Family Classroom Museum Suzanne Hutchins Lonna Sanderson

NC Standards Grade 2 Social Studies Competency Goal 3: The learner will analyze how individuals, families, and communities are alike and different. 3.01 Compare similarities and differences between oneself and others. 3.02 Describe similarities and differences among families in different communities. Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 4.04 Use oral communication to identify, organize, and analyze information. 4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose. 4.06 Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences). 4.07 Compose first drafts using an appropriate writing process: planning and drafting. rereading for meaning. revising to clarify and refine writing with guided discussion. 4.08 Write structured, informative presentations and narratives when given help with organization. 4.09 Use media and technology to enhance the presentation of information to an audience for a specific purpose.

NC Standards Grade 3 Social Studies Competency Goal 3: The learner will examine how individuals can initiate change in families, neighborhoods, and communities. 3.02 Describe how individuals, events, and ideas change over time. 3.03 Compare and contrast the family structure and the roles of its members over time. Language Arts Competency Goal 3 The learner will make connections through the use of oral language, written language, and media and technology. 3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression. 4.02 Use oral and written language to: present information in a sequenced, logical manner. discuss. sustain conversation on a topic, share information and ideas, recount or narrate, answer open-ended questions, report information on a topic, explain own learning. 4.03 Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations). 4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing). 4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task. 4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans. 4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions). 4.08 Focus reflection and revision (with assistance) on target elements by: clarifying ideas. adding descriptive words and phrases. sequencing events and ideas. combining short, related sentences. strengthening word choice. 4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions). 4.10 Explore technology as a tool to create a written product.

Modes of Learning Independent Cooperative learning groups Collaborative pairs Multiple Intelligences: interpersonal, intrapersonal, verbal/linguistic, logical/mathematical, bodily/kinesthetic, and visual/spatial

Classroom Family Museum Students will create family history displays for a classroom museum. In order to complete this product, students will use technology such as MyWebspiration, PowerPoint, Word, Timeline creation programs…. Students will research the history of their families in order to develop their displays. Students will collect artifacts that represent their family traditions. Students will interview family members in order to create written products to include in their displays. Displays may include any of the following: photos stories poems timelines drawings artifacts recipes videos audiotapes other

Examples of Museum Displays

Project Components Interview Illustrations Artifacts Poem/Story Family Favorites Map Timeline Other

*INTERVIEW* Students will conduct interviews with the oldest possible family member to get information about the family’s history, traditions, and customs and to gather family lore. Students will: In collaborative pairs generate questions to ask family members. Practice interviewing each other. Interview family members. Create written and visual components for their museum displays.

~Illustrations~ Family museum displays must include illustrations such as: Photographs Drawings Clip art Other

Artifacts Museum displays will include artifacts that represent the history, traditions, customs, etc. of students’ families.

Poems/Stories Museum displays will include written products that explain the family’s history and examples of the family’s lore. Products may include: Stories Poems Newspaper articles Songs Other

Family Favorites Museum displays will include family favorites that students choose to share. Family favorites could include: Recipes Songs Activities Holiday traditions Foods Other

Map Students will be provided with world, US, and North Carolina maps. Places that family members have lived can be marked on these maps.

Timeline Museum displays will include a family history timeline. Students may use an online timeline maker such as Interactive Time Line Maker.

Rubric to be collaboratively developed by students and teacher…

Works Cited