Lesson Title: The Great Chicago Fire Author(s): Jayna McHugh



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Lesson Title: The Great Chicago Fire
Author(s): Jayna McHugh

Grade level: 1st
Time frame: 35 Minutes

Theoretical Background (Development, Learning and Motivation) Summary (2.000, 12%)

ACEI-2007.1



Age level development: Primary. The grade band I am working with is K-2, since this lesson focuses on the Great Chicago Fire, how it started, and characteristics of the city that helped the fire to spread so quickly, I believe this lesson will be best for 1st grade students.
Learning Theories/Developmental Stage Theories: Bruner- Discovery learning, spiral curriculum
Contextual Information:
Students will learn about the Great Chicago Fire, they will read a story about the fire, and then they will come up with some ideas as to how the city could have prevented the fire from spreading so quickly. This lesson will allow the students to learn about an important event that occurred in their hometown area and the ways in which this fire made the city change.


Standards, Big Ideas, and Objectives (Integrating and Applying Knowledge for Instruction) (2.000, 12%)

ACEI-2007.3.1



ISLS

16.B.1a (US)

Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).



3C Framework

D2.His.K-2

Generate questions about individuals and groups who have shaped a significant historical change.



COE Standard

A knowledgable, critical transformative educator



Assessment for Instruction (2.000, 12%)

ACEI-2007.4




Pre-assessment:

After reading the story about how the Great Chicago Fire started and spread so quickly, the teacher will ask students to recall factors that helped to start the fire and helped to spread it, she will list these factors on the board.
Summative Assessment(s):

The students will work together to create a poster that identifies the conditions that contributed in starting and spreading the fire, then they will list ways in which they could change these conditions so that the fire would not have started or spread so quickly. Partner groups will present their ideas to the class and explain why the improved conditions would be helpful.


Social Studies Curriculum Content (2.000, 12%)

ACEI-2007.2.4





Students will have knowledge about the Great Chicago Fire
Students will be able to identify conditions that contributed in starting and spreading the fire, and list ways in which they could improve these conditions.



Hook/Introduction (Active Engagement in Learning) (1.000, 6%)

ACEI-2007.3.4





The teacher will begin the lesson by reading the students a short story about the Great Chicago Fire, and emphasizing some of the poor conditions the city had at the time that contributed to the fire. After the story, the pre-assessment will be done, and then there will be a brief discussion about the fire and the conditions the students recalled from the story.



Learning Activities (Development of Critical Thinking and Problem Solving Skills) (2.000, 12%)

ACEI-2007.3.3




After the discussion, the teacher will put the students with their learning partners, and together they will pick one of the poor conditions, list ways in which it helped the fire start or spread, and then list ways in which they could have improved these conditions and why these newly improved conditions would have been beneficial in stopping the fire from starting or spreading.


Communication to Foster Collaboration (1.000, 6%)

ACEI-2007.3.5




Students will be working in partners to identify the poor conditions of the city during the Great Chicago Fire that contributed to starting the fire or spreading the fire, and coming up with ideas of how to improve these conditions and how they would be beneficial.



Lesson Closure (Active Engagement in Learning) (1.000, 6%)

ACEI-2007.3.4


The teacher will end the lesson by having the students present their posters, and then having a brief discussion about the different conditions that helped to start/spread the fire, and the improved conditions that students came up with and how they are helpful.



Differentiation (Adaptation to Diverse Students) (2.000, 12%)

ACEI-2007.3.2


Highly Proficient: Highly proficient students will be able to help other students, or they can choose to create a poster of their own, or add more information about the conditions that contributed to the fire and more information about how their improved conditions would be more beneficial.
ELL: ELL students will be partnered with another student that speaks English, and an aid will work with them to allow for better communication. They will both contribute to creating the poster, and presenting the poster, but the ELL student will have an aid to help them present the poster.
Hearing Impaired: Students that have hearing impairments will be able to participate in this activity the same as other students, but the teacher will either have to wear a microphone synced to their hearing device, or there will have to be an aid in the classroom that signs what the teacher is saying to the student. When presenting, the student will speak if possible, but if needed will sign their part of the presentation to the aid so that they can then say it out loud for others to hear and understand.


Resources to Support Development, Learning and Motivation (1.000, 6%)

ACEI-2007.1



-Poster board

-Pencils/pens

-Marker/crayons/colored pencils

-White board







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