Lesson+2+Baltimore+Then+and+Now

Pictures and Student Work
 * Lesson 2: Baltimore: Then and Now**
 * Purpose: **The purpose of this lesson is to introduce students to the ways that one community can change over time. Baltimore will be used because many students have an understanding of the city, due to location.


 * Pre-assessment: ** The pre-assessment showed that students believed that natural disasters were the main cause of community change. Immigrations was not mentioned in any of the students’ pre-assessments.


 * Objective: **Students will be able to identify ways that Baltimore has changed in the last 100 years. Students will be able to connect the Great Baltimore Fire as a reason why the city changed. Students will be able to add information based on their understanding to a class web. Students will be able to make connections about Baltimore in the early 1900’s and today.


 * Assessment: **Students will be informally assessed based on the class web we create together. Participation will be noted to ensure that quieter students share their ideas. Students will be formally assessed based on a writing assignment that requires students to write an informational “postcard” highlighting two examples of how the city Baltimore used to be and 2 examples of what Baltimore is like today.

Topic A. ** Individuals and societies change over time sources and biographies. similar, current images, such as, photographs of modes of transportation and communication. Materials: **- lap-top - LCD projector - PowerPoint presentation - book: __Perry’s Baltimore Adventure__ by Peter E. Dans - Kidspiratation document - 2nd grade full story paper - Postcard requirements on chart paper
 * MSC: Standard 5.0 History
 * Indicator 2.** Describe people, places and artifacts of today and long ago
 * Objective a.** Gather and interpret information about the past from informational
 * Objective b.** Collect and examine photographs of the past and compare with
 * 

- Create PowerPoint presentation - Write out expectations/requirements for postcard - Pre-writing worksheet
 * Preparation: -** Pre-read __Perry’s Baltimore Adventure__


 * Technology:** The laptop and LCD projector will be used for this lesson. Also a kidspiratation web document will be created and projected to organize the classs thoughts on ways Baltimore has changed over time and reason why.

1. Welcome students back from mathematics.
 * Procedures: **

2. Direct students to clear their desks and to sit at the front of the room on the rug.

3. Set the stage: “When you think about Baltimore, what comes to your mind?” ~10 seconds think time. Think-pair-share, //pull sticks.//

4. Begin the PowerPoint presentation. Ask clarifying questions to provoke thinking as students are looking at pictures of Baltimore and the Great Baltimore Fire. “What do you think it would have been like to live in Baltimore after the fire? How have you seen Baltimore change from looking at these pictures? What might have caused these changes?”

5. Have students stand, and without talking – shake it out, for ~30 seconds. Have them return to sitting on the rug and read __Perry’s Baltimore Adventure__.

6. Send students back to their seats and complete the web using the program kidspiratation. Use clipart shapes when appropriate. Add bubbles from the changes in Baltimore to show the reasons why those changes happend.

7. Ensure equity. Ask clarifying questions if necessary.

8. Stack and pack.

Day 2 -

1. Welcome students back from math.

2. Have students DEAR for ~12 minutes.

3. Review the web we created the previous day in social studies.

4. Introduce the post card activity. “We are going to make postcards to send to Perry, the bird.”

5. Review the requirements on chart paper. A picture from the past and a picture from the future, a greeting, a topic sentence, two detailed sentences about Baltimore’s past, two detailed sentences about Baltimore’s current state, a closing and signature.

6. Circulate to answer questions.

7. If time allows, have students share their postcards with the class. If not, have students turn them in.

Adaptations for students with special needs **: This lesson will be adapted based on the special educator’s believes is appropriate. My ideas are: ZG and KL will join the class during for the read aloud and any other part seen fit. KL will have his postcard written in orange marker for him to trace. He will be required to add 4 thoughts on past and present Baltimore which will be converted into complete sentences. KL will draw his own picture that shows Baltimore (or a city) in the past and Baltimore (or a city) in the present time of 2010. Extension for early finishers **: Students who finish early will be given the choice to add items (trees, cars, light posts, lakes) to Walterberg [renovated town: Lesson1] or to DEAR quietly. Multicultural considerations: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">When discussing immigration through the Baltimore Harbor, different cultures can be explored and current immigration will also be mentioned and discussed if time allows. Homework: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> No homework will be assigned for this lesson. Analysis: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Differentiation: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The retriever reading group will each be given a printed copy of the web created on day one of this lesson in order to complete their postcard successfully on day 2. They will also receive printed ½ sheet of the requirements in the form of a checklist to ensure that all parts of the writing assignment are met.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The entire class earned their participation points for their ability to complete a class web using Kidspiratation. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">21 out of 24 students earned an //independent// grade on the post card. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">3 out of 24 students earned a //with assistance// grade on the post card activity.

Day 1: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Classroom behavior was much better than the day before. I was pleased to see this because I knew that Mrs. Peterson was keeping observation notes (see attached). · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I was happy with the simplicity of the PowerPoint presentation I created to introduce Baltimore, Then and Now. The pictures were perfect and were easy for students to understand. While learning about the Great Baltimore Fire, I was able to integrate mathematics by having a student compute the year of the fire to the current date. The mathematics equation required subtraction using renaming [an essential second grade math skill]. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In between the PowerPoint presentation and the read aloud I planned for students to have 45 seconds of “shake out” time. They stood up and wiggled without speaking. This was successful because it refocused students prior to reading __Perry’s Baltimore Adventure.__ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">While reading __Perry’s Baltimore Adventure__ students were engaged. I should have re-read the story prior to sharing the story with the class. There were some names that were tricky to pronounce and I felt stupid when I wasn’t sure how to read “Beauregard,” Perry’s father in the story.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Reflection: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This lesson started successfully with a review of the Baltimore, Then and Now PowerPoint. Together the class and I used Kidspriatation to make a web showing how and why Baltimore has changed over time. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students were able to use the web that was created to complete their informational postcard. Some students were able to come up with their own ideas while others used ideas on the web. The web was a great way to incorporate technology. I was happy with how it worked. I was nervous about the spelling and typing without spell check in front of the students. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The postcards were colorful and informative. Students were successful with this activity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Day 2 **

Back to Rationale