1. Topic-
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Discussing Louisiana house types and who brought what house type
to Louisiana and building a house in groups |
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2. Content-
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Single/double Pen home, saddle bag home, dog trot house, Acadian
cottages, French Creole house, townhouse, American plantation, shotgun
home, bungalows, Anglo American hill country house, creolization |
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3. Goals: Aims/Outcomes-
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Students will have an understanding of Louisiana folk houses. Students
will learn about where each style came from and how they are all different.
Students will be able to describe the house they made and know the
nation that brought it to Louisiana. |
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4. Objectives-
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Students will be able to... 1. Identify and categorize the types
of houses found in Louisiana 2. List and describe the ten main house
styles and 3. Specify which culture brought each house to Louisiana.
In groups, students will work together to build one of these houses
with the materials provided. Each group will present their house with
a minimum of two facts about their house. |
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5. Materials and Aids-
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Cardboard boxes, sheets of cardboard, straws, paint, paint brushes,
aprons, trash bags/ tarp, lace, toilet paper rolls, markers, scissors,
glue, paper tape; PowerPoint or overhead projector |
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6. Procedures/Methods-
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A. Introduction-
Teacher will gather class around the projector area and start talking
about "home." Bring out the larger scale version of the project they
will do. The slideshow/transparencies will show the students each
type of house as the teacher explains how they are all different. |
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B. Development-
Teacher will explain to the students that they are getting in groups
to building one of the houses learned about. Teacher will show the
already built, bigger version as an example so students can get a
better idea of how to build their house. Using the example house,
teacher will go over detailed instructions of house building project
with the students and the rubric the students will use to know what
needs to be on their house as well as how the house will be graded.
During the teacher's step-by-step directions, she will point to the
part she is talking about on the example house. Explain that each
group's house will look different. |
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C. Practice-
Teacher will divide students into nine groups by pulling names out
of a hat. Each group will then choose their house by drawing a type
out of the hat. Once the groups are defined and houses are assigned,
students will be given instruction sheets and rubrics. After that,
groups will be given time to talk while materials are put in place.
Once all materials are in place, students can begin building their
houses. Teacher walks around to help if needed. |
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D. Independent Practice-
Each group will come up with a minimum of three facts on their house
type. After the students finish building their house and finding their
facts, they will present their house and facts in front of the class. |
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E. Accommodations (Differentiated Instruction)-
Describe instructions multiple ways so that everyone can understand.
Answer any follow up questions. |
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F. Checking for understanding-
Teachers will observe each groups presentation of their house. Teacher
will look over all completed houses after presentations. Teacher will
use rubric provided for grading each student's work. |
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G. Closure-
After the groups have presented their houses, the students will
be given time for an open discussion. This discussion will end with
the teacher asking if anybody has any questions. |
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7. Evaluation-
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Each student will be given a sheet to evaluate the work of each
person in their group. What were was everybody's favorite part? Least
favorite part? How could we make this activity better? |
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8. Teacher Reflection-
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All students are involved in this activity. They can build their
creativity and learn to be factual. |
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