|Lesson Plan ID:
Let's take a walk...Peter Jenkins style.
Students will complete a research-based creative project that has them envisioning where they would go and what they would if they walked across America like the author Peter Jenkins in the novel A Walk across America. This project is cross-curricular as it has students working on budgets, using maps and place-specific information, and writing narratives.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(9) ||22. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3] |
|ELA2015(9) ||23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.9-10.4] |
|ELA2015(9) ||26. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7] |
|Primary Learning Objective(s):
Students will be able to
- apply the journey of Peter Jenkins from A Walk across America in order to create their own journeys.
- locate places of interest on a map, so that they may plot them.
- determine appropriate expenses for a year-long budget.
- conduct research on various states in the USA.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
"I'm walking across America" handout, writing tools
|Technology Resources Needed:
computers with Internet access or personal electronic devices, digital projector
Students will need to have read or to be exposed to A Walk across America by Peter Jenkins.
1.) Upon entering the classroom, students will be posed the question, "If you could go anywhere in the country like Peter Jenkins, where would you go and what would you do?" Have students think independently for several minutes. Teachers might have students do a quick-write to serve as a brainstorming activity.
2.) Teachers will then pass out the I'm walking across America handout. Upon passing out the handout, teachers need to lead off the research by referring back to the students' big question or quickwrite. Teachers will introduce the research project (attached), which consists of the writing assignment, journey, budget, and map for students to use. This project will take several class sessions as well as homework time to complete. Teachers should determine the timeline for students beforehand.
3.) Teachers can determine the mode which best suits them of turning in the project. Students can use class Edmodo site or hardcopies.
4.) Upon completion of the research project and writings, students will be directed to choose one place they visited to share with the class. This should be the place they thought was the most interesting, fun, or significant.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Formative assessments can be conducted daily by employing writing conferences as the students are working individually.
The summative assessment will be the completion of the research project.
Students may complete a PowerPoint of their journeys for class presentation.
Students needing extra assistance may need a modified handout. Teachers can determine which changes should be made.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: