KCAS: Social Studies 2.20 – Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
This will be accomplished as students identify and describe the 7 original Wonders of the World and connect these ancient contributions to cultures in today’s society.
C. Describe students’ prior knowledge or the focus of the previous learning.
The students have prior knowledge of the early civilizations that developed in the area known as the “Fertile Crescent”, such as Mesopotamia, Babylon, and Egypt. Students also have limited prior knowledge of places (natural and man-made) that are considered to be “Wonders”. The focus of the prior lesson in this unit was the 3 of the original 7 Wonders of the World.
D. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson.
There are at least 2 students in the classroom with IEPs. These students need the scaffolding to succeed in the regular classroom, but otherwise function well in the classroom setting. My CT demonstrated the use of scaffolding the learning of the entire class to accommodate the needs of her IEP students. I followed her lead and adjusted my lesson in a manner that would allow the IEP students to complete the assignment as effectively as the other students in the classroom.
“I can identify the original 7 Wonders of the World and explain their historical significance.”
Students will participate in a class discussion over the 7 Wonders of the World.
Students will complete the appropriate sections of their foldable.
Students will complete a Self-Assessment.
(Rubric will be used for scoring.)
Students will review the 3 Wonders we covered in the previous lesson.
Students will read/listen to the section from our book, Seven Wonders of the World.
Students will examine the illustrations of the 7 Wonders of the World in the book, Great Wonders of the World.
Students will view real-life photographs of the 7 Wonders via the iPad application for LIFE magazine.
Students will complete the corresponding sections of the “7 Wonders of the World” foldable.
Students will participate in a class discussion about the 7 Wonders of the World.
Prompting and cueing to promote participation in discussion.
Students will be read the text aloud by the teacher as part of the whole class.
Extended time as needed during the activities.
Activity instructions will be repeated and clarified for students when necessary.
Student will be reminded to stay on task and to be mindful of their behavior as necessary.
“Good morning everyone! Can anyone remember the first 3 Wonders that we covered on Tuesday?” Wait for responses from the students and prompt student participation if necessary. “That’s right! We discussed The Great Pyramid, The Hanging Gardens of Babylon, and the Temple of Artemis.” Show the class pictures from LIFE magazine of the Wonders we have already covered. Students will receive a Student Self-Assessment. Discuss your academic and behavior expectations for this activity.
Strategies and Activities:
Students will review the 3 Wonders covered during the previous lesson.
Students will view photographs of the previous 3 Wonders from the LIFE magazine, Wonders of the World.
Students will be given a Student Self-Assessment activity sheet.
Students will discuss the academic and behavior expectations outlined in the self-assessment.
Students will be given their “7 Wonders of the World” foldable that I took up after the previous lesson.
Students will listen to Chapters 4-7 from Seven Wonders of the World be read aloud to the class. I chose the Read Aloud strategy due to the fact that there are students with IEPs in the class, as well as unidentified students with low reading abilities.
Students will participate in an on-going class discussion about each of the Wonders as we read. The whole class discussion will be an effective strategy to get the students involved and engaged with the content and myself as a new teacher.
Students will examine the large colored illustrations by Richard Bonson from the book Great Wonders of the World.
Students will view real-life photographs of the 7 Wonders via an iPad application of LIFE magazine – Wonders of the World.
Students will complete the corresponding sections in their “7 Wonders of the World” foldable.
The student with the IEP will be provided with scaffolding to complete each task. The teacher will read the sections of the book aloud to the entire class as the students follow along in their own copies. Students will be given extended time when necessary to complete each section of the foldable. Teacher will remain in close proximity to the student so that the student can be reminded to stay on task and be mindful of their behavior if necessary. The directions will be repeated or clarified for the student as needed. Prompting and cueing may be used to promote student participation in discussion throughout the lesson.
After the students have finished reading/listening to the chapters from Carmella Van Vleet’s Seven Wonders of the World, they will complete their foldable. Each student will write facts and information that they found interesting about the Wonders inside the corresponding section of their foldable. Students will score their effort using the self-assessment.
As a class, students will discuss which of the seven Wonders they found to be most interesting and share facts from their foldable. Students will clean up their spaces and turn in their book and foldable as an exit slip. If time allows, we will preview the topic of the next lesson – the New 7 Wonder of the World and other modern wonders. I will inform them that I will see them again on Tuesday!
The summative assessment will be cumulative project at the end of the unit.
An example of the “7 Wonders of the World” foldable.