Lesson+plan-Standards

Historical Understandings SS2H1 The student will read about and describe the lives of historical figures in Georgia history. a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

Music Standards: M2GM.9 – Understanding music in relation to history and culture a. Sing, listen, and/or move to music from various historical periods and Cultures (e.g., famous Georgia musicians). b. Describe how sounds and music are used in daily lives. c. Demonstrate appropriate audience behavior for the context and style of Music performed.

**Here is the Instructional Activity that accompanies the above standards.** **Attached to the activity is also the learning worksheet modified for students who are visually impaired**. PLEASE SEE FULL DOWNLOAD OF INSTRUCTIONAL ACTIVITY W/ MODIFIED WORKSHEET.



 Group H Created by: Curetarrah D. Witcher Reading Resources for Children with Disabilities February 25, 2012

 **Instructional Activity**


 * __Title: __**** __Famous Georgians Magnified!__ **

Elementary aged students, 2nd graders, adapted lesson for students who are visually impaired.
 * __Audience: __**


 * __Purpose: __** The purpose of this lesson is to introduce students who are visually impaired to the lives of famous Georgians by way of music, art work and text (Large Print & Braille).

Historical Understandings SS2H1: The student will read about and describe the lives of historical figures in Georgia history. a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

<span style="font-family: "Century Gothic","sans-serif";">Music Standards: <span style="font-family: "Century Gothic","sans-serif";">M2GM.9 – Understanding music in relation to history and culture a. Sing, listen, and/or move to music from various historical periods and <span style="font-family: "Century Gothic","sans-serif";">Cultures (e.g., famous Georgia musicians). b. Describe how sounds and music are used in daily lives. c. Demonstrate appropriate audience behavior for the context and style of <span style="font-family: "Century Gothic","sans-serif";">Music performed.


 * __<span style="font-family: "Century Gothic","sans-serif";">Learning Objectives/ Outcomes: __**

<span style="font-family: "Century Gothic","sans-serif";">1. Students should be able to use and identify famous Georgians. (Knowledge).

<span style="font-family: "Century Gothic","sans-serif";">2. Students should be able to summarize the text they hear and read (via Braille/ Large Text). (Comprehension).

<span style="font-family: "Century Gothic","sans-serif";">3. Students should be able to apply knowledge of famous Georgians by way of connecting sounds with images and concepts from text. (Applications).


 * __<span style="font-family: "Century Gothic","sans-serif";">Adaptations __**<span style="font-family: "Century Gothic","sans-serif";">:

<span style="font-family: "Century Gothic","sans-serif";">-Teacher will model closer to students that are visual impaired.

<span style="font-family: "Century Gothic","sans-serif";">-Place blind student's fingers on text and materials to allow them to feel instruments/objects used in lesson.

<span style="font-family: "Century Gothic","sans-serif";">-Teacher will use lager print for directions and reading · Hand out Braille worksheets

<span style="font-family: "Century Gothic","sans-serif";">-Use textbook on cassettes

<span style="font-family: "Century Gothic","sans-serif";">-Teacher will read the questions out loud to the class first and then be available to help students when they need help.


 * __<span style="font-family: "Century Gothic","sans-serif";">Materials Needed: __**

<span style="font-family: "Century Gothic","sans-serif";">Active/ Promethean Board

<span style="font-family: "Century Gothic","sans-serif";">CD/ Cassette tape player

<span style="font-family: "Century Gothic","sans-serif";">English textbook · Braille directions

<span style="font-family: "Century Gothic","sans-serif";">Text in Large print individual student text

<span style="font-family: "Century Gothic","sans-serif";">Large copy of the text: //Famous Georgians in History//

<span style="font-family: "Century Gothic","sans-serif";">Cassette/ CD: text on tape w/ all characters represented.

<span style="font-family: "Century Gothic","sans-serif";">One artifact representing each famous Georgian

<span style="font-family: "Century Gothic","sans-serif";">(President Carter an American flag, Ray Charles a mini piano, Thomas Dorsey a vinyl record, Dr. Rev. Martin Luther King Jr. a bible…)


 * __<span style="font-family: "Century Gothic","sans-serif";">Procedures (step-by-step): __**


 * __<span style="font-family: "Century Gothic","sans-serif";">Lesson Opening: __**


 * 1) <span style="font-family: "Century Gothic","sans-serif";">Teacher will begin lesson by having a discussion and giving “thinking prompts” to students about what it means to be famous (What does it mean to be famous/ have fame?, Do you know any famous people?, Would you want to be famous?, if so for what?...)

