Exploring people in Winona: Ed 333 Fall 2007

Theme: Exploring people in Winona
Grade: Fifth Grade
Time: 45 minutes

1. Brief description:
Students will explore articles located in the Winona Daily News; sent from the Winona Historical Museum. The students will read articles and pick one that is of interest to them. They will write a review on material read in the article. The articles will either be mailed to individual persons or kept by the teacher.

2. Materials/resources needed:
· Many articles from the Winona Daily News that were sent from the Winona Historical Museum. (enough that each student could choose one article)
· Notebook
· Pen or pencil
· Phone Book to allow students to find the address for the people in the articles
· Envelopes
· Stamps
· Copy machine for the teacher to make copies for students

3. Goal(s) for today’s lesson:
Students will comprehend that people in the town of Winona have expressed themselves through musical groups.
Students will gain a better understand of how to express themselves and write a 1 page review of the article.
Students will experience writing a review and share their writings with the person in the article.

4. Objectives for today’s lesson:
Students will review articles found in the Winona Daily Newspaper.
Students will pick one article that they had some interest in and read the whole article.
Students will write a 1 page review of the article. They may choose to mail their written piece if so desired.
Students will present the 1 page review to the class the next day.


5. Procedures
a. introductory experiences
The students will be presented with articles that are sent over from the Winona Historical Museum. They are articles that were placed in the Winona Daily News over the past years.

b. developmental experiences:
1. Students will be split into groups. Each group will receive 5 articles to read. After reviewing each of the five articles, students will pass them to the right. Each group will review all the articles. Students will write down their choice of three articles to review further. ( 17 mins)
2. Collect articles from students and place them on a table in the back of the room. (2 mins)
3. Students are excused by rows to choose one of the three articles that they have written down.
4. After each student has chosen their article and read it over, they may start writing their 1 page review on the article in their notebook. Students should write the name of the article on top of the page and when it was written. (20 mins)
5. After each student has finished their letter, go around the room and ask them if they would like to send it to the person in the article.
6. If the student would like to mail their review, to the person in the article, they are to write the address on the envelope, place the stamp correctly and place their name and school address on the correct corner of the envelope. Remind them that they will be presenting their reviews tomorrow. They should ask for a copy from the teacher before they place it in the envelope. (3 mins)
7. Students not wanting to mail their reviews, should place it on the teacher’s desk. ( 3 mins)


c. culminating experiences

Students will present their article to the class the next day. Students will not be required to read the article, but they are asked to summarize the article before reading their review.

6. Assessments used during lesson:

Students will be assessed when they present their article review to the class. Each student will read their 1 page review along with a short summarized version of the article.

Resources taken from Winona Historical Museum

Learning about Winona composers: Carl Ruggles---Lesson Plan 3

Theme: Learning about Winona composers: Carl Ruggles
Grade: Fifth grade
Time: 45 minutes

1. Brief description:

The students will learn that composers can come from anywhere such as their hometown of Winona. They will explore the history of Carl Ruggles who came to Winona in 1907 and then composed several music pieces. The students will make a timeline to show the date of the pieces that he wrote and figure out where his inspiration could have come from in Winona.

2. Materials/resources needed:

* Construction paper
* Markers/crayons
* Picture of Carl Ruggles from the Winona Historical Museum (WHM)
* Information pulled from the WHM (http://winonahistory.org/)
* Dates of when his pieces were written (WHM: http://winonahistory.org/)
* Example of a timeline with a few dates written on by the teacher.

3. Goal(s) for today’s lesson:

Students will learn that composers can come from anywhere, including Winona. The students will research background information about the composer, Carl Ruggles, who taught at Winona State University.

4. Objectives for today’s lesson:
Students will research and comprehend information about composers in the Winona area.
Students will demonstrate their knowledge of Carl Ruggles by creating a timeline.
Students will gain the knowledge of Carl Ruggles’ history.

5. Procedures
a. introductory experiences

Teacher will start by asking the students what in Winona could influence a person to write music.

b. developmental experiences:
1. Students will start by going through the information that was pulled from the Winona Historical Museum on Carl Ruggles and write down five important facts they learned through the material.(10 mins)
2. Once they have the five facts divide the students into small groups of at least 3-4 people. (2 mins)
3. Each group will compare the five facts they found out about Carl Ruggles and eliminate any repeated information. They may also get more information if needed. (5 mins)
4. Gather the attention of the class by using the hand clap method and explain to them that they will be creating a timeline using the information that they found. (5 mins)
5. Start them out on their timeline by having the class help you place the dates when Carl Ruggles wrote his pieces and when he was born. (look at sheet for dates) (10 mins)
6. Pass out the construction paper and markers/crayons. Allow the class to get back into their groups and create their timeline using the teacher’s example to start. The students will use the knowledge they have and can add more, if they choose, to create their Carl Ruggles timeline.(10 mins)
7. Explain to the students that they will present their timelines to the class tomorrow. If they need more time they will get five minutes before class starts to finish the last minute details. (3 mins)

c. culminating experiences

Make sure each student has placed their names on the timeline and figured out how to finish it for tomorrow’s presentation. They will also decide how they will present their timeline to the class the following day.


6. Assessments used during lesson:

The students will be assessed on how well they placed dates on the timeline of Carl Ruggles’ life. Each student should have the main points such as the date of birth and death, or important milestones in his life.