African American Wax Museum

Elaine C. Donnelly- Grade 3March 6, 2011

Data

Class breakdown:Total 2713 boys

14 girls3 IEPs (one created in early April 2009)

Class Population is African-American and Caribbean Descent

Dibels Assessments Mid-Year:

Intensive- Needs Substantial Intervention- 3 Students

Strategic- Additional Intervention- 2 Students

Benchmark- At Grade Level- 22 Students

Heterogeneous Groups

Students will be grouped heterogeneously based on behavior, assessments and talents.

The assessments that will be used will be from the Folio writing, DIBELS (reading fluency and retelling of a passage) and Terra Nova test.

Students ability to navigate the internet Understanding and Power-Point ability Shyness - overbearing

Short Narrative Description of

Learning Experience

Students are in the middle of our Civil War- Civil Rights unit when they are asked to gather information about African-Americans. These African-Americans span from the past to present in all genres and genders. Students will then be given an African –American to research and extrapolate only important facts that showed how they helped change history and/or major contributions made to the civil rights and the lives of Americans. This information will be show cased into a diorama time-line, essay, Did You Know cards and clothing and artifacts that symbolizes and relates to their person. In addition to working at home, students will be given class time to research and practice there speech in front of their peers. In conclusion students will dress up as their person and be a part of our second grade wax museum where they

either recited facts about their person from memory or read them from a self-prepared “Did you know” index card. Students, who were unable to do the above, wrote one important fact and the date of birth of their African-American and formed a time-line. There will also be a display of the great creations (dioramas) that students made at home and in groups symbolizing and relating to specific African-Americans and events that took place in history. This learning experience will take approximately one month and a half.

Learning Standards and Task

World History Standard 1

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Social Studies Learning Standards: Standard 2, Key Idea 3: CI&IT: NYSED

Demonstrate their understanding of major social, political, cultural, and religious developments in world history regarding important roles and contributions of individuals and groups.

Gather and present information about important developments from world history

E.L.A Standard 1: Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.E. L. A. Standard 3:Monitor their own oral or written presentations to meet criteria for competent performance.

E. L. A. Standard 4:

Listen attentively and recognize when it is appropriate for them to speak.

Standard 3Mathematics

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Standard 5: Computer Technology

Apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Art 1 E-

Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printing making, video and computer graphics), based on a range of individual and collective experiences.

Task:

Students will research and extrapolate only important facts about an African American and how they helped change history and/or major contributions made to the civil rights and the lives of Americans. This information will be show cased into a diorama time-line, PowerPoint, essay, Did You Know cards, clothing and artifacts that symbolizes and relates to their person. This will conclude

with a presentation to our parents in the forum of an African American Wax Museum.

African American Wax Museum List

1 Michelle Obama2 Colin Powell3 Fredrick Douglas4 Madame C J Walker5 Josephine Baker6 Alex Haley7 Jesse Owens8 Sidney Poitier9 George Washington Carver10 Coretta Scott King11 Harry Bellefonte12 Ruby Bridges

13 Sojourner Truth14 Russell Simmons15 David Patterson16 Mother Hale17 Vivian Thomas18 Booker T. Washington19 Alvin Ailey20 W.E.B. Dubois21 Tyler Perry22 Cicely Tyson23 Will Smith24 Ruby Dee25 Ebony Magazine26 Lena Horne27 Garrett Morgan28 Jackie Robinson

Unit Overview Objectives

Focus Question- How have the contributions of African-Americans changed and helped the world today? Students will discuss and comprehend the different ways a person can be considered a hero and what makes them important.

Students will gather and present information about important developments from world history in an array of project based formats.

Students will be able to utilize the computer in order to research information and use PowerPoint.

Students will analyze information and memorize 2-6 important details, 1-2 of them being the contributions of African- Americans to our world history. Also included will be their date and place of birth and if they are deceased or alive.

Preparation

Prior to this lesson, students would have completed a research paper on two Nifty-Fifty states. This was done in November during our Nifty-Fifty unit. Due to this fact, students will be experienced in looking up and extrapolating important information based on an outline of what to look for.

The day before the actual African Museum lesson, the class will be given a DBQ about jelly fish. With this DBQ, the students will be given specific questions: Name the different types of jelly fish. Write two ways they are similar and two ways they are not. What type of food do they eat? After going over the answers we talked about how they obtain them. I then asked the class to discuss their nifty fifty projects and how they obtain that information. A discussion followed.

