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A. STANDARDS:
- Academic
Standards
| Social Studies SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization,
voluntary exchange, productivity, and price incentives to illustrate historical events.
a. Describe opportunity costs and
their relationship to decision-making across time (such as decisions to send expeditions to North and South America).
b. Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops
to grow and products to produce).
c. Describe how specialization improves standards of living (such as the differences
in the economies in the New England, Mid-Atlantic, and Southern colonies).
d. Explain how voluntary exchange helps both
buyers and sellers (such as prehistoric and colonial trade in North America).
e. Describe how trade promotes economic
activity (such as how trade between the colonies and England affected their economies).
f. Give examples of technological
advancements and their impact on business productivity during the development of the United States (such as the steamboat,
the steam locomotive, and the telegraph).
SS4E2 The student will identify the elements of a personal
budget and explain why personal spending and saving decisions are important.
English Language Arts ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation
of a variety of literary and informational texts. a. Relates theme in works of fiction to personal experience. b. Identifies and
analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating
and convincing evidence from the text. g. Identifies similarities and differences
between the characters or events and theme in a literary work and the actual experiences in an author’s life. (Informational Text) b. Identifies and
uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams,
illustrations). d. Identifies and uses knowledge of common organizational structures
(e.g., chronological order, cause and effect). e. Distinguishes cause from effect in
context. f. Summarizes main ideas and supporting details. g. Makes perceptive and well-developed connections. h. Distinguishes fact
from opinion or fiction.
ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
The student a. Reads a variety of texts and incorporates new words into
oral and written language. b. Determines the meaning of unknown words
using their context.
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context
and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre
expectations, audience, length, and format requirements. b. Writes texts of
a length appropriate to address the topic or tell the story. c. Uses traditional
structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and
answering a question).
ELA4W3
The
student uses research and technology to support writing. The student a.Acknowledges information from
sources.
ELA4W4 The student consistently uses a
writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently
and resourcefully. b. Revises selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text. c. Edits to correct errors in spelling,
punctuation, etc.
ELA4LSV1 The student participates in student-to-teacher,
student-to-student, and group verbal interactions.
SpEd – same standards ESOL- same standards Gifted- same standards | - Character
Traits Addressed : (Respect, Responsibility, Caring, Honesty, Resiliency) | Responsibility- Learned through playing a vital role in the economy Respect- Learned through how ethical business and earning respect can boost your business Honesty-
Learned through ethical practices in trade and bartering Resiliency- Learned through although
economic times were tough in different eras, through perseverance, we came back
Per Georgia Character Education Law Official GA Code 20-2-145 citizenship, respect
for others, cooperation, diligence, perseverance
(Law states courage, patriotism, citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect,
self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride,
respect for the environment, respect for the creator, patience, creativity, sportsmanship, loyalty, perseverance, and virtue)
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3. Art Standards:
| Drama TAES4.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature,
and electronic media TAES4.2 Developing scripts through improvisation and other theatrical methods TAES4.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments TAES4.4 Designing and executing
artistic and technical elements of theatre TAES4.5 Directing by conceptualizing,
organizing, and conducting rehearsals for performance TAES4.6 Researching cultural and historical information
to support artistic choices TAES4.7 Integrating various art forms, other content
areas, and life experiences, to create Theatre TAES4.8
Examining the roles of theatre as a reflection of past and present civilizations
| 4. Gifted Standards | Standard: Curriculum Planning & Instruction 1 (CP&I1)- The local education agency (LEA)
employs rigorous and relevant curriculum K-12 to accommodate the range of academic and intellectual needs of gifted learners. .2 The curriculum enriches, extends, and accelerates learning in gifted learner’s areas
of strength.
Standard: Curriculum
Planning & Instruction 2 (CP&I 2)- The LEA employs diverse and effective instructional practices to address the learning needs
of gifted learners. .1 Teachers intentionally incorporate differentiation
of content, process, product and/or learning environment into daily practices in order to appropriately challenge and maximize
engagement of gifted learners. .4 Teachers use a variety of research-based instructional
strategies.
Standard: Learning Environments 1 (LE1)- the LEA requires
learning experiences which foster personal and social responsibility, multicultural competence, and interpersonal and technical
communication skills for citizenship in the global environment of the 21st century. .1 The curriculum includes interdisciplinary real world learning experiences which incorporate advanced research
and communication skills. .2 Resources designed to specifically address the
needs of gifted learners, including critical and creative thinking, problem-solving activities, and social and self-awareness,
are incorporated into the curriculum.
