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| Discussing Read-Alouds |
Reading “Henry’s Freedom Box” by Ellen Levine and Kadir
Nelson to the class added to the curiosity and wonder about “Black History” for our
students. The discussion from the read-aloud helped to enhance and expand their understanding of this topic. They were anxious to get started with researching, learning and the
sharing.
For this unit six workstation activities were developed and the grade 5/6 students
worked on three of the activities while working in groups of 4 or 5.
Activity 1- Dramatic Presentation – Students selected a
picture book to dramatize what they learned from the story. They had to write a
short script and present it to the class.
Activity 2 – Interactive Diary - Students read passages from “A Desperate Road to Freedom –
The Underground Railroad Diary of Julia May Jackson” by Karleen Bradford. They
then had to write from the perspective of a slave (mom, dad, child), plantation
owner, abolitionist... Students used the iPod Touch to record their diary entry
with the Dragon app.
Activity 3 – Memorial – Students had to design a memorial for those who fought for freedom. They picked an individual or group that
helped in the abolition of slavery. They had to plan and sketch a proposal to
present to town council.
Activity 4 – I Have a Dream – Students had to write their
own short speech and video the speech using photo booth application.
Activity 5 – Declaration of Rights – Students had to pick an
area and brainstorm what they believe are the rights of a group or individual. They had to create a keynote
presentation.
Activity 6 – Timeline –
Students had to research and create a timeline of important events and
achievements of key individuals in Black history. They were provided with Internet
links and had to create a timeline using Smart Ideas Software or Poster
presentation.
Students were completely
engaged and excited about their learning. We gave students a 90-minute block to
complete one workstation activity. We blocked 30 minutes for daily
presentations. Every student was expected to share his or her learning to the
class.
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| Using the iPod Touch |
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| Interactive Diary |
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| Researching for Dramatic Demonstration |
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| Presenting |
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| Harriet Tubman Memorial |
The quality of the work
produced was amazing. It was clear that the students understood the
concepts and were able to share their knowledge with classmates. All students
listened attentively while each group shared. The groups worked well together except for one team, they needed to review
student responsibility. This leads me to point number six in the “Inquiry Approach versus Coverage Approach” chart that is posted on our website.
Student
Responsibility VS Student Compliance
The students in our inquiry-based classrooms have been learning how to
become proficient collaborators and they are learning what social strategies
look and sound like. It's important to set the stage for small groups and establish
ground rules that allow students to be responsible for their learning. Daniels & Harvey (2009) discuss six
factors to nurture in students: expectations, norms, friendship, leadership,
communication and conflict. These factors help to develop strong interdependence group skills. 
