The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.

2. Have the class go into their groups and examine the time-lines and walk around to each group with the diorama. Leave it for 10 minutes with each group. Have each group write down what they see and what important information from this can they and will they use. Remind them to also write down any questions or concerns that they might have.

3. Give the class 30minutes to do this. Walk around and guide students in their examination and discussions. Have students share their findings and questions. First let students answer and help each other. Then, give feedback and any additional help and information. 20minutes<br />At this time show the class your time-line and ask if based on what we have discussed and learned about a time-line would they add anything else? What parts and features are needed to create a time-line and diorama?<br />15minutes<br />Have students now start thinking about their own time-lines and ways that they are going to present their information and what symbolizes their person.<br /> Independent/Group practice:<br />Brainstorming<br />Materials:<br />Blackboard/Easel <br />Time-lines<br />Teacher Diorama and pictures of an array of dioramas<br /> Summary/Evaluation/Homework:<br />Choose students to explain what was learned today and what their responsibilities are involving this project.<br />Verbal- group discussions and answers to the questions, based on what we have discussed and learned about a time-line would they add anything else? What parts and features are needed to create a time-line and diorama?<br />Ongoing research and memorizing of information<br />Lesson Four (this part is completed the week prior to having your wax museum)<br />Objective-Students will be able to read, write, listen, and speak for information and understanding using the information that they researched about their African-American.<br />Introduction/Motivation: <br />Explain to students that we will be completing and practicing their work this week.<br />Go over what is expected from each group. <br />Lesson Development/Guided Practice:<br />Based on how the speeches were given, students comfort zone and abilities, groups were differentiated.<br />Lower levels will show their created time-line with one important fact and an illustration of the contribution drawn on it. These students will set themselves up to be a human time line of important African Americans (this is how the math standard is integrated by applying mathematics in real-world settings). Students will be dressed up like their person. <br />Students that know the information, but are unable to remember it comfortably will be reading Did You Know? Cards about their important African American. Students will be dressed up as their person.<br />High/Mid-levels will memorize a speech and dress up as their person and be a wax figure that talks (gives information about their contribution) when prompted by a parent. This prompt is given by the parent stepping on a foot print in front of the waxed figure that reads, step on foot to listen to… (This group will also help with the time line students).<br />The week before the wax museum students who are doing the speeches and did you know cards work in groups of two practicing, while the teacher works with the lower level and or struggling students.<br />On the last two days students with speeches stand in front of their class and practice. They also go to other grades two practice saying their speech in front of other classes. <br />While this is going on students are completing and putting their finishing creative touches on their time-lines on oak tag paper. The time lines are also practicing lining up in sequential order and knowing their information.<br />Students with Did You Know? Cards are practicing in groups of two.<br />During our dress rehearsal week there are open discussions about what these contributions did for our country as well as for the African Americans of today.<br />Independent practice:<br />Standing in front of their class and practicing their speeches.<br /> The time lines practicing lining up and knowing their information.<br />Students with Did You Know? Cards are practicing in groups of two<br />Materials:<br />Blackboard/Easel <br />Computers<br />Classroom library<br />Index Cards<br /> Summary/Follow-up/Evaluation/Homework:<br />Students reciting their speeches from memory<br />Time-lines<br />Fluency in which students are able to articulate and illustrate their information<br />For homework students are asked to write a paragraph reflecting how they felt about this project and how would the world be different if their person did not have the courage, drive, or motivation to keep going.<br />Overview of the last week before our performance<br />Students are in their groups as mentioned in the prior page. The Power-point groups are working with my close guidance Monday-Wednesday. I will also be circulating the room in 10minute increments’ with a clip board that has the students name, project and rubrics so that I can monitor the progress and know where they are and how to guide them that day or the next. Wednesday-Thursday, I will step back from my Power-Point students and work more with the other groups circulating, guiding, and encouraging. Students still working on dioramas will be directed to make sure they have all the materials that they need to complete their project. If any other materials are needed that will have to be purchased, made, copied, and/or found by Thursday. Students who have mastered and finished their project will be assigned to guide and encourage other students. Friday will be our wrap it up day and we will invite other classes to see our Dress Rehearsal for Saturday night’s performance. We will be doing in class (only our class) rehearsals Wednesday –Thursday.<br />If we need more time for any reason parents would have been notified that we would be having a Saturday morning dress rehearsal so we can have a trail run and complete anything that needs more attention. <br />Our Show to Parents and Grades K-3<br />Our show was a great success!!!! Our Dioramas were placed throughout the auditorium as a historic walk through of the struggle and successful contributions of African- Americans. Students wrote a brief description of their diorama on an index card for our audience to read as they viewed their work.<br />The auditorium was made into 3 sections. Each section had open doors so that our viewers could easily flow from one room to another. The first room was labeled the time-line room. Students were dressed as their person and held their information in front of their chest, lined in sequential order according to their birth-date. This birth-date was located at the center of their 24 by 16 piece of chart paper.<br />Once our viewers were finished in our Time-Line room they went to our DID YOU KNOW room that was decorated with questions marks. Once in here they would step on the foot prints and the student would be prompted to say, “Did You Know that…’. Students were also dressed as their person in this room.<br />Last, but definitely not least, our spectators reached our third room entitled, Historic African-American Wax Sculptures. In this room students were posed in ways that went with their person. An example of this was Jackie Robinson. The student was posed in a batting position and when someone would step on the foot prints the student would be prompted to stand and talk about himself using the information researched if he was Jackie Robinson alive and well. The students would go back into the batting position to signal that he was finished.<br />After this parents were able to have refreshments and watch our Power-Point mixed with pictures of the class preparing for this project. This was also presented by the students. <br />All of this will be saved and used for when the students graduate from 6th grade. Student projects will be showcased throughout the school.<br />Assessment Overview<br /> Students will be assessed on their knowledge of their African –American and their contribution to our world’s history, their presentation style (power-point diorama, time-line clothes…), and being able to work well in a group. <br />Students will be given a time timetable of when they are expected to know their speech from memory. This tool will be used to assess the student’s progress and help the teacher identify the students that require additional assistance and or are not putting in the time or effort into the project. These students will work during recess and other periods ELA, Social Studies, and Math (for the time-line).<br />Students will also be assessed on their ability on giving a speech from memory. A student developed rubric was created prior to their speech. This was made so expectations were known and understood. Also, I find that students take ownership when they are guided and/or created the rubric.<br />The teacher and each student will be given a check list to keep them engaged in the speech. Each time the presenter of the speech says: Their person’s name, 2-4 important contributions of the African- Americans, their date and place of birth and if they are deceased or alive, they checked it off their list.<br />Presentation Rubric will be student made to motivate and enhance student ownership of their work and understanding of what is expected of them.<br />The group rubric will be a teacher developed rubric and was reviewed and put on each <br />students’ desk. There will be a poster on our wall stating how students are to work in groups and on computers. These rules would have been actively used since September and recited by a different student before our group/computer w<br />Teamwork4Pairs/Groupworked as a team and followed our group rules by using quiet group voices, respecting each other, and staying on task3Pairs/Group worked as a team in most aspects, but had to be reminded to use their group voices.2Pairs/Group attempted to work as a team, but were off-task and had to be redirected at times1Pairs/Group did not show any signs of teamwork skills. They had to be constantly directed back on task and to use their group voices.<br />Teamwork Rubric<br />Speech Rubric<br />4 Exemplary<br />Followed model shown in class<br />Spoken in complete sentences<br />Speaks fluently, clear, and projects voice<br />States 4-5 fact, 1-2 of those facts detailing their contribution to our world’s history<br />Dressed as their person<br />Written neatly<br />3 Competent<br />Followed model shown in class<br />Spoken in complete sentences<br />Speaks slowly, as if uncertain and does not project voice, but speaks clear<br />States 4-3 facts, 1-2 of those facts detailing their contribution to our world’s history<br />Dressed as their person<br />Written neatly<br />2 Emerging<br />Attempted to follow model shown in class<br />Sentences are not complete when spoken<br />Speaks slowly, as if uncertain and does not project voice and voice is not clear<br />States 2-1 facts, 1 of those facts detailing their contribution to our world’s history<br />Dressed as their person<br />Written neatly<br />1 Needs Assistance<br />Did not follow model shown in class<br />Sentences are not complete when spoken<br />Speaks slowly, as if not practiced and does not project voice and voice is not clear<br />States 1 fact, but the 1 fact is not a detail about a contribution to our world’s history<br />Dressed as their person<br />Not written neatly<br />TIME LINE RUBRIC<br />4 Exemplary<br />Followed model shown in class<br />Complete sentence/sentences<br />One important fact written<br />Illustration is drawn and colored in neatly and relates to their accomplishment<br />1-2 spelling errors<br />Written neatly<br />3 Competent<br />Followed model shown in class<br />Complete sentence/sentences<br />One important fact written<br />Illustration is drawn and colored in neatly<br />3-4 spelling errors<br />Written neatly<br />2 Emerging<br />Attempted to follow model shown in class<br />Few sentences are complete <br />A fact is given, but it is not an important one<br />Illustration is drawn but not colored in neatly and /or does not relate to their accomplishment<br />5-6 spelling errors<br />Written neatly <br />1 Needs Assistance<br />Did not follow model shown in class<br />Sentences are not complete <br />A fact is given, but it is not an important one<br />Illustration is drawn but not colored in neatly, and does not relate to their accomplishment<br />7 or more spelling errors<br />Writing is not neat <br />Power-Point Presentation Rubric<br />4321ContentContent isaccurate andinformation ispresented in alogical order.Content isaccurate but someinformation is notpresented in alogical order, but is still generallyeasy to follow.Content isaccurate butinformation is notpresented in alogical order,making it difficultto follow.Content isquestionable andinformation is notpresented in alogical order,making it difficultto follow.Slide CreationPresentation flowswell and logically.Presentationreflects extensiveuse of tools in acreative way.Correct numberof slides.used..Presentation flowswell. Tools usedcorrectly.Correct numberOf slides. Overallpresentation isinterestingPresentation flowswell. Some toolsused to showacceptableunderstanding.Correct numberof slides.Presentation isunorganized.Tools are not usedin a relevantmanner. Lackingin number ofslides.Slides transitions enhance presentationClip Art usedTransitions aresmooth andinteresting.Transitions and clip art enhance thepresentation.Smoothtransitions areused on mostslides. Some clip art is used.Very fewtransitions areused and/or theydistract from thepresentation. No clip art is used.No transitions or clip art is used.Technology ConnectionComprehensiveuse of technologyis apparent.Acceptableunderstanding ofTechnology.Littleunderstanding ofTechnology.No understandingof technology<br />Diorama<br />CATEGORY 4 3 2 1 Required Elements The project was done by the student. Pertains to the time frame studied. Requirements are exceeded. Required elements are met. Some of the required elements are not included on the poster. Several required elements were missing. Use of Time Good use of time. Could tell student took time to ensure project was professional and attractive. Used time ok. Focused on getting the project done and not especially concerned about attractiveness of project. Could tell time was not used well. Project either looks hurried or unfinished. Did not take time to do the project with thought and concern. Content - Accuracy Many details and facts are accurate and displayed on/in the project. Accurate facts are displayed on/in project. Some facts are accurate others are not. Facts are not accurately displayed on/in the project. Mechanics/neatness The project is exceptionally neat. Capitalization and punctuation are correct throughout. There are 1-2 errors in capitalization or punctuation. Project could use some cleaning up. There are several errors in capitalization or punctuation. Project needs to be neater. There are more than 5 errors in capitalization or punctuation. Project was thrown together. Originality/CreativitySeveral of the objects and materials used in the diorama reflect an exceptional degree of student creativity in their creation and/or display. Several of the objects used in the diorama reflect student creativity in their creation and/or display. The graphics, objects, materials are made by the student, however they do not enhance their project or show creativity. No graphics, objects are materials are made or used by the student.<br />Dr. Martin Luther King Time-line Graphic Organizer Example<br />1929Born on January 15, in Atlanta, Georgia1948Graduates from Morehouse College1953Marries Coretta Scott1955Earns a doctoral degree1956Dr. King's house is bombed1958Dr. King publishes his first book, Stride Toward Freedom1963Dr. King gives his quot;
I Have a Dreamquot;
speech at the Lincoln Memorial in Washington, D.C.1964Dr. King is awarded the Nobel Peace Prize1968Dr. King is assassinated in Memphis, Tennessee1986Martin Luther King Jr. Day is declared a national holiday in the U.S.<br />5WChart Graphic Organizer<br />Name-----------------------------------<br /> Who Name of their personWhat 2-4 Important factsUse tally marks each time you hear an important fact.WhenTheir date of birth and Death if they passedWhereTheir place of birthHowHow did they make their contribution possible<br />5 Fact Check List<br />To be used by the class while students complete class presentation/dress rehearsal <br />Name-----------------------------------<br /> Name of their person2-4 Important factsUse tally marks each time you hear an important fact.Their date of birthTheir place of birthAlive or deceased(died) <br />Contributions Diorama <br />Rosa Parks-Freedom to sit where you want on public transportation<br />Martin Luther King- Desegregation <br />Time-line Pictures<br /> INCLUDEPICTURE quot;
http://www.itasca.k12.il.us/peacock/6team/peel/timeline_projects/african_american/page01big.jpgquot;
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http://www.liberatemedia.com/wp-content/uploads/2008/07/timeline-for-benjamin-franklin.gifquot;
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http://www.timelinemaker.com/graphics/images/samplecharts/CivilWarBattlesFlag-Large.jpgquot;
MERGEFORMATINET <br />Wax Museum pictures that were handed out to the class.<br /> INCLUDEPICTURE quot;
http://thedestinationcenter.com/images/tourimages/72498800_1202841364.jpgquot;
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http://cdn.everyjoe.com/files/2007/10/notorious-big-wax.jpgquot;
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http://www.starhotspot.com/wp-content/uploads/2009/01/obama_wax_03_wenn5233545.jpgquot;
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http://t2.gstatic.com/images?q=tbn:ANd9GcSQoD4NBm4I31WkokR6LNekey2R9NvYPT9nUQk5TlTvJbqc6D2gnUdG_coquot;
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http://t0.gstatic.com/images?q=tbn:ANd9GcSE-YCkipugUSVERsYptbFbgZcmlSpytqxs04tdZ3Icj2Hwkl6tlM--ewquot;
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http://t3.gstatic.com/images?q=tbn:ANd9GcRMO-aaZxV-FahTx6sAkAl0H3J070bCM-uDSBFt7xWzucQRwueQolvAQDWdquot;
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http://t3.gstatic.com/images?q=tbn:ANd9GcTTHPeymuzhIb3nkMVy0OSlkRwbwGh8fshPQ3zdgkmxmV5WDzIht4sGLJMquot;
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http://www.universalexports.net/007news/wp-content/uploads/2008/10/wax.jpgquot;
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http://english.peopledaily.com.cn/200601/13/images/0112_D68.jpgquot;
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