Standard: Programming 1 (P1)- The LEA provides a full continuum of options to meet the demonstrated needs of K-12 gifted
learners in academic areas, the arts, and career technical education, services are comprehensive, structured, sequenced, and
appropriately challenging. | 5. Technology Standards | From the Georgia Department of Education K-8 NETS-S Scope and Sequence Vilma add | B. RELATIONSHIP TO SYSTEM / SCHOOL IMPROVEMENT PLAN: | Fourth grade students will increase achievement in Social Studies from 65% meeting or exceeding
standards at the end of the SY 2010 to 70% meeting or exceeding standards at the end of SY 2011 as measured by the CRCT.
Students will use available technology to build a
strong research and writing foundation and strengthen fluency in language arts. These technology resources will include Classworks,
Star Reading, and Mavis Beacon typing. | C. UNIVERSAL CONCEPTS: (Systems, Relationships, Change, Balance) | Balance- How does each role a person plays affect the economy? (Good
Essential Question) Relationships- How does a relationship a seller has with a buyer affect their
business? (Good Essential Question) (From Cathy’s Universal Concepts list) Form- What are the important components of a personal budget? Causation- What positive and negative consequences do economic choices create? What
is the impact of opportunity costs on the choices made by the producer or the consumer? What effects are seen when a consumer spends or saves? Change- How does trade
create growth in a community? How does specialization work to improve community
structures? How does trade promote economic growth in communities? What effects do new technologies have on businesses? Connection- How does the system
of pricing (incentives, changes, fluctuations) affect the behaviors and choices of consumers?
| D. FOCUS STATEMENT: (What is to be learned so deeply
so as to last forever?)
| Students will be able to explain and illustrate considerations in balancing key economic
forces operating at national, local, and personal levels | E. SIGNIFICANT QUESTION:
DEEPENING
QUESTIONS:
| How do we balance our needs and our wants?
What is the relationship between needs and wants, supply and demand? | F. MASTERWORK: How it is introduced and Experienced: | Alfred Douglas' Purchase of Manhattan Island
by Peter Minuit, 1626.
http://www.thebeadsite.com/FRO-MANG.html
Use Arts-Based Strategy (ABS) Tableau with SS taking places as in the painting,
then, when tapped, telling their thoughts…… | G. ENGAGEMENT/ ART-BASED STRATEGIES/ ACCOMMODATIONS: | Below are indicators of engagement. Insert letter of section where this engagement is
occurring. Affiliation | Choice | Affirmation | Authenticity | Novelty | Meaningful | Challenge | Enjoyment | Interest |
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Accommodations:
| H. ORIGINAL CREATION: (for the entire unit w/rubric for assessment)
| “Let’s talk about money” sets the students into multiple groups based around different
social studies time frames/people groups and has the students create plays illustrating key economics standards.
(attached) The students go through a step by step process of play writing to have an end result of a skit that involves demonstrating
mastery of the standards and provides performance assessments based on a pre-made rubric (attached). | H. REFLECTION/ ASSESSMENT: (Basic
- What
did I actually observe? What did I learn? How did I learn it? Higher - What inferences am I drawing? What important standards did I master? How might
I apply what I learned to something very important? How would I teach this better to others? ) | A – Student reflection – Students will be given a 10-question survey
with closed and open-ended responses. The survey will determine how the individual student felt about the
topic, working in a group, and the end product. The survey will be modified to accommodate special education
and ESOL students by using either providing a reduced number of questions, using picture icons such as a smiley/sad faces
to express opinions, or multiple choice questions. Modifications will be based on the academic or level
of English of the student.
B
– Performance Assessment - The skit that the groups create will be assessed based on a
rubric that will determine the mastery of the theater and writing standards that are most important to the product.
Groups may also be assessed on the actual performance of the play, but the points on the rubric will either be modeled
or the rubric will be given to the students before the performance. All ESOL and Special Education students
will receive the rubrics before the script writing and performances begin. An instructor will go over the
rubric with the students as a part of their accommodations.
C – Writing Prompts- Students will respond
to two of four different writing prompts during the project. What two prompts they respond to will be determined
by their academic abilities. 1- Describe the playwriting process in
detail. Pay special attention to sequencing and word choice. ELA4W1.c, ELA4R1.d, Bloom’s Taxonomy Knowledge
Level
Special Education: The teacher should verbally guide students
though the playwriting process. The teacher will list on the board the steps that they used while in the
class. Using both visual and verbal prompting, the students and teachers should be able to develop a class
list of the steps. The teacher can also have premade pictures or simply sentences that state
the steps needed to complete the play writing process and the students can put these pictures or steps in order.
This can be done as a group, or this can be done as an individual assignment.
ESOL Evaluation/Post lesson activity – After the lesson and skit have been completed,
the ESOL students will be asked to explain the steps that they used to create the skit. Students with a higher language level
will be required to use certain target words (first, next, then, etc.) in order to describe, and then write 3 to4 paragraphs
explaining the process. Those with more limited language skills will be asked to draw pictures illustrating the sequence of
the steps of the process. If possible these students will write a sentence to go with each picture. ** This activity may also be used by higher level special education students.
Gifted: The class instructor will locate a local director
at a small theater willing to give a 15-30 minute interview via phone conference. Gifted students will
work together to come up with a list of interview questions specifically targeting plays and their structure as viewed from
the eyes of a director. Students will write an appraisal of their own plays based on the suggestions from
the director and write not only about the playwriting process as they experience it, but also modify their original process
for improvement. LE1.1
1- For your birthday, you have been given $100 to spend
on whatever you want. When you get to the store, you find new running shoes for $50.00, blue jeans for $75.00, CD’s
for $10.00 and a new Play Station for $90.00. What would you buy and why?
ELA4R1.a, Bloom’s Taxonomy Application and Evaluation Levels (Modify for Spec Education student by reducing the total
dollar amount or the number of items to choose from. No modifications necessary for Gifted. ESOL student
will be given cut out pictures from sales ads to help in decision-making process.) 2-
Read a play created by another team. Describe and either draw or construct a
stage set for the play. ELA4RW.b, ELA4R1.d, TAES4.4, LE1, Bloom’s Taxonomy Application
and Synthesis Levels (Special Education students will have the play read to them if developmentally appropriate.
They may draw a stage setting for the play. ESOL students may also have the play read to them, but
they will have the same options as gifted students with writing modifications for the ESOL students if they are LEP. Both
may either draw or construct.) 3- Read your play. Tell
how two characters from our time would have acted differently. Bloom’s Taxonomy Analysis Level (Streamline this for ESOL by allowing them to rewrite
a small portion of the play with themselves as the main characters, or in a small session present the scenario to them as
a group and let them discuss it aloud.) | I. ACTIVITIES & INQUIRY CENTERS: (Supported by the deepening questions. Include accommodations, reflections,
products and rubric for evaluation of product) | Main Classroom Activities
– Extending the ArtsNOW ‘Playwriting’ Ignite Guide
Instructional Steps & Procedures
Title: Let’s Talk about Money
Skill/Arts Discipline: • visual arts • theater (performance)
Level: Elementary
About the Strategy
Description: “Let’s Talk About Money” sets the students into multiple groups based around different
social studies time frames/people groups and has the students create plays illustrating key economics standards.
(attached) The students go through a step by step process of play writing to have an end result of a skit that involves demonstrating
mastery of the standards and provides performance assessments based on a pre-made rubric(attached)
Instructional Steps
Objective: Students create skits with the theme of economics, involving 2 real life people in their social
studies texts, appropriate dialog, accurate settings, and costumes and props to match the time frame.
Materials: Poster Boards- Post it notes- Markers- Social Studies reading material
Procedures:
1. INTRODUCE the vocabulary and concepts the students are required to know. Follow the standards
and have the students explain what they believe each vocabulary word means. You can excite the students by having them act
out or play a version of charades involving those vocabulary words. ESOL students can become the ‘stars’ at this
point by sharing their movements from the vocabulary dance activity. Gifted students can use an unabridged dictionary
to determine the origin of certain words with common root words, prefixes and suffixes. As Word Detectives,
they can share with the class by finding and printing clip art that represents what they discovered.
2.Then, break the students up into 6 groups that involve the
following: Native Americans, Early Settlers, Sons and Daughters of Liberty, Gold Miners, Abolitionists, and Suffragists.
Try to aim for shared pairing of high, medium, and lower leveled students for this activity. At this point, ESOL students should
be paired with another student for the research activity. The higher language level student can work with an English speaking
student who is a little more advanced than themselves. The beginning language level ESOL student should be paired with the
higher level students in the group. That way they can participate in the activity without feeling threatened by their language
deficit. Make sure that the Gifted students are not leaders of the groups if this is not their area of strength.
They can always serve as an expert in research without leading the entire group. Also be sure to
monitor how the work is shared in the group and who is in charge of delegating the load. It would be a
good idea to assign roles to group members based on characteristics of the students in addition to academic abilities.