This is done to review and show how to obtain information in an array of ways. Students are to understand that text, books, encyclopedias, magazines, and computers are all resources. Also, that pictures are an important resource method and can be used to give information also

Differentiated Instruction

All students will be given the task of research and memorizing information for our wax museum. All students will also be responsible for creating a time-line and diorama. This will be done so that all students are given the opportunity to be able to benefit from the experience and no one should feel left out or their ability scrutinized. Students who were not able to fully complete the task given and needed it to be differentiated. Lower levels will create a time-line with one important

fact and an illustration of the contribution drawn on it. These students will set themselves up to be a human time line of important African Americans. (This is also a math standard Students will be dressed up like their person.

Students that know the information, but are unable to remember it comfortably will be reading Did You Know? Cards about their important African American. These students will be positioned behind the wax statues. Students will be dressed up as their person.

High/Mid-levels will memorize a speech and dress up as their person and be a wax figure that talks (gives information about their contribution) when prompted by a parent. This prompt is given by the parent stepping on a foot print in front of the waxed figure that reads, step on foot to listen to… (this group will also help with the time line students if needed).

All students created a final piece that showed symbolism and some students set a power-point.

Students are paired in their computer groups based on knowledge of computers and behaviors. Students who have difficulty writing will be motivated to use the

computer; Microsoft or power-point. This will be based on their comfort and ability.

Students were given a time timetable of when they were expected to know their speech from memory. This was also a tool used to assess the student’s progress and helps the teacher identify the students that require additional assistance.

Managing Groups

This lesson will be completed in the fifth month of the school year. Due to this, students will be

experienced and understand what is expected of them while working in groups.

In our second grade class we have a question parking lot board on the wall next to the teacher’s desk. There is a who, what, were, how, and when section. When a student has a problem they write it on an index card and post it accordingly. These questions are answered during that particular subject while I walk around or the following day. This is so the teacher may work uninterrupted with the groups that need a little more attention than the others. There is also chart paper that list our group rules that is reviewed before all group work. A brief review/mini lesson is given, and then while the groups are doing their work I walk around the classroom and listen to and when needed assist students into getting back on task or what is needed.

Lesson #1 90 minutes double block period

Objective: Students will be able to recognize what a wax museum is and what criterion is used when proclaiming a person a hero.

Introduction/Motivation: 1. Explain to students that we will be doing an African

American Museum with information that they will research. They will have 3 weeks to research at home, as well as in school. They can and should use books, encyclopedias, magazines, and computers. Then, when this is completed, they will be able to take part in our own African- American Wax Museum!

Vocabulary: Hero, bravery, wax museum, encyclopedias,

contribution

Lesson Development/Guided Practice:

Students are informed that they will be doing an African American Museum with information that they will research.

They will have 3 weeks to research at home, as well as in school. They can and should use books, encyclopedias, magazines, and computers. Have

examples of all the above for students to see and look through.

At this time students prior knowledge of the above vocabulary words will be used as a tool to review to some and introduce to others.

Make up a case scenario of a burning building and how a good citizen calls it in. The firemen come and one runs in the building and saves the baby from the burning building. Does this make the fireman a hero? Why? What about the caller? Would you consider him a hero also?

Make sure the class understands that the caller played an important role, and started the process and made it possible for the fireman to get there and save the baby. Being a hero can involve bravery and putting your life on the line for someone else and it is also the person who starts the process and speaks out.

Have students have an open class discussion of other scenarios real or make believe that make a person a hero.

Create a KWL chart about wax museums to activate prior knowledge.

Give students 10minutes to independently brainstorm what they already know about wax museums.

Have students share out and write their information on the chart. Do this for no more than 15 minutes.

Have students who have been to a wax museum share with the class their experiences.

Display pictures of Madame Tussauds Wax Museum on the board and have some to hand out.

Have students transform into their heterogeneous groups and give them 1 chart paper per group.

Think-Pair and Share-Ask students to Think-Pair and Share what they notice in the pictures. Does it give them any ideas of how they would like our wax museum to look? What do you find in a wax museum? Based on the title of our wax Museum, what will we have in ours? Compare what you see to what is on our KWL chart. Share the above information with the whole class. Students will write this on chart paper. This will take about 25mins.

Put the chart paper up to be displayed throughout the unit.

Discuss how in history there were a lot of Americans that wanted a better way of life or thought of inventing new things to enrich/save our lives, but were unable to see it through.

Explain to the class that we are going to be researching African-Americans that did the opposite; they choose to not just think, but act and make a difference in one way or the other.

Brainstorm the different ways people have made a positive difference in our world as a whole class, however students are still in their groups.

The information brainstormed is put into a web on chart paper and their social studies notebooks. Give the class a little over 10minutes, but not more than 15minutes.

Have students reflect with the class what they have learned today and address any questions that they might still have for the last 10mins of the class.

Homework is to go home and think of different African Americans that have made a positive contribution to our world history. This will be checked

and shared at the beginning of tomorrow’s lesson to assess students understanding.

Independent practice: Think-Pair-Share Brainstorming Homework

Materials: Blackboard/Easel Chart paper KWL chart Pictures of Madame Tussauds Wax Museum

Summary/Evaluation/Homework: At the close of the lesson review the KWL chart and

Chart paper Have students reflect with the class what they have

learned today and address any questions that they might still have for the last 10mins of the class.

Verbal and written answers. Homework is to go home and think of different African

Americans that have made a positive difference in our world. Choose one and explain why you selected that person based on today’s discussion in class.

Lesson 2(this is completed in two 1hour and 15 minute blocks)

Objective- students will examine different sources and identify important facts about how certain African-Americans changed world history.

Introduction/Motivation: The teacher will walk into the class dressed as an African American that has changed history holding a time-line of their birth and contributions. The teacher will also have a diorama that represents something that that person is known for. The time-line should have an illustration of the contribution drawn on it and be decorative to inspire creativity. Explain to students that this will be the final product of their research.

Lesson Development/Guided Practice: Go over information that was given the previous day.

5minutes Review homework and have students to explain why

their person fits the criteria. 10minutes To reiterate, discuss what makes these African

Americans important and what major roles and contributions they have made to our world’s history (this is a brief explanation of the people mentioned, due to the fact that they are being researched).

Students are then asked to reach into a bowl to pick their person that they are to research. Students do not choose their own person due to the fact that I want to expand their knowledge past Dr. Martin Luther King Jr. and Malcolm X.

Students may discuss their person with the class and see if any of the names were mentioned today during our homework review. 5minutes

Introduce the format that is being graded on: the name of their person, when and where they were born, and their important contributions/information at least 2 or more, if they are still alive and if not when did they die? How does you project symbolize or represent your person or an important event in African American history?

Students are asked how and what do we need to accomplish this research and project.

Gives students 5minutes to brainstorm and then share ideas with the class.

If students do not include all that you have in mind guide them to the answers you are looking for. Examples: pictures, books, encyclopedias, magazines, our class library, power-point, computers, you-tube, dress up clothes, arts and crafts.

Have students break up into their computer help groups. These groups are based on student’s ability and knowledge of the computer.

Students are given a review about how to use the computer to look up information.

Give the class 5 minutes to familiarize themselves with the laptops

Then direct them to Google their person Ask them what they found. For those that found

Wikipedia, have them click other sites and discuss their findings with their partners. What they liked about the site and what they could use. Give the class approximately 10minutes.

Next have groups look up videos, interviews, shows… on you-tube about their person.

Give them 20minutes for this. Have students discuss what they found with the class

and ask any questions they might have. 15minutes

Have students go to the PowerPoint program and familiarize themselves with it.

After about 10 minutes have students discuss how they would like to use the PowerPoint program and any questions.

Review one by one how color backgrounds, sounds, clipart and transitions are created and used on the slides.

After each demonstration have students execute the same task.

Explain to the class that anyone who wants to use this as a presentation may do so.

Explain to the class that this was a spring board to what they will be doing on their assigned days to work on the computer.

Then review the computer rules. At the end of the class bring students to the books of

the month center to look through the books about their person. In this center there will also be printed material about different African Americans and events.

The model is reviewed about what is expected from the class.

Students are given different days during the week to work on their paper and computer. This ensures that all students are given an opportunity to succeed and complete their task.

The rest of the class will be working in a writing workshop with me, independently reading material that will enhance their project and this unit, or on their creation of symbolism.

Also, inform the class of the dates that they are to stand in front of the class to present their information. Once with their information on index cards or paper. Then, a week later they will be expected to know the

information that was given in the model. They may have more information as long as it is memorized, but if they are missing the requested information they will lose points.

Independent practice: Research computer

Materials: Blackboard/Easel Laptops Internet Power-point You-tube Google.com Classroom library Index Cards Summary/Evaluation/Homework: Choose students to explain what was learned

today and what their responsibilities are involving this project.

Verbal and written answers. Ongoing research and memorizing of information

Lesson Three (two 1 hour 15 minute blocks)

Objective 1- students will be able to discuss and examine different ways that they can symbolize their person and the significant events that have happened in the history of African-Americans. *These events should show how African-Americans changed world history.*Objective 2- students will be able to analyze a time-line and diorama and explain the parts or features that are needed when created one.

Introduction/Motivation:

The teacher will show the class her diorama from day two’s lesson and a Civil War and New York time-line. The time-line from day two’s lesson will be shown at the end of today’s lesson, discussed and posted in the class. The time-line should have an illustration of the contribution drawn on it and be decorative to inspire creativity. Explain to students that this will be the final product of their own time-line.

Lesson Development/Guided Practice: Explain to the class that today we are going to be

looking at time-lines and my diorama so that we can have ideas on what our end products will need and look like.

Have the class go into their groups and examine the time-lines and walk around to each group with the diorama. Leave it for 10 minutes with each group. Have each group write down what they see and what important information from this can they and will they

use. Remind them to also write down any questions or concerns that they might have.

Give the class 30minutes to do this. Walk around and guide students in their examination and discussions.

Have students share their findings and questions. First let students answer and help each other. Then, give feedback and any additional help and information. 20minutes

At this time show the class your time-line and ask if based on what we have discussed and learned about a time-line would they add anything else? What parts and features are needed to create a time-line and diorama?15minutes

Have students now start thinking about their own time-lines and ways that they are going to present their information and what symbolizes their person.

Independent/Group practice: Brainstorming

Materials: Blackboard/Easel Time-lines Teacher Diorama and pictures of an array of dioramas Summary/Evaluation/Homework: Choose students to explain what was learned

today and what their responsibilities are involving this project.

Verbal- group discussions and answers to the questions, based on what we have discussed and learned about a time-line would they add anything else? What parts and features are needed to create a time-line and diorama?

Ongoing research and memorizing of information

Lesson Four (this part is completed the week prior to having your wax museum)

Objective-Students will be able to read, write, listen, and speak for information and understanding using the information that they researched about their African-American.

Introduction/Motivation: 2. Explain to students that we will be completing and

practicing their work this week.3. Go over what is expected from each group.

Lesson Development/Guided Practice: Based on how the speeches were given, students

comfort zone and abilities, groups were differentiated. Lower levels will show their created time-line with one

important fact and an illustration of the contribution drawn on it. These students will set themselves up to be a human time line of important African Americans (this is how the math standard is integrated by applying mathematics in real-world settings). Students will be dressed up like their person.

Students that know the information, but are unable to remember it comfortably will be reading Did You Know? Cards about their important African American. Students will be dressed up as their person.

High/Mid-levels will memorize a speech and dress up as their person and be a wax figure that talks (gives information about their contribution) when prompted by a parent. This prompt is given by the parent stepping on a foot print in front of the waxed figure that reads, step on foot to listen to… (This group will also help with the time line students).

The week before the wax museum students who are doing the speeches and did you know cards work in groups of two practicing, while the teacher works with the lower level and or struggling students.

On the last two days students with speeches stand in front of their class and practice. They also go to other grades two practice saying their speech in front of other classes.

While this is going on students are completing and putting their finishing creative touches on their time-lines on oak tag paper. The time lines are also practicing lining up in sequential order and knowing their information.

Students with Did You Know? Cards are practicing in groups of two.

During our dress rehearsal week there are open discussions about what these contributions did for our country as well as for the African Americans of today.

Independent practice: Standing in front of their class and practicing their

speeches.

The time lines practicing lining up and knowing their information.

Students with Did You Know? Cards are practicing in groups of two

Materials: Blackboard/Easel Computers Classroom library Index Cards Summary/Follow-up/Evaluation/Homework: Students reciting their speeches from memory Time-lines Fluency in which students are able to articulate and

illustrate their information For homework students are asked to write a paragraph

reflecting how they felt about this project and how would the world be different if their person did not have the courage, drive, or motivation to keep going.

Overview of the last week before our performance

Students are in their groups as mentioned in the prior page. The Power-point groups are working with my close guidance Monday-Wednesday. I will also be circulating the room in 10minute increments’ with a clip board that has the students name, project and rubrics so that I can monitor the progress and know where they are and how to guide them that day or the next. Wednesday-Thursday, I will step back from my Power-Point students and work more with the other groups circulating, guiding, and encouraging. Students still working on dioramas will be directed to make sure they have all the materials that they need to complete their project. If any other materials are needed that will have to be purchased, made, copied, and/or found by Thursday. Students who have mastered and finished their project will be assigned to guide and encourage other students. Friday will be our wrap it up day and we will invite other classes to see our Dress Rehearsal for Saturday night’s performance. We will be doing in class (only our class) rehearsals Wednesday –Thursday.

If we need more time for any reason parents would have been notified that we would be having a Saturday morning dress rehearsal so we can have a trail run and complete anything that needs more attention.

Our Show to Parents and Grades K-3

Our show was a great success!!!! Our Dioramas were placed throughout the auditorium as a

historic walk through of the struggle and successful contributions of African- Americans. Students wrote a brief description of their diorama on an index card for our audience to read as they viewed their work.

The auditorium was made into 3 sections. Each section had open doors so that our viewers could easily flow from one room to another. The first room was labeled the time-line room. Students were dressed as their person and held their information in front of their chest, lined in sequential order according to their birth-date. This birth-date was located at the center of their 24 by 16 piece of chart paper.

Once our viewers were finished in our Time-Line room they went to our DID YOU KNOW room that was decorated with questions marks. Once in here they would step on the foot prints and the student would be prompted to say, “Did You Know that…’. Students were also dressed as their person in this room.

Last, but definitely not least, our spectators reached our third room entitled, Historic African-American Wax Sculptures. In this room students were posed in ways that went with their person. An example of this was Jackie Robinson. The student was posed in a batting position and when someone would step on the foot prints the student would be prompted to stand and talk about himself using the information researched if he was Jackie Robinson alive and well. The students would go

back into the batting position to signal that he was finished.

After this parents were able to have refreshments and watch our Power-Point mixed with pictures of the class preparing for this project. This was also presented by the students. All of this will be saved and used for when the students graduate from 6th grade. Student projects will be showcased throughout the school.

Assessment Overview

Students will be assessed on their knowledge of their African –American and their contribution to our world’s history, their presentation style (power-point diorama, time-line clothes…), and being able to work well in a group.

Students will be given a time timetable of when they are expected to know their speech from memory. This tool will be used to assess the student’s progress and help the teacher identify the students that require additional assistance and or are not putting in the time

or effort into the project. These students will work during recess and other periods ELA, Social Studies, and Math (for the time-line).

Students will also be assessed on their ability on giving a speech from memory. A student developed rubric was created prior to their speech. This was made so expectations were known and understood. Also, I find that students take ownership when they are guided and/or created the rubric.

The teacher and each student will be given a check list to keep them engaged in the speech. Each time the presenter of the speech says: Their person’s name, 2-4 important contributions of the African- Americans, their date and place of birth and if they are deceased or alive, they checked it off their list.

Presentation Rubric will be student made to motivate and enhance student ownership of their work and understanding of what is expected of them.

The group rubric will be a teacher developed rubric and was reviewed and put on each students’ desk. There will be a poster on our wall stating how students are to work in groups and on computers. These rules would have been actively used since September and recited by a different student before our group/computer w

Teamwork 4Pairs/Groupworked as a team and followed our group rules by using quiet group voices, respecting each other, and staying on task

3Pairs/Group worked as a team in most aspects, but had to be reminded to use their group voices.

2Pairs/Group attempted to work as a team, but were off-task and had to be redirected at times

1Pairs/Group did not show any signs of teamwork skills. They had to be constantly directed back on task and to use their group voices.

Speech Rubric

4 Exemplary Followed model shown in class Spoken in complete sentences Speaks fluently, clear, and projects voice States 4-5 fact, 1-2 of those facts detailing their contribution to our world’s

history Dressed as their person Written neatly3 Competent Followed model shown in class Spoken in complete sentences Speaks slowly, as if uncertain and does not project voice, but speaks clear States 4-3 facts, 1-2 of those facts detailing their contribution to our world’s

history Dressed as their person Written neatly2 Emerging Attempted to follow model shown in class Sentences are not complete when spoken Speaks slowly, as if uncertain and does not project voice and voice is not clear States 2-1 facts, 1 of those facts detailing their contribution to our world’s

history Dressed as their person Written neatly

1 Needs Assistance Did not follow model shown in class Sentences are not complete when spoken Speaks slowly, as if not practiced and does not project voice and voice is not

clear States 1 fact, but the 1 fact is not a detail about a contribution to our world’s

history Dressed as their person Not written neatly

TIME LINE RUBRIC

4 Exemplary Followed model shown in class Complete sentence/sentences One important fact written Illustration is drawn and colored in neatly and relates to their

accomplishment 1-2 spelling errors Written neatly3 Competent Followed model shown in class Complete sentence/sentences One important fact written Illustration is drawn and colored in neatly 3-4 spelling errors Written neatly2 Emerging Attempted to follow model shown in class Few sentences are complete A fact is given, but it is not an important one Illustration is drawn but not colored in neatly and /or does not relate

to their accomplishment

5-6 spelling errors Written neatly 1 Needs Assistance Did not follow model shown in class Sentences are not complete A fact is given, but it is not an important one Illustration is drawn but not colored in neatly, and does not relate to

their accomplishment 7 or more spelling errors Writing is not neat

Power-Point Presentation Rubric

4 3 2 1

Content Content isaccurate andinformation ispresented in alogical order.

Content isaccurate but someinformation is notpresented in alogical order, but is still generallyeasy to follow.

Content isaccurate butinformation is notpresented in alogical order,making it difficultto follow.

Content isquestionable andinformation is notpresented in alogical order,making it difficultto follow.

Slide Creation

Presentation flowswell and logically.Presentationreflects extensiveuse of tools in acreative way.Correct numberof slides.used.

.

Presentation flowswell. Tools usedcorrectly.Correct numberOf slides. Overallpresentation isinteresting

Presentation flowswell. Some toolsused to showacceptableunderstanding.Correct numberof slides.

Presentation isunorganized.Tools are not usedin a relevantmanner. Lackingin number ofslides.

Slides transitions enhance

presentationClip Art used

Transitions aresmooth andinteresting.Transitions and clip art enhance thepresentation.

Smoothtransitions areused on mostslides. Some clip art is used.

Very fewtransitions areused and/or theydistract from thepresentation. No clip art is used.

No transitions or clip art is used.

Technology Connection

Comprehensiveuse of technologyis apparent.

Acceptableunderstanding ofTechnology.

Littleunderstanding ofTechnology.

No understanding

of technology

Diorama

CATEGORY 4 3 2 1

Required Elements

The project was done by the student. Pertains to

Required elements are met.

Some of the required elements are not

Several required elements were

the time frame studied. Requirements are exceeded.

included on the poster.

missing.

Use of Time Good use of time. Could tell student took time to ensure project was professional and attractive.

Used time ok. Focused on getting the project done and not especially concerned about attractiveness of project.

Could tell time was not used well. Project either looks hurried or unfinished.

Did not take time to do the project with thought and concern.

Content - Accuracy

Many details and facts are accurate and displayed on/in the project.

Accurate facts are displayed on/in project.

Some facts are accurate others are not.

Facts are not accurately displayed on/in the project.

Mechanics/neatness

The project is exceptionally neat. Capitalization and punctuation are correct throughout.

There are 1-2 errors in capitalization or punctuation. Project could use some cleaning up.

There are several errors in capitalization or punctuation. Project needs to be neater.

There are more than 5 errors in capitalization or punctuation. Project was thrown together.

Originality/Creativity

Several of the objects and materials used in the diorama reflect an exceptional degree of student creativity in their creation

Several of the objects used in the diorama reflect student creativity in their creation and/or display.

The graphics, objects, materials are made by the student, however they do not enhance their project or show creativity.

No graphics, objects are materials are made or used by the student.

and/or display.

Dr. Martin Luther King Time-line Graphic Organizer Example1929 Born on January 15, in Atlanta, Georgia

1948 Graduates from Morehouse College

1953 Marries Coretta Scott

1955 Earns a doctoral degree

1956 Dr. King's house is bombed

1958 Dr. King publishes his first book, Stride Toward Freedom

1963Dr. King gives his "I Have a Dream" speech at the Lincoln Memorial in Washington, D.C.

1964 Dr. King is awarded the Nobel Peace Prize

1968 Dr. King is assassinated in Memphis, Tennessee

1986Martin Luther King Jr. Day is declared a national holiday in the U.S.

5WChart Graphic Organizer

Name-----------------------------------

WhoName of their person

What 2-4 Important factsUse tally marks each time you hear an important fact.

WhenTheir date of birth and Death if they passed

WhereTheir place of birth

How How did they make their contribution possible

5 Fact Check ListTo be used by the class while students complete class

presentation/dress rehearsal

Name-----------------------------------

Name of their person

2-4 Important factsUse tally marks each time you hear an important fact.

Their date of birth

Their place of birth

Alive or deceased(died)

Contributions Diorama Rosa Parks-Freedom to sit where you want on public

transportation Martin Luther King- Desegregation

Time-line Pictures

Wax Museum pictures that were handed out to the class.