be reading their paragraphs to the class.
Instead they need to pick just a few important facts from their paragraphs to share

with the group. Since you did the research, it shouldnt be too hard for you to
remember. They can glance back at their paragraph to help job their memory.
Tell students that they need someone to introduce the tribe, and someone to explain
the location. And they need to figure out how they want to end their presentation.
Give students about a half an hour to forty minutes to work on their posters and
practice their presentations.
Day 3: Pass out presentation note sheets to each student. Tell students that they
need to fill this out for every presentation. Show them how there are five sections.
They will write the tribe for each section and then take the corresponding notes.
After each presentation, we will share 3 things that we liked about the presentation
or the poster, or something that the group did well.
Start the presentations helping the groups put up their poster and telling which
group is next after they are done. After each group, allow students to ask questions.
Then have 3 students share what the liked. Take a picture of each group with their
poster!
Day 1: After the 30 minutes, tell students to wrap up whatever they are working on.
Give each group a paper clip to fasten anything on their poster that isnt glued or
ready yet. Collect the posters. Tell students to clean up their space and put things
away and then go back to their seats to be ready for the next lesson.

Closure

Day 2: After the 30 minutes, tell students to wrap up whatever they are working on.
Collect the posters. Tell students to clean up their space and put things away and
then go back to their seats to be ready for the next lesson. Tell students that they
will have some time earlier in the day to practice their presentations again.

Day 3: Congratulate students on their hard work! Tell them that you were blown
away by what they did! Ask them to take out their rubrics. Tell students they are
going to grade themselves first. This wont be their final grade, but it is good
practice. Go through each one as a class, and have them put down the scores they
think they deserve (for example, the first one is name of tribe. Write how many
points you think your group got for this)
Your reflection on the lesson including ideas for improvement for next time: