tlp_11_bkennedy_teacherside

=Teacher Side Template--Barbara Kennedy=


 * My Lesson Title:** //Is There Magic to Success?//


 * Unit Title:**


 * Grade Level:** Grade 3
 * Age Level(s):** 8 - 10
 * Subject Areas:** History, Social Studies and English Language Arts

How did immigrants define becoming a successful American?
 * Essential Question:**

Students will learn some of the challenges immigrants faced as they began a new life in America from 1880 - 1920 and what it took to succeed through the life of magician Harry Houdini. Using primary source documents such as photographs, newspaper articles, letters, audio clips and posters students will see how difficult life began for Houdini (born Ehrich Weiss) and his family and how he continually worked to succeed.
 * Summary:**


 * Unit Goal**
 * o1 Your Unit’s goal**

Using primary sources as background information and newspaper articles about Houdini and contemorary magician David Copperfield, students will compare and brainstorm ideas as they create a to-do list of things a person could do to be successful.
 * Objectives:**


 * Lesson Objective 1:** Students will decide what success looks like.
 * Lesson Objective 2:** Students will describe the actions that led to success through a creative journal writing assignment.
 * Lesson Objective 3:** Students will make a poster to include a //Keys to Success List// of things that make a person successful.


 * Curriculum Standards:**

3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person's life and achievements.
 * Standard 1**


 * Materials/Resources:**
 * Primary source 1: Portrait Cards**
 * Primary source 2** [[image:ps11_kennedy_houdini_magic_cover.jpg width="353" height="177"]][[image:ps11_kennedy_houdini_magic_forward.jpg width="408" height="232"]]

3 - 50-minutes sessions
 * Timeframe: __(Hours__**)


 * __Student Foundational Skills:__**

Ability to analyze and interpret primary source documents.
 * __Skill 1:__**

Ability to create a poster collaboratively using pictures and word documents, that define immigrant success.
 * __Skill 2:__**

Ability to work cooperatively in small groups.
 * __Skill 3:__**

__**Skill 4:**__ Ability to infer and extract meaning while comparing life between the past and present day.

__**Skill 5:**__ Ability to use imagination for observations in journal writing exercise.

__**Skill 6:**__ Ability to use [|www.wordle.net]


 * __Day 1:__**
 * What Does Success Look Like?**


 * Students will learn how to use primary sources to make inferences about what success looks like for immigrants.
 * Students will investigate and describe the lives of two magicians, Harry Houdini and David Copperfield
 * Students will make inferences as they compare and contrast these lives.

Begin by organizing the class into six teams of four. Tell them they are now history scientists that will be investigating the life of magician Harry Houdini. But before they can do that, they need some backgorund information. Show a video clip about Houdini, created by The History Channel:

[|http://www.history.com/videos/houdini-unlocking-the-mystery#houdini-unlocking-the-mystery]

Have the students share what they saw in their small groups. Have one person from each group share their observations with the class. Have each group share their findings with the class.
 * Begin the lesson with primary sources. Describe the difference between primary and secondary sources. Give each group copies of the Houdini portrait cards and a large sheet of paper. Have the students discuss the following:
 * These are the business cards that Houdini gave people to present himself. What do his clothes say about his work?
 * What do the pictures say about the person? What do they tell you about what it takes to be a success?

Next, give each group a (condensed) Wikipedia article about magician David Copperfield. []

Using large poster paper posted on walls in the class, have the groups make a list of ways they are the same and different. Put a star next to the ones that make a successful person. Check each groups list before beginning the program [|www.wordle.net] Wrap-up activity: have the groups share with the class.


 * __Organizational Notes:__**


 * chart paper
 * markers
 * large white paper
 * copies of Copperfield article
 * sets of Houdini portrait cards


 * __Additional resources:__**

Computer lab availability.


 * __Day 2__**
 * Inventing, Promoting and Skill**


 * Working with primary sources, learn to make inferences about what it took to become successful in America at the turn of the century.

What were the ways Houdini delivered his unconventional performance act?

Using a projector, start by showing the students three IMAGES FROM hisSIGNATURE TRICKS.

Then show the IMAGES FROM HIS MOVIES.

Direct the conversation with these questions:
 * What do these acts tell us about the kind of magician he was?
 * Why do you think he tried so many different things in his career?
 * How did he figure out how to do these things?
 * Do you think he was afraid of anything?
 * Would being afraid help or hurt him as he tried to be successful?
 * What part of this does success like

Have students go into their groups and begin to make a list of adjectives and phrases that describe Houdini and his act. Create this list on a large sheet of paper hanging on the wall. Have each group share their findings.

Using the projector, show the students THE IMAGES FROM HIS HARVARD BRIDGE JUMP



and the Boston Globe article about the event. Using small blue exam books, have the students write their observations in a journal format, as if they were an event observer. Encourage pictures and words to describe event. What I have also done in place of the journal entry is to have them pretend they were a news reporter for the Boston Globe. I gave them clipboards to jot down notes as I present the Harvard Bridge jump photos and talk about it as a real event. They then take that information and use it to write a news story using very descriptive language-- to make the reader feel they are there.


 * __Organizational Notes:__**
 * markers
 * blue exam books
 * chart paper


 * __Day 3__**
 * Using Science to Explain**

Begin by explaining what the word Medium means. Using a projector, show the PICTURES SHOWING HOW MEDIUMS WERE FALSE. Direct the discussion to include why it was important for Houdini to show this to people?

Next, show THE IMAGES FROM THE CHILDREN'S BOOK that came out after his death. Include these ideas in your discussion: The children's magic book had information about Houdini that was not true. Why did it happen. Was it important to change his identity to become a success in America?

Have the students go into their groups and hand out the obituaries from the BOSTON GLOBE AND THE APPLETON WI paper. Make a list of things they thought were important. Discuss among the group of whether they thought Houdini had a successful life? Bring the class back together to share from each group.

Creating a Poster, "The Keys to Success"
 * Final Culminating Activity:**

Divide the group into 6 groups of four and give each a piece of poster board. Have the groups write how immigrants define success : one idea per key. Put the keys on the poster along with pictures and artwork.

Keys to Sucess graphic/worksheet Assorted photos (see links) Materials:key Poster board markers/colored pencils construction paper glue scissors
 * __Organizational Notes:__**

Pre- and post test questions.
 * __Assessments: Limited to this lesson:__**


 * __Teacher Notes: Helpful lesson tips__**

This aligns and supports the reading curriculum, //Reading Street.//
 * __Note 1__**


 * __Note 2__**


 * __Note 3__**

=Assessment:=


 * // STUDENTS WILL BE ABLE TO… // || // STRONG //

// 5 // || // GOOD //

// 4 // || // ADEQUATE //

// 3 // || // INADEQUATE //

// 2 // || // WEIGHTING // ||
 * Define how immigrants defined success in America in the early 1900s || Define success with at least four examples and included 1-2 more || Define success with four examples || Defines success with 3-2 examples || Defines success with 1-2 examples ||  ||
 * Compare and contrast modern day ideas of success against those from the early 1900s || List 4 examples of modern day success and include at least 1-2 more. Contrast and compare a list of at least 4 examples of success in the 1900's with the modern day list. || List four examples of success for modern times and contrast with four examples of success in early 1900's. || Lists 3-2 examples of success for the early 1900's || Lists 1-2 examples of success for the early 1900's ||  ||
 * Explain the how magic could be used for positive and negative purposes || List at least two reasons why magic can be used for good purposes. List three examples of how magic can be used for bad purposes. Include 1-2 additional reasons. || List two reasons why magic can be used for good. List three examples how magic can be used for bad reasons. || Lists 1-2 reasons why magic can be used for good and 1-2 reasons why it can be used for bad reason. || Lists 1-0 reason why magic can be used for good and 1-0 reasons for bad. ||  ||
 * Will create a writing journal that draws conclusions and inferences about what it took to become a success in America from 1880 - 1920 || Student draws reasonable conclusions while listing at least four ways to success || Student draws reasonable conclusions with three ways to succeed. || Student draws conclusions with two ways for success. || Student draws one or no conclusions. ||  ||

well with others ||< Usually works well with others ||< Sometimes works well with others ||< Rarely works well with others ||<  ||<   ||
 * < Participation ||< Consistently works