We the People 2007: On the Move for the Pursuit of Happiness!

Presented by: Julia Iannello

Subject Area(s):

Visual Arts
K-12: Science
Grades K-4 History
Historical Understanding

Grade Level(s):

3rd-4th Grade

Description:

After reading the book The Great Migration based on narrative paintings by Jacob Lawrence, students will do their own reading, writing and creative presentation about migrating populations and the pursuit of happiness. This lesson is intended to reinforce literacy skills using print material, personal interactions, and visual material. This lesson also focuses on creatively expressing a migration which students will choose. This lesson will be in collaboration with the art teacher.

Goals & Objectives:

Instructional Goals:

· Students will learn about migrations by accessing information efficiently and effectively.

· Students will understand impact of migration on lives, cultures and populations.

· Students will present their understanding of information in a creative way.

Learning Objectives:

Students will visit each of the three literacy workstations and locate the information needed to learn about migrations.
Students will write a 1-2 page journal entry reflection on their own thoughts and feelings about how migration has an impact on lives and how migration relates to the pursuit of happiness.
Students will create a work of fine art (any medium) that will depict a migration of their choice.

Motivational Goals:

To promote importance of empathy and understanding of migrating populations through information gathering.
To build students’ confidence in literacy skills.
To stimulate students’ interest in creative expression.

Materials:

Day 1:

Brief Lecture, Read Aloud, Discussion, Brainstorm, Whiteboard

Day 2&3:

The Great Migration on display so students can flip through it if needed

Whiteboard with brainstorm ideas from previous class time.

Literacy stations with appropriate material (will be 2 of every station to accommodate all students)

Computers/headphones

Day 4:

Visit from Art Teacher with discussion

Easels and other ways to display student artwork

Procedures:

Day 1:

Go over vocabulary in The Great Migration, make sure students know what migration is, and lecture briefly about the time period and historical context, give brief book talk to introduce the book.
Read The Great Migration, show illustrations of paintings while reading.
After reading, let students ask questions or make comments.
Discuss The Great Migration with students; open discussion about what it means to leave your home, families and lives for the pursuit of happiness and better way of life. Discuss what the ‘American Dream’ means.
Brainstorm all the reasons why populations migrate (can be animals too, not just people). Brainstorm what ‘happiness’ means to students collectively.

Give brief overview of the project students will be doing in the library and with the Art teacher in the coming days.

Day 2&3:

· Day 2: Go over the task and assignment with the class. Explain that there will be three literacy stations set up throughout the library. At each station the student must sign in and access all information available.

Ø One station will be for reading; students will read other pieces of literature about different kinds of migrations. Literature pieces will include; scientific accounts of animal migrations, poetry, journal entries, newspaper articles, and short stories.

Ø Another station is a listening literacy station. At this station headphones will be supplied, and students will listen to firsthand accounts of migrations. These firsthand accounts will be anything from Jewish people fleeing Nazi Germany to local community members who have taken time to record their own stories of migrating from other parts of the country or world. While the students are listening, the computer in front of them will have viewable images pertaining to what the student is listening to.

Ø The third station will be for writing; students will need to record their own thoughts about migration and what it means to them or what they felt while listening to The Great Migration. Students should reflect on what the pursuit of happiness or the American dream means to them. Students can write in any style they choose (poetry, paragraph, free form, bulleted lists etc).

· Teacher Librarian will do a demonstration at each literacy station. Students are required to visit each literacy station, and must do the writing literacy station last. (There may be duplicate stations set up to accommodate all students).

· Checklist for task/lesson will be handed out and explained in detail.

· Students may begin using the literacy workstations.

DAY 3: Students will continue to visit all workstations. When finished they will notify the Teacher Librarian.

Day 4:

· Once all students have finished workstations and their reflective writing, their Art teacher will visit the library and discuss forms of expression. The same day (or week) students will go to Art class and will work on their creative artwork about migration. Students will be given 1-2 art classes to complete.

· The student artwork will be hung and spotlighted around the library and in collaboration with the Art Teacher; the library would host an art opening.

Assessment:

Learning Assessment Method(s):

• There will be a sign in sheet at each workstation, Teacher-Librarian will know if someone missed a workstation. TL will also monitor students at workstations to make sure they are accessing information in the correct way, and will be available to answer any questions.

• Each student will have their own journal to write in at the writing literacy station (which is last station to visit). The Teacher Librarian will read and comment on all journal entries and hand back to the students by the end of the lesson.

• Teacher Librarian and Art teacher will evaluate all student artwork at the end of the lesson. Teacher Librarian and Art teacher will meet with each student individually to discuss their technique, the meaning and scope of their artwork and will assess if the student understood the importance of the lesson.

Supporting Files:

Iannello_IST_663_IM_PACT_Lesson_Plan_On_The_Move_Job_Aid.doc
Iannello_IST_663_IM_PACT_Lesson_Plan_On_the_Move_Journal_Entry.doc

Standards:

National Information Literacy Standards (K-12)

Uses information accurately and creatively

Organizes information for practical application.
Integrates new information into one's own knowledge.
Produces and communicates information and ideas in appropriate formats

Appreciates literature and other creative expressions of information.

Derives meaning from information presented creatively in a variety of formats.

Recognizes the importance of information to a democratic society.

Seeks information from diverse sources, contexts, disciplines, and cultures

Information Skills and Subskills (K-16)

Planning

Creates a general framework for organizing information found
Identifies potential formats for presenting results

Exploration

Explores range of information resources

Collection

Locates relevant information within selected sources
Stores information for potential future use

Presentation

Selects most appropriate format for communicating results
Presents results