Brief Description

This lesson uses a Primary Source to compare and contrast an image of a schoolroom from the turn of century with a modern day classroom. Students will discuss the likeness and differences of the two rooms and then draw their prediction of what a classroom in the future might look like.

Standards and Frameworks

Technology Standards

3T-E1. Use formatting capabilities of technology tools for communicating and illustrating

See: Language Arts (W-F1, PO5)

3T-E3. Publish and present information using technology tools

See: Science (1SC-E3, PO2 grades 4-5, or PO1, grades 6-8)

4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom

See: Language Arts (W-E2-E7, LS-E)

PO 1. Plan, design and present an academic product using technology tools (e.g., multimedia authoring, presentation software, digital cameras, scanners, projection devices)

2T-E3. Demonstrate knowledge of current changes in technologies and the effect those changes have on the workplace and society

 

           STANDARD 3: LISTENING AND SPEAKING

• LS-E3. Interpret and respond to questions and evaluate responses both as interviewer and
interviewee
• LS-E4. Predict, clarify, analyze and critique a speaker’s information and point of view

• VP-E1. Analyze visual media for language, subject matter and visual techniques used
to influence opinions, decision making and cultural perceptions
• VP-E2. Plan, develop and produce a visual presentation, using a variety of media such
as videos, films, newspapers, magazines and computer images
• VP-E3. Compare, contrast and establish criteria to evaluate visual media for purpose
and effectiveness

Objectives

Academic and Technological

After viewing a photo of a turn of the century classroom, the student will compare and contrast the photo with a photo of a modern day classroom in a class discussion. With ideas from the class discussion, the student will draw and write a description of what they think a classroom of the future might look like. The student will give an oral presentation of the written, at least three sentences, description of their completed drawing. The sentences will be written on a writing-publishing program.

• Students will need to know how to use a writing-publishing program like Microsoft Word, Student Writing Center or Kid Pix Deluxe with little or no assistance.
• Students will need to know how to use the spell/grammar check on the writing-publishing programs.
• Students will need to know how to print from any of the above writing-publishing programs.
• Teacher will need to become familiar with how to use a projector attached to the computer or if projector is not available then an AverKey could be used.
• Teacher will need to know how to use a writing-publishing program like Microsoft Word, Student Writing Center or Kid Pix Deluxe.
• Teacher will need to know how to bookmark a site or make it a favorite on the Internet.

 

Projector attached to computer

Printer paper

A writing-publishing program downloaded on computer

Poster paper

Glue

Choice of watercolors, color pencils, markers or crayons for the poster

Photo of a modern day classroom or an actual photo of the teacher’s class and students.

Second language learners:
As the photo of the premodern classroom is displayed on the screen, the teacher can use chart paper to create a class list of descriptions that the students contribute to their idea sharing session. This list can be used to help with the spelling of words or formation of phrases during the writing session. This list could also be typed on paper so the students can have their own personal copy for reference as they type the descriptions of their drawings. Students may have a student partner to help with writing or idea formation of their drawings and they may also have help with the computer-drawing program. The teacher or a student may help with the conventions of the description.

Gifted learners:
This lesson is open ended. The student will be able to use their imagination and to be as creative as they see the need in their drawings and descriptions of drawings. The student may also choose to create their idea of a classroom of the future with different art media. This might include clay, cloth, and found or recycled objects. The student does not have to be limited to just creating a poster or drawing. Instead they may want to make a diorama, model, sculpture or skit with props. Extended time to work on the project may be given. This is especially important if the student is involved in their project and doesn’t want to stop.

Special Needs or Learning disabled:
The accommodations made for second language learners could also be used for these learners as well. These learners could and should be given more time to complete their projects. The student may want to work with a partner to complete the drawing and description of the drawing.
 

Day One

1.  The teacher will give a definition of primary source and share some examples of primary source.
2.  The teacher will display a photo of the turn of the century classroom using the following URL address:  http://www.ukans.edu/heritage/orsh/Gallery/pages/HerkimerMS1900_jpg.htm
3.  The students will be given time to study the photo.
4.  The teacher will ask questions to help the students analyze the photo. Some questions to ask are:

“Who created the photo and why?”

“Was the photo created on the spur of the moment or thought out?”

“Was the photographer a neutral party or did the person influence what was photographed?”

“Was the photo meant to be public or private?”

“Did the photographer wish to inform or persuad others with the photo?”

Or just a simple: “Tell me what you see in this photo.”

Be sure to have the students give reasons for their observations. The reasons should be based on observations from the photo.

5.  The teacher will record the students’ response to the questions or the students’ observations on chart paper. (Write the comments in a column on one side of the chart paper. On day two student comments will be written on same chart paper. )
6.  After the class comments, re-read the list aloud to the class. Add any new ideas or responses to the chart.

Day Two
1.  The teacher will display a photo of a modern day classroom or the teacher may use a photo of their class. The teacher can display the photo on a projection screen or make copies of the photo for the students to view individually.
2.  The students will be given time to study the photo.
3.  The teacher will ask questions to help the students analyze the photo. Questions can be similar to the ones asked during day one or the teacher may simply ask: “Tell me what you see in the photo.”  Be sure to have the students give reasons for their observations. The reasons should be based on observations from the photo.
4.  The teacher records the students’ responses on chart paper. (Use the chart paper from day one. Write the comments in a list opposite the comments from day one.)
5.  Re-read the list from day one and day two aloud to the class. Add any new ideas or responses to the chart.
6.  Ask the students if they noticed any similarities between the two lists. Record what they observe in a column in the center of the chart paper. (The class has just created a Venn diagram, modified somewhat)
7.  After the class comments, discussion and responses have been recorded on chart paper, the teacher will make available individual copies of what was written on the chart paper. This will be used during the writing part of the activity.

Day Three
1.  The teacher hands out copies of day two’s Venn diagram to the students.
2.  The teacher explains that now that the class has looked at primary sources of two types of classrooms, ask the question “What do you think a photo of the classroom of the future might look like?”
3.  The students are given a short time during class to discuss the depth of this question and explain the images they see developing in their heads. The teacher could also ask the same questions from day one to stimulate the discussion.
4.  The teacher gives the prompt-“Create a picture of what you think the classroom of the future might look like. Use drawing paper and the art supplies (crayons, paints, color pencils, or just a pencil) in the classroom or your own personal supplies at your desk After drawing, you will also include a title for your poster and include a written description of no less that three sentences. Students will write their sentences on the computer using a writing program. On the next day, the drawings will be shared with the rest of the class.”
5.  The teacher will share with the class the assessment form that will be used. This is done so students will know what is expected of them during this lesson.
6.  When writing the description of the drawings, the students can use responses from the copy of the char paper to help with the writing.

Day Four
1.  The students work on their drawings and writing.
2.  The students will type their sentences on the classroom computer.
3.  The teacher circulates the classroom to help and motive where needed.
4.  Those who finish may sign up for time to present the next day. This could be a simple list on chart paper or the chalkboard. Each student chooses a spot in the list where they would like to present. If the teacher knows there may not be enough time to present in one day, then the list may include the second day.

Day Five
1.  Give more work time, if necessary.
2.  Give time for the students to practice what they will say about their drawings. They may practice with a friend in the class.

Day Six
1.  Depending on the number of students in the class, allow 3-4 minutes for each presentation.
2.  Continue the next day, if time runs out.
 

Assessment
The teacher and the students will assess the activity using the poster assessment list. The teacher can fill out the list as each student presents. The number of points possible will vary depending on the student and the value of points possible assigned by the teacher. The teacher may use the following presentation rubric as well:
 

    Performance Task Assessment List Poster 

Element	PossiblePoints	Earned Assessment
		Self	Teacher
The main theme is clear when one first looks at the poster. A title helps to identify the theme.
Appropriate and accurate main ideas support the theme.
There is a wholeness about the poster. It does not seem like a collection of information.
The information in the poster is accurate and shows that the student thoroughly understands the concepts.
Space, shapes, textures, and colors provide information themselves and add to the over-all effectiveness of the poster.
Pictures, photographs, drawings, diagrams, graphs, or other similar devices add to the over-all effectiveness of the poster.
The format of the poster is appropriate to the task and to the audience for which it is intended.
The poster accomplishes its purpose with its intended audience.
The poster is very neat and presentable.
The poster is creative and interesting.
Total:

©1995 Pomperaug Regional School District, Middlebury, CT
Through an agreement with the Maryland Assessment Consortium, permission is granted to Maryland Public Schools to reproduce this material for non-profit, educational use.
 
 
 
 
 

Presentation Rubric

Evaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

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Last Update: 10/11/97
Name: Caroline McCullen
Email: caroline_mccullen@ncsu.edu