3. Present this scenario to the groups: “You are living
in the time of the ____________________________. Choose one of these situations and write a simple
play. Brainstorm, plan, write, edit and then perform the play for the class.” Remind students that the focus of the
play should include one or more elements of the following a. How opportunity
costs affected decision-making across time b. How price incentives affected behavior
and choices c. How specialization improved their standard of living d. How voluntary exchange helped both buyers and sellers e. How trade promoted
economic activity f. How inventions impacted business
The students are then given a character worksheet that is
to be completed for each character in the scene. This should be completed based on research for the timeframe
the group has been given. The worksheet should include the following: Give each character a:a. Name b. Age c. Occupation d. Short biography, including political
views and role in the economics of his time. e. Distinguishing characteristics (physical
or personality) 2. Put the groups together. As a group
briefly describe the relationship between the characters. 3. In one or two
sentences describe what is happening in the scene.
Have the group brainstorm what kinds of discussions happened when these issues were being discussed among the characters.
How would a suffrage character feel about specialization, was it before or after specialization happened, what made
the southerners push for taxes on some items and not others, why? (Note: the scenes
need to be a ‘snapshot” of an issue. Stress B/M/E, problem and a solution.)
4. The students will have different colored post-it notes.
Red, Green, Blue, Yellow, and Orange. Instruct the students to research the following aspects: Setting-what are some possible
settings given your timeframe? i.e. field, church, meeting house, political location, persons house, etc., Theme/Moral- what was acceptable
in your timeframe, what moral aspects played a role for characters in this timeframe, what was the moral climate of the time, Characters –
who were major characters of the timeframe, how would they have carried themselves, what kind of language did they use
(formal vs. informal), Dialog – how would they have spoken to each other, would they have spoken directly to each
other, how did they address each other, etc., Costumes, and Props- what was appropriate attire during their assigned time period, what items had been invented,
and what had not, what did they look like. Relationship – the students should note why each of the characters are in the scene
together, shopkeeper/shopper, co-politicians discussing a cause, opposing sides discussing an issue, etc. This
will allow them to begin to develop the purpose or objective of the scene. Each of these 6 ideas will be written on the different
colored post it notes. The teacher should model the terms and using the colored post-it notes and storyboard first by using a common
children’s show or movie as the example in order to provide background knowledge to Special Education
and ESOL students. Monitor the groups’ abilities to find the correct information in their social
studies texts using the Table of Contents and the Index. If the text does not provide the proper information
to the groups, bring in non-fiction books from the school library or allow students to research their topics in an online
children’s encyclopedia. Allowing students to print pictures for different elements will be helpful to place on their storyboard. The
gifted student can demonstrate searching and lead the group to pull out the correct information from the outside sources. As they complete the
sections, have the students place the post-it notes on their story boards. This will give them experience with a story board
and the feeling of a drawing board/rough draft.
5. The students will then as they create more ideas
and information, begin to piece it all together. Allowing the students their freedom to create their skits will help. The students should
also be given ample time to develop the script with checks by the teacher to make sure that the objective of the script is
communicated to the audience. (This should be a familiar concept to them,) The ESOL student can use their creativity to help
with props and costumes if they are not able to contribute a huge amount of writing and language to the project. This helps
them to feel successful, as well as using their talents successfully. Those who are able to help verbally can leave the difficult
writing portion to the other student, while still contributing to the finished product. It would be best to allow them to have
a copy of the rubric so they know what is expected of them. As they are working it is important to monitor and help them,
but do not try to write or influence their script writing. If students have never written a script before, give them a shell with
the basic components (characters, setting, acts, etc etc). The students will have been exposed to script writing in Drama throughout the year, however,
scriptwriting requires a level of consensus among the group. Assigning roles will help everyone know what
needs to be done. Role should include but are not limited to: Director, Playwright (the
group can choose one person to actually write the script), Researchers, Costumer, Prop Master, and Scene Designer.
6. Instruct students, once they are done writing the script, to read the script aloud in
their group. The group should have predetermined who the actors would be and who the director would be.
Allow them time to lay out how they want the scene to go and allow the director to take the role. Give
students should be given rehearsal time on/in the performance space. The gifted student can do this if reading is their strength.
As they read the script aloud, they are to edit it for grammar, punctuation, and word choice mistakes.
Once they have edited the script, they can do a round-table reading for practice. The students can add some presentation
time in the beginning to tell what the setting, costumes and props would be or they can be given time to make them.
7. ONCE the students have all created their plays, allow
them time to perform them. Giving each student an individual grade is important, but allowing group discussion about the projects
usually is more helpful. Setting rules that require students to apply the rubric to their own presentation, and to others - giving two positive comments, one “I
might have changed this” comment, and then one more positive comment leaves for less hurt feelings. Make sure that those
ESOL students who contributed in a different way from the norm are still held accountable on a rubric as well. It may need
to be modified to “fit” what they are able to do, but they still need to feel that the accountability is required.
It is always good
to ask the group after their performance how they feel they have addressed each point in the rubric. Guiding the students
to the understanding that the group project represents everyone’s work and that they cannot blame any weakness on a
certain person may be necessary to alleviate and “it was his fault” dialogue.
INQUIRY CENTER #1A – SpEd in Self-Contained Classroom/ SpEd in Regular Classroom
Special Education activities/Preview activity
in Special Education
Classroom: Reader’s Theater The teacher will introduce
the key vocabulary: personal spending, supply and demand (more of the unit vocabulary words to be listed here). The teacher
will read, Alexander Who Used to be Rich Last Sunday by: Judith Viorst. Discuss with students that
Alexander is having a difficult time saving his money and how needs to set a budget for himself. Ask students
what they like to save their money for? Then hand out teacher-made copies of a Reader’s Theater that
uses Alexander Who Used to be Rich Last Sunday as the story line. Students are assigned parts based
on his/her reading ability. Then the students practice their parts and create student costumes based on
his/her character. This can simply be done with paper and sentence strips to be worn on his/her head or
it can be sign around his/her neck. Students can perform the Reader’s Theater to other students in
different classes.
Resource:
Perhaps review the description of the ‘Tableau’ Arts-Based Strategy
INQUIRY CENTER #1B - SpEd in Regular Classroom The
1A activity is repeated in the regular classroom, with Special Education students playing a leadership role, using their prior
experience doing the activity. Also, this is a good activity to ask students how the process of performing a Reader’s
Theater can be like script writing. Teacher can lead the class in filling in a Venn diagram to showcase
how they are alike and different.
INQUIRY CENTER #2A – ESOL in (Pull Out) Classroom
ESOL Additional activities/ Preview activity in ESOL classroom: Vocabulary Dance Using attached list of essential terms for this lesson, students will use music and role
play to make the word easier for them. This activity will help the students to pronounce, define and use the words in a sentence.
The teacher writes each word and its definition on a note card. (If necessary, definition can be written in native language.)
The word cards are scattered on the floor with the word side up. Music (perhaps music with a cultural significance) is then
played and students walk around the room until music stops. At this point, they may be standing on a card. They then pick
up their card, say it, read it’s meaning, and use it in a sentence. They each practice this activity with the other
students. They then each develop a movement or gesture they feel represents the meaning of that word. (Be sure you have modeled
one for them, to help them feel comfortable with the activity). Each student then says their word and definition. Other students
repeat this information. Then the student will share the movement that they have developed to go with the word, along with
other movements suggested by other students, until there is agreement on the movement that best captures the meaning of the
word. The other students copy this movement. This is then repeated by other students until all of the words have been introduced.
*
Resource: Perhaps review the ‘Vocabulary
Dance’ Arts-Based Strategy
INQUIRY CENTER #2B – ESOL in the Regular Classroom The activity is repeated in the regular classroom,
with ESOL students playing a leadership role, using their prior experience doing the activity. This activity may also be helpful
with your special education students.
INQUIRY
CENTER #3A
– Gifted in the Regular Classroom Focus: Research Gifted students will research the period of time assigned to their group using paper and online resources
in order to create a “Culture Board” to present to their group. Resources can include but are
not limited to encyclopedias, websites and non-fiction books. The board will share details of the culture
of the time and will include pictures and phrases that highlight such topics as dress, food, entertainment, and major current
events. When the gifted student returns to the classroom, he/she will share what was found and refer to
the board during the writing phase and pre-performance phases.
INQUIRY CENTER #3B – Gifted Pull Out Focus: Creativity and Problem Solving For Verbally/Linguistically Gifted Students: The students will assume the role of storytellers
and rewrite the play that can be presented to an audience of young children with two simple puppets. For Mathematically Gifted Students: The students will be given individual budgets of a hypothetical $500
a month income for 3 months as a college freshman. They will mathematically plan for three months of spending
and saving. Elements of the budget will include fixed expenses, flexible expenses, and savings.
The teacher may give the student unplanned-expense scenarios that change the budget each month.
| J. ART PARTNERS/ CONTRIBUTIONS:
| Drama Specialist – Mary G The students will be given a copy of the
script A Child’s Day in Rural America, 1876. The class will read the play together and discuss
possible props, costumes, sets, etc. We will have the students rehearse and perform the script.
This script will give them a good introduction to what a play with a historical storyline is and how it can work.
This will also prompt a discussion about historical accuracy. | K. ACADEMIC SERVICE LEARNING: | Students will perform their plays/skits for other students | L. MATERIALS/ RESOURCES: | Materials: Poster Boards- Post it notes- Markers-
Social Studies reading material |
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