Beruflich Dokumente
Kultur Dokumente
3. Art
7. Students will come to class the next day with some aspect of
bulling they want to fight and a symbol that represents that way
to them
8. Students will have a class discussion talking about their
symbols they have created and the meaning behind them
9. Students then will have the opportunity to make a physical
copy of their symbol on a freedom quilt
DAY 3
10. After students complete their physical quilt, students will write
a paragraph on how they want to fight bullying and the symbol
on their quilt that goes with that
11. If time students will each take thirty seconds to share their idea
and symbol with the class
Opening (Gaining Attention, what will you show, or demonstrate)*:
Opening activity will be reading the book, Sweet Clara and the
Freedom Quilt.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):
Students will share with the class the aspect of bullying they want to
stop in their school and the symbol of how or why they plan to do this.
This is an opportunity for students to show what they have learned
about how freedom quilts were used during the Underground Railroad.
students include all the criteria for each specific point in well thought
out answers than they will receive full credit. Answers need to be
meaningful and specific.
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
Students need to have background knowledge on slavery and vocab including abolitionists and slaves. They also need to know what bullying is
and what it looks like in the school.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Technology included in this lesson includes a smart board for showing students examples of historical freedom quilts.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson encourages students to problem solve in divergent ways by allowing them to identify a problem and then let them come up with a
solution on their own. They will then design a symbol to fight against this problem to share with others to raise awareness to the problem. This
way of problem solving is probably different than problem solving they have done in the past.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Students will know they have learned something when writing their ending paragraph and when sharing their symbol and meaning with the class.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and
language differences, etc.
To help meet the needs of all students, the expectations outlined on the rubric will be graded based on individual student skill. For example, based
on content vs grammar and punctuation and if I can tell a student tried their best.
Accommodations for students might include being able to work with a partner to write their paragraph and design symbol. This will help students
who will struggle with the writing component.
For students with cultural or language differences I will try to find a translation of the read aloud book in their L1 language. I will also let them
write their paragraph in their own language or will let them work with a student so that it is easier for them.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Sweet Clara and the Freedom Quilt by Deborah Hopkinson
http://www.history.com/topics/black-history/underground-railroad (history of the Underground Railroad)
http://pathways.thinkport.org/secrets/quilts1.cfm (history of freedom quilts and example of symbols used)
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf