Title – Who’s Who in Florida

By – Carolyn Murray

Subject – Social Studies, Language Arts, Other

Grade Level – 4-5

Lesson Plan

Who’s Who In Florida?

CONTENT:

Students will learn important figures in the history of Florida by researching and preparing a report using various types of media to display their figure and the background of the person. This lesson can be done over a few days. The more time in the library the better researched the project will be.

ESOL students will be able to perform all of the preceding areas of content using hands on activities to learn the material.

INSTRUCTIONAL OBJECTIVES:

Students will:

. Research information about a historical figure.

. Know about the life and accomplishments of a historical figure

. Work in cooperative groups to complete the projects

. Create a display using various forms of media to exhibit the life of the historical figure.

INSTRUCTIONAL PROCEDURES:

Lesson Initiating Activity

Prior library skills are needed before the students can do this lesson. Students will be placed in cooperative learning groups (C2) for this project. Either 2 or 3 students per group. Students will be introduced to the following historical figures who played and influential role in the history of Florida. The project will be introduced to the students and parameters explained. These figures include:

Ponce de Leon

Chief Osceola

Ernest Hemingway

Marjory Stoneman Douglas

Walt Disney

Marjorie Rawlings

Thomas Edison

Mary Bethune

Zora Neale Hurston

Henry Flagler

Addison Mizner

Sen. Claude Pepper

Ruben Askew

Henry Plant

William Duval

John Rawling

John D. Rockefeller

John DeLand

Core Activities

Students will be assigned a person and given time in the library to research information about the figure. Students will be asked to identify the questions of “who, what, where, when and how” for their figure. The information does not have to be written out formally but does have to be presented to the class. Students will have access to computers and software (B11) and all the reference materials and books in the library.

When the students present their figure, they will place a picture of their figure on the timeline (B10) that is on the walls around the room. Other items are placed on the timeline (B10) as the students learn them or the topic comes up.

ESOL students will be able to draw, color or copy their figure and place them on the timeline where it is appropriate. The timeline allows the students to sequence the events and people with our history.

Students will prepare to present their figure in the best way they see fit. The teacher will demonstrate (B14) or model different ideas of presentation for the students to get them thinking. Ideas are dressed up as the time period, create a song, write a play, write a news article, do a diorama, etc. Teacher will monitor their progress during the library or media center time.

ESOL students will be able to act out or demonstrate their knowledge in a variety of means not just the standard written paper form.

Closure Activity

Students present their historical figures to the class. Students place figure on the wall in the appropriate place along the timeline (B10).

MATERIALS AND EQUIPMENT:

. Names of historical figures written down on cards for the students

. Paper

. Markers

. Pencils

. Crayons, construction paper and other art supplies

. Library or media facilities

ASSESSMENT AND EVALUATION:

1. Constant observation of individuals during activities (G10)

2. Overall Graphic Representation of Project (G5)

FOLLOW-UP ACTIVITIES:

Students place figure on timeline (B10) and throughout the teaching of other lessons on Florida, references will be made to the figures as they pertain to the discussion. .

E-Mail

Carolyn

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