<span style="font-family: "Century Gothic","sans-serif";">She will define and spell out any terminology used that may be perplexing.


 * __<span style="font-family: "Century Gothic","sans-serif";">Lesson Body: __**


 * 1) <span style="font-family: "Century Gothic","sans-serif";">Teacher will then begin with stating (while displaying large print pictures of the following) that famous people come from all walks of life (focusing in on visually impaired famous people: Stevie Wonder, Helen Keller and Georgia’s own Ray Charles).
 * 2) <span style="font-family: "Century Gothic","sans-serif";">Teacher will then introduce the students to a very large copy (adapted for visually impaired students) of the text: Famous Georgians in History written by Sandra Swint, adapted and illustrated by Todd Alexander. She will pass out smaller copies of the text with large print for all students.
 * 3) <span style="font-family: "Century Gothic","sans-serif";">The teacher will engage the students by playing a small synopsis of music, or spoken word that pertains to each famous Georgian to be discussed.
 * 4) <span style="font-family: "Century Gothic","sans-serif";">Immediately after the teacher will show, on promethean or active board, a slide show of each famous Georgian and why they are famous. The slide show will have large script/ captions to be read aloud.
 * 5) <span style="font-family: "Century Gothic","sans-serif";">After the ending of the slide show, the teacher will then inform students that there are many famous Georgians that have left a legacy of great music, activism, historical contributions, and political power as a reference for future famous Georgians to come.
 * 6) <span style="font-family: "Century Gothic","sans-serif";">The teacher will play the text-on cassette, while pausing for questions/ comments.
 * 7) <span style="font-family: "Century Gothic","sans-serif";">The teacher will discuss the relevance of the music, activism, political action, or contribution of each famous Georgian in the text, during that time period. During the discussion the teacher will display and pass around one artifact that represents each famous Georgian.
 * 8) <span style="font-family: "Century Gothic","sans-serif";">Teacher will ask questions/ comments of students about the time period the famous Georgian became famous. The teacher continues to read aloud and the students follow along.
 * 9) <span style="font-family: "Century Gothic","sans-serif";">Teacher and students discuss the difference and similarities between everyday life then and now in reference to the famous Georgian contributors.


 * __<span style="font-family: "Century Gothic","sans-serif";">Lesson Closure __**


 * 1) <span style="font-family: "Century Gothic","sans-serif";">The teacher ends lesson with asking students if they can recall what artifact went with which famous Georgians in history? This leads teacher into the follow up/ assessment activity.


 * __<span style="color: black; font-family: "Century Gothic","sans-serif"; font-size: 15px;">LESSON FOLLOW-UP/ ASSESSMENT: __**


 * 1) <span style="font-family: "Century Gothic","sans-serif";">Teacher will give a verbal informal assessment pertaining to //Famous Georgians in History.//
 * 2) <span style="font-family: "Century Gothic","sans-serif";">Teacher will then give a formal assessment, modified for each student, an activity sheet where they have to match up the famous Georgians with artifact previously shared. Depending on the students’ needs the teacher will have Braille, large text, verbal pre-recording… to assist with the impairment.


 * __<span style="font-family: "Century Gothic","sans-serif";">LESSON RESOURCES __**


 * __<span style="font-family: "Century Gothic","sans-serif";">References for student and teacher use: __**

<span style="font-family: "Century Gothic","sans-serif";">Swint, Sandra. (2012). Famous Georgians in History. (MEDT 7465). University of West Georgia. Adapted by Alexander, Todd.


 * __<span style="font-family: "Century Gothic","sans-serif";">References for teacher use __**<span style="font-family: "Century Gothic","sans-serif";">:

<span style="font-family: "Century Gothic","sans-serif";">Batshaw, Mark L., M.D. (2002). Children with Disabilities. (Fifth Edition). York Pennsylvania: Paul H. Brooks Publishing Co., Inc.

<span style="font-family: "Century Gothic","sans-serif";">Friend, Marilyn; Bursuck, William D. (2002). Including Students with Special Needs. Boston MA: Allyn and Bacon A Person Education Company.

PLEASE SEE FULL ACTIVITY VIA DOWNLOAD.