“Washington D.C.: Then and Now” Lesson Plan
Exploring the Washington Monument
Situating the Lesson:
This will be one of the first lessons in the unit. Students will only have their prior information about the city that they currently live in. This will be their first lesson introducing the various monuments of Washington, D.C.
Methods of Inquiry:
Students will be asked and have a chance to ask questions before and during the reading of the storybook. While the students are illustrating their own monument, the teacher will circle the classroom and ask students about their drawings to gauge their understanding of a monument and its purpose.
Instructional Goals:
Students will be able to answer questions about George Washington and the Washington Monument. Students will demonstrate their knowledge of the purpose of monuments by designing one of their own.
Essential Questions:
What is the purpose of a monument?
What are some monuments here in D.C.?
What is the significance of the Washington Monument?
Standards:
From the 3rd Grade Social Studies DCPS Standards- 3.1: 3. Identify and locate major monuments and historical sites in and around Washington, DC (e.g., the Jefferson and Lincoln memorials, Smithsonian museums, Library of Congress, White House, Capitol, Washington Monument, National Archives, Arlington National Cemetery, African American Civil War Museum, Anacostia Museum, Vietnam Veterans Memorial, Iwo Jima Memorial, Frederick Douglass House, Mary McCleod Bethune House, Wilson Building, and Mount Vernon). (G, P)
Instructional Materials:
-Meet George Washington by Patricia A. Pingry
-3 computers
-5-6 informational book on Washington, D.C.
-markers
-construction paper
-Washington Monument template (20 copies)
-dry erase board and marker
Set Induction:
The teacher will bring out a “mystery box” and ask the students to figure out what they think is inside. The teacher will let students raise their hands and ask yes or no questions about what is in the box. The teacher will write on the board the questions that receive a yes. This way, the class ends up with a list of clues as to what is in the box. The item in the mystery box will be a miniature version of the Washington Monument.
Procedures: Have students gather on the rug
a. Ask and discuss:
i. What is a monument?
ii. Why do people make monuments?
iii. What are some monuments around here?
iv. What do you know about the Washington Monument?
b. Read the book Meet George Washington aloud to the class.
c. Break the class up into four groups (counting off by fours) and give each group a question about the Washington Monument to research. Tell students that they will have 5 minutes and can use either the computer or one of the D.C. informational books in the class. The four questions are:
i. When was the monument built?
ii. Who designed it?
iii. How tall is the Washington Monument?
iv. How many steps are in the Washington Monument?
d. When the students return, let each group share what they discovered. Each group should also share what method of research they used to get their answer.
Assessment/Closure:
Students will demonstrate their knowledge of the purpose of a monument by creating their own. The teacher will explain to the students that they need to choose someone who they admire and would like to make a monument for. Students can choose to use the Washington Monument template, or construction paper to make their own. As students design their own monument, the teacher will circle the class and ask students about their monument and ask them to describe the purpose of a monument. The teacher will display the students’ creations throughout the classroom.
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I really like the idea of this lesson. Particularly, I really enjoy the idea of having students create their own monuments. How much time do you plan on spending discussing with the students the purpose of creating a monument? As creating their own is the assessment, I think spending some time on this concept is important so they students can make the most of their monuments. I think as a minor addition to your assessment, since you will be displaying the monuments around the class, rather then simply asking them to describe the purpose of the monument, perhaps asking them to write a brief paragraph describing the monument, what it's for, and what it means, so that you can hang those paragraphs with the monuments so when people walking into your classroom, they read about the creations. But I think you've got a really great lesson here that would be a good way to start a unit on DC by opening with one of the most iconic sights.
ReplyDeleteJenna I think that your lesson is great! You have so many different aspects built into this lesson that it is sure to keep the students engaged. I like that you move them around the classroom plenty of times, making sure that they are with you as a class. The read aloud is a great addition that will be fun for the students to hear too.
ReplyDeleteI am thinking that when students are sent to research their questions that they might need more guidance if they are to use the computer. I am with 4th graders and they are not too educated at using the computer. So maybe you also give them some the idea to go to google and give them ideas of what to put in. I just think that some extra kind of guidance is needed here.
I also like that you have them creating their own monuments and having them explain its significance. I think that by doing this, the students will better understand how important monuments are and their purpose.