Metropolitan Museum of Art-National Landmarks

Key Content Standard(s): List the complete text of only the releant parts of each standard! "#$: % & '
California Social Studies Standards: 3.4.3 Know the histories of important local
and national landmarks, symbols, and essential documents that create a sense of
community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald
eagle, the Statue of Liberty, the U.S. onstitution, the !eclaration of "ndependence, and
the U.S. apitol#
1. $istorical and Social Sciences %nalysis Skills&
Chronological and Spatial Thinking:
Students explain how the present is connected to the past, identifying both similarities and differences between the
two, and how some things change over time and some things stay the same.
Lesson ()*ectie: +hat do you ,ant students to kno, and )e a)le to do- "#$: %. / & '
Students are to learn about different local and national landmarks and their significance.
Assessment: 0ormal and 1nformal Assessment! "#$: 2 & 3
+hat eidence ,ill the students produce to sho, they hae met the learnin4 o)*ectie- Students will be able to show
they have met the learning objective by taking notes regarding the different exhibits. They will also provide evidence through
discussion with their partners and classmates.
+hat modifications of the a)oe assessment ,ould you use for lan4ua4e learners and5or students ,ith special needs-
Students who are language learners and/or have special needs will be able to accomplish this task by having the written
materials in front of them being read as they can follow along. The students having the written words in front of them can use
them as a guide for taking notes. These students will also be able to discuss their knowledge about what theyve learned from
the day to gain oral practice with their partners, which can be helpful if they want to share out in front of the class.
#rere6uisite Skills. Kno,led4e and $xperiential 7ack4rounds! "#$: 8 & 9
#rere6uisite skills from prior school experiences Students will reuire writing and reading skills as well as the ability to
take notes on the materials. Students will be writing about their favorite national historic landmarks after.
Strate4y to connect school learnin4 ,ith prior experiential kno,led4e and5or cultural )ack4round Students will be
reminded of what it is like to be in a museum but if they have not then it is an opportunity to get a sense of what it feels like. !
will ask the students if they have been to a museum before. "hat is there and how to behave there.
#re-assessment strate4y Students will be asked if they have been to museums before. They will also be asked how one
should behave in a museum. They will then be asked if they know what exhibits are in museums as well as what national
historic landmarks are. This will give me an idea about their current knowledge about museums and national landmarks.
Academic Lan4ua4e! "#$: : & '
+hat content specific oca)ulary. text structures. stylistic. or 4rammatical features ,ill )e explicitly tau4ht- #ey
vocabulary that needs to be taught will include the words$ %useum, &xhibit, 'ational (andmarks.
$6uity! "#$: 8. ;. /. : & 9
<o, ,ill ALL learners en4a4e- (aryin4 academic a)ilities. cultural )ack4rounds. and lan4ua4e leels) =escri)e your
differentiated instructional strate4y! )ll learners will be able to engage in the lesson in multiple ways. To start, students will
take turns reading the prompts at each gallery piece and the other students in the groups will be able to follow along. Students
will also be able to discuss with partners what they are going to write about as well as something that they learned which
would be helpful for students who are &((s.
1nstructional Learnin4 Strate4ies to Support Student Learnin4! "#$: %. 8. ;. /. ' & %>
"hat will the teacher do to *+ stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior
learning, ,+ identify learning outcomes -+ present material, guide practice, and build independent learning, .+ monitor student learning
during instruction, and /+ build metacognitive understanding.
List ,hat the teacher ,ill )e doin4 and ,hat the students ,ill )e doin4!
"ime
%min
8min
2min
3min
%min
%min
/min
2min
%min
3min
"eacher
"ell students ,e are 4oin4 to a museum
today?
Ask students ,ho hae )een to a museum
)efore! <ae them share ,ith out so that all
students can 4ain a picture a)out ,hat a
museum is like! +hat )ehaior is expected
of you 1n a museum-
"alk a)out ,hat museums are! 1ntroduce
the ,ord exhi)it (from oca) poster)!
1ntroduce museum rules! @o oer poster
,ith the class! <ae them recite rules )ack
as a ,hole 4roup! (i!e! ho, to rotate 6uickly
and 6uietly )et,een exhi)its!)
Ask students ,hat they think national
landmarks are! #ose the 6uestion ,hy do
you think they are si4nificant-! <ae them
pair share and talk a)out ,hat they think
this means!
Come to4ether as a class and ask students
to share out a)out somethin4 their partner
told them they think this means!
Aead definition of national landmarks from
oca)ulary list on poster )oard!
Model them ho, to take notes and ,rite
a)out the si4nificance of landmarks!
"ell them that )ein4 responsi)le museum
isitors means that they need to take notes
on the exhi)its that they ,ill )e seein4!
-#ass out "ickets and sho, them the )ack!
B,hen you 4et your ticket! (n the )ack
please ,rite your name at the topC
Bthe )lank spot on the corner you ,ill ,rite
,hat exhi)it you are isitin4! $ach exhi)it
has a num)er next to it!C
Bthe )oxes are ,here you can ,rite
important information a)out the national
landmarks! "his is important )ecause you
,ill need to ,rite a para4raph a)out
somethin4 you learned a)out today! +rite
,hy this is si4nificant!C
Byou ,ill hae %> minutes at each station! ;
minutes to read the article! And ; minutes
to ,rite notes!C
Students
Students ,ill )e recallin4 time they hae )een to a
museum or thinkin4 a)out ,hat they kno, a)out
museums as ,ell as the ,ord exhi)it!
Students ,ill )e recitin4 alto4ether as a class!
Class ,ill also )e discussin4 ,hat expectations are
expected from them in the exhi)its!
Students ,ill pair share a)out ,hat they think
national landmarks are!
Students ,ill share out after!
Students ,ill receie their tickets (already placed on
their ta)les in enelopes) Students ,ill ,rite their
name on the )acks of their tickets!
Aesources5
Materials
0ocab 1oster
0ocab 1oster
0ocab 1oster
Tickets, pencils
%min
%min
%>min
22min
%min
3min
+hen the second timer 4oes off that means
pencils do,n and listen for directions!
Aeie, museum rules )efore they start!
Start the students at the ta)le they are at!
<ae one student read the article ,hile the
other students listen!
Call out for time! Byou should )e startin4 to
,rite your notes at this time!C
Aotate )et,een the exhi)its! Allo, for
three rotations so that each student sees a
total of three exhi)its!
<ae them come )ack to their seats! (Count
do,n from %2)
+hat did you learn a)out today from the
museum-
$aluate landmarks and talk a)out
si4nificance of these landmarks!
<ae students discuss in 4roups the
si4nificance of the different landmarks!
Students ,ill )e listenin4 to directions for museum!
Students and teacher ,ill read oer rules alto4ether!
(ne student ,ill read the short article out loud and
the other students ,ill follo, alon4 on their papers!
Students ,ill then hae time to ,rite a fe, notes
do,n a)out the national landmark!
Students ,ill 6uietly and 6uickly rotate )et,een
exhi)its!
Students ,ill make their ,ay )ack to their seats!
Students ,ill pair share a)out their ealuations
a)out the si4nificance or importance of the
landmarks!

1oster 2hart
)rticles, 3our
4ifferent art
pieces of four
different national
landmarks. 5ne
for each table
already on table.
Timer.