Bonnie Maddox 4th Grade Social Studies Lesson Plan Title: Alabama Brochures 1.

Student Outcomes: The students will be able to label an Alabama city on a blank map of Alabama. The students will be able to explain directions for getting to an Alabama city from Birmingham. The students will be able to describe important attractions in an Alabama city. The students will be able to identify important historical events in an Alabama city. The students will be able to sequence historical events in an Alabama city. The students will be able to create a brochure for a city in Alabama.

2. Standard: Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps. [SS4.1]

3. Materials/Media/Technology: Card stock to create brochure Butcher paper, tape, and markers Magazines on Alabama AL Road Map Laptops and class computers Directions Example Brochures

4. Teaching/Learning Procedure: A). Launch of Lesson- 5 minutes; The lesson will begin with a brief gallery walk. I will bring four anchor charts, made from butcher paper, with the following questions written on them: What are some of your favorite places to visit in Alabama? Who are some famous people from Alabama?

At the beginning of the lesson, I will display two anchor charts on the white board in the front of the class and the other two anchor charts on the cabinet in the back of the class. I am making duplicates, writing each question on two anchor charts, in order to reduce traffic at the charts and decrease wait time. I will tell the class that I have posted two questions that I want them to

answer. I will tell them that we only have a couple of minutes to answer them so that we have time for our lesson, so make sure you stay on task and if there is a long line at one of the charts, go to the other one. If you cannot think of anything, that is ok. I will then give the students markers to begin answering the questions. After about 4 minutes, I will get their attention by holding up five fingers and asking everyone to stop what they are doing, give me the markers, and have a seat on the rug. I will then ask for two volunteers to read their answers. [I will need to have places to visit in Alabama and famous people from Alabama in mind in case nobody can think of anything. Some possible places to visit in Alabama are the Huntsville Space and Rocket Center (If they mention it I will want to tell them how Mae Jemison, the first African American woman to travel in space on the Endeavour, is from Decatur), Nascars Superspeedway, Vulcan (the worlds largest cast-iron statue), Mobiles WWII battleship USS Alabama, and Montgomerys Civil Rights Memorial. Some possible famous people from Alabama are Helen Keller (from near Tuscumbia), Mae Jemison (as mentioned earlier), W.C. Handy (the Father of the Blues is from Florence), Condoleezza Rice (the first female AfricanAmerican secretary of state was born in Birmingham), and of course Courtney Cox (who is from Mountain Brook, like them).] B). Investigation/Presentation- 30 minutes; After sharing our answers to the questions, I will ask the students: Why might a tourist want to visit _________? (I will choose one of the places they mentioned)

I will call on a student to share why he or she thinks someone would be interested in visiting the place. So visitors come to Alabama to learn about its history, see its attractions, and enjoy its beauty. Alabama is the home of many famous people and popular tourist attractions. For example, Helen Keller, who travelled the world as a public speaker for people who have sight and hearing loss, is from near Tuscumbia. Tourists come from all over to visit her home and learn more about her.

I will then introduce the lessons activity. On Monday, you thought of a city in Alabama that you wanted to learn more about. Today, we are going to create a brochure of the city you chose. Has anyone ever seen a brochure before?

I will then get out the brochures for the students to pass around. Some of the students may have never seen a brochure before, so I am stopping at a rest area and grabbing some to bring for them to look at, I am also getting giant foldable road maps of Alabama to assist the students in making their brochures. I am hoping bringing in the brochures will give them a better idea of what a

brochure is and what it looks like, establishing some background knowledge for the kids who have never seen them before. Can anyone tell me why someone might get a brochure or why someone would make a brochure? (Brochures tell us about places, giving us more information about the attractions and history, which helps us decide if we want to visit). So today we are going to start making brochures on the cities that you chose. Now we wont finish them today because they are going to take a couple of classes, but we are going to try to get the first page done; so its important to make sure you are staying on task, ok?

I will then show them an example of a brochure that a student made last year and pass out the directions for what needs to be included on their brochures. I will show them a blank brochure and explain how to make their brochures. I have already folded your brochures and numbered the pages (show them the blank brochure, pointing to the page numbers). So if you look at your directions, they say Side 1Front Cover (point to the information on the directions as I explain) This information, the three things listed under Side 1, needs to be on the page numbered 1 on your brochure (point to page 1 on the blank brochure). I will then do the same for Side 2, Side 3, and Side 4. So remember, Side 1-Page 1, Side 2-Page 2, etc

I will then go over what needs to be on the pages of the brochure. So on your first page, you need to have your citys name (written decoratively because this is your front cover), your citys nickname (if your city has a nickname, if your city does not have a nickname you should create one for it), and a drawn blank outline of Alabama that shows where your city is and has a picture to represent your city. (I would show them how it was done on the example brochure from last year). On your second page, you are going to draw and label 3-5 important attractions in your city, adding pictures that can either be taken from the magazines you will use, printed from the internet, or hand drawn (show on example brochure). On page 3, you are going to draw and label 2-3 important events in your citys history, putting them in the correct sequence (show on example brochure). Then your last page, page 4, will have directions to your city from Birmingham (show on example brochure).

I will then model how to use their magazines to find information on their cities. Each one of you is going to get a magazine about Alabama that you can use to find the information that you need for your brochure (Hold up magazine). So if I want to use this magazine to find more information about my city, say Birmingham, I would first look in the front and determine what region my city is in. I think my city is in the central region and the central region is _____ color, so I would then turn to that color and find my city, which would be in the Bs because the cities are in alphabetical order (the teacher is

modeling this as she explains). So here is Birmingham, and the magazine has a lot of great attractions and information listed here for me to use. If you dont see your city, try looking in another region. I want everyone to start their research with the magazine today. I dont know if we will have enough time to get to researching on the internet today, but when you are done with the magazine, you can use the internet; we have the class computers and laptops. Remember that if you want to print something out, it needs to go to the 4th grade printer. But today you might just want to research in the magazine and use the internet next time. So you want to make sure you get all the information listed on your directions onto your brochures. Does anyone have a suggestion as to how we can make sure we get all this information on our brochures and dont forget anything? (If nobody mentions it, the teacher will remind them about how we made sure we got all the data from our line plot lesson last week onto our plots by crossing them off as we go. We can do that with this too, so once I have written and decorated my citys name on Page 1 of my brochure, I would cross it off on my directions sheet). Alright, so does anybody have any questions?

The students will then grab a blank brochure, magazine, and road map off the round table and have the remainder of the lesson to work on their brochures. I will circulate, observing and helping as needed. C). Accommodations/Modifications- I will be circulating during the lesson, observing and helping as needed. If a student is struggling with finding attractions and historical events, I can ask them probing questions such as why would a tourist want to visit your city? Or I can help them find the information in the magazine or online. If they are struggling with how the brochure is put together, I could let them see the example or write- Side 1 next to the page number on their brochure and Page 1 next to Side 1 on their directions, etc D). Extensions/Challenges- They can write a fun paragraph trying to convince tourists to visit their city on the extra page in the brochure. If a tourist only had time to visit one place in your city, how might he or she decide which place to visit? (Based on his or her interests?) Which place would you recommend visiting? Why? How does tourism help Alabamas economy? (Tourists spend money!) E). Closure- 5 minutes; I will get the students attention by holding up 5 fingers and ask them to stop what they are doing, give me their magazines, and sit on the rug next to their meeting partner. I will then ask them to turn and talk to their partner about what they have learned about their city. After about 2 minutes, I will ask them if anyone has any attractions they want to add to our anchor chart. I will then ask them if they have any famous people they want to add to our anchor chart.

How could you use your new knowledge of this city in your writing? (Incorporate what you have learned about your city into a story set in that city) If I wanted to compare the population of my city to Birmingham and other cities in Alabama, what kind of graph do you think would be the best to use? (They are working with collecting, organizing, and interpreting data right now, so that would be a good mathematics connection)

5. Assessment: I would use the following rubric to grade their brochures and determine if my objectives were met: Travel Brochure City: _________________/3 ________________/6 _________________/5 _________________/3 _________________/3 _______________/20

Travel Agent:

City Labeled on Blank Map of AL: 3-5 Attractions Included: 2-3 Historical Events Included: Historical Events Correctly Sequenced: Accurate Directions Included: Final Grade

I would begin the last lesson that they had to work on their brochures with a discussion of the rubric, putting it on the overhead and telling them exactly what I will be looking for when grading their brochures. I would leave it up for the remainder of the lesson, giving them the opportunity to check their brochures and make sure they have everything on it or they could trade brochures with another classmate who will tell them if they think they have met all the requirements. Personal Reflections: Reflections will be submitted after the lesson is taught.

Brochure Directions:

Sample Brochure: