Lesson Title: Knowing your family

Teacher: Miss. Jenna Roberge

Subject: Social studies (heritage) ELA Grade Level: alternative education (16-24)
Time Required: five 40 min time periods
Topic: Family Heritage

Essential Question: How do you make and read a family tree to aid in research and
collaboration with peers?

Prerequisites
Students will need to know their family history or will need to know how to contact his or her family
member to obtain this information. The students will also need to know how to use and digital
camera and how to download the picture onto a computer. Students will also need to have basic
knowledge of how to search the internet for information. Students will need a yahoo account to be
able to e-mail their individual links to the teacher when the project is finished.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

ELA standards

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and
readers, students will collect data, facts, and ideas; discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language that follows the
accepted conventions of the English language to acquire, interpret, apply, and transmit
information.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and
readers, students will analyze experiences, ideas, information, and issues presented by others
using a variety of established criteria. As speakers and writers, they will use oral and written
language that follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas, information and
issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and
written language that follows the accepted conventions of the English language for effective
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 social communication with a wide variety of people. As readers and listeners, they will use the
social communications of others to enrich their understanding of people and their views.

Technology:

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate
technologies.

Intended Learning Outcome (Should define what students will know and be able to do and at what level of
mastery they should be able to do it.)

Students will know… Student will be able to…

1. How to read and decode other family 1. Read and decode family trees either on
trees either on the internet or in books. the internet or in books.
2. How to research family information. 2. Research their family history.
3. How to use a digital camera 3. Use a digital camera to take digital
4. How to download digital pictures onto a pictures.
computer. 4. Use a USB cord to downloadload the
5. How to insert the photos into the family digital pictures onto a computer.
tree. 5. Insert pictures into the computer
6. Layout a family tree on the website generated family tree.
http://www.myheritage.com/family-tree- 6. Creatively put together a family tree on
builder?gclid=CPzSiOnMx50CFeFM5Qo the website
dwVaMrQ http://www.myheritage.com/family-tree-
7. How to collaborate with a partner by peer builder?gclid=CPzSiOnMx50CFeFM5Qo
editing and making a comment about his dwVaMrQ
or her peers project. 7. Work collaboratively with a peer by peer
8. How to publish their family trees online editing and commenting on his/her
using the publishing feature of the partner’s project.
myheritage.com website. 8. Publish their family trees on the
myheritage.com website.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: The students will be given a family tree and he/she will need to answer
questions based on the tree. The will need to let the teacher know if they can read the
layout of the family tree.

Post-test: The post test will be the same as the pre-test.

(Performance Assessments)
Students will be graded on how well they put together his or her family trees. The family
trees will also need to be creative by using the features of the website. The Students will
also need to be able to use the digital camera to take photos of themselves. If the student
chooses to scan family photos and insert these photos into the family tree, using the
features of the MyHeritage.com site, which would be considered extra credit.
(Other Assessments: Peer, Self)
The students will fill out a rubric letting the teacher know how he or she feels the student
did on the project.

(Assessment Adaptations)
Those students that need testing accommodations will receive the accommodations.
Those students that need help with writing and research will be given the help through
individual appointments with the teacher. The students will be able to ask questions at
this time. These appointments will allow the teacher to observe what the struggles of the
students are and monitor the students’ progress.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
After the teacher has given the pre-test he/she will then show an example of a family tree. Once all
of the layout rules are explained the teacher will then model/demonstrate how to create a family
tree. The teacher will show the students step by step.

The teacher will also have the students sign up for individual appointments to monitor progress
and discuss anything that the student might want to talk about.

Introducing the lesson:

To spark the students attention the teacher will talk to the students about the really
interesting Information that he/she found while making his/her family tree. Also the teacher
will show the digital camera and explain what the students will be doing with the camera.
Many students love to take pictures, which should spark the interest of the students.

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….)
Day one:
1. The teacher will begin the lesson
by talking about what a family
tree is.
2. The teacher will then explain that
a pretest will be given to see what
the students already know about
family trees.
3. The teacher will then hand out the
pretest. While the students are
taking the pretest the teacher will
be setting up the materials to
discuss and model the proper
steps to creating a family tree.
The test should take the students
about 15-20 min. Those students
that need extra time will receive
the time he/she needs.
4. After the test is completed the
teacher will collect all of the tests.
5. The teacher will reiterate the pre-
test was just to measure how
much the student knows about
reading family trees and will not
be graded.
6. The teacher will then direct the
students attention to the front of
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
Student activity (The student is doing…)
Day one:
1. The students will sit and listen to
the teacher’s explanation.
2. The students will sit and listen to
the teacher and be thinking about
what they know about family trees.
3. The student will take the pretest.
4. The students will hand in his/her
tests.
5. The students will sit and listen to
the teacher.
6. The students will continue to listen
to the teachers directions. The
students will also ask questions at
the appropriate time.
7. The students will continue to sit
and ask questions through step 11
of the teacher steps.
12. The students will break into
groups of two and take pictures of
one another. The students will
also be discussing the project with
their peers. This will continue
through teacher step 13.
14. The students will down
15. \load his or her photos from the
digital camera to the computer and
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 the room to show the students the insert his or her photos into his or
model family tree. her family tree using the features
7. The teacher will begin by showing of the website.
the model and discussing the
very interesting information
she/he found out about her/his
family while creating it. Please
see Appendix A.
8. The teacher will then model the
proper steps when creating a
family tree. The teacher will do
this by using a laptop and
projecting the image with an
ELMO. She/he will also be able to
show the students each step by
using the model while talking
about the steps.
9. After the teacher explains how to
create a family tree she/he will
then explain what the project is
and how the students will be
graded.
10. The teacher will tell the students
that he/she will need to create a
family tree of their own. The
teacher will announce that the
students have about one school
week (5 days) to complete the
project. The students will be
graded on his/her creativity and
the neatness of the final project.
The teacher will also explain that
she/he understands that the
students will not have enough
time to research extensively and
it is ok if he/she just has
immediate family on the tree.
11. The teacher will also explain that
each student will need to take a
digital photo of a partner in the
class so that the students will be
able to place a picture of
themselves on their family tree.
Each student will also be required
to use a USB cord to upload his
or her picture and insert the photo
on the online family tree using the
feature of the website.
12. Once the directions are explained
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 the teacher will have the students
brake into groups of two to take
photos of each other and discuss
the project.
13. The teacher will monitor the
students’ activity with the digital
camera.
14. The teacher will monitor the
students’ activity while he/she are
uploading and inserting pictures.

Day two:
1. The teacher will remind the
students what the project is.
2. The teacher will then have the
students sit individually and start
to outline his/her family tree
based on the teacher model.
3. The teacher will be walking
around looking at the outlines and
asking students questions about
what the final project will look like.
4. Once all of the out lines are
completed the teacher will take
the students to the computer lab.
5. The teacher will allow the
students to work on his/her
projects for the remainder of the
period.
6. The teacher will announce that
the students will need to save
when there is about ten minutes
left of class.
7. Once the students have saved
successfully, the teacher will tell
the students’ that he/she will need
to go home tonight and call family
members to obtain any family
history. Now that the students
have started he/she will know
what to ask family about.
Day three:
1. The teacher will review what the
students are doing with his or her
family trees.
2. The teacher will walk the students
down to the computer lab.
3. The teacher will explain that
he/she will be calling individual
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
Day two:
1. The student will listen to the
teacher’s directions for the day.
2. Students will sit individually and
outline his/her family tree.
3. The students will continue to work
on his/her outlines while the
teacher comes around to check
and ask questions.
4. Once the students have completed
his/her outlines the students will
follow the teacher to the computer
lab.
5. The students will continue until the
end of the period.
6. The students will save when the
teacher announces it is time to.
7. The students will listen to the
teachers homework directions.
Day three:
1. The students will walk in and listen
to the teacher’s recap of the
project.
2. The students will follow the teacher
to the computer lab.
3. The students will listen to the
teacher’s directions for the day.
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 students over to have
conferences with students about
their progress.
4. The conferences and the family
tree activity will continue for the
rest of the time period.
Day four:
1. The teacher will take the students
to the computer lab to conduct
research. At this point the students
should have most of the family tree
done.
2. The teacher will explain that the
students should look up people in
their families to see if there is any
more interesting information about
his or her families.
3. The teacher will also explain that
this activity is to just add to the
family tree, but if the student
cannot find any more information
on the family or family member it is
ok. The student will not be
penalized for the lack of
information.
4. The teacher will show the students
how to invite a partner to look at
his/her project.
5. The teacher will tell the students
that all of the students will have to
peer-edit and comment on their
partner’s project.
6. The teacher will walk around and
help students while he/she
searches. The teacher will answer
all individual questions at this time.
Day five:
1. The teacher will give the students
about fifteen minutes to complete
his/her family trees.
2. The teacher will then call on
students to share his or her family
trees. The teacher will also ask if
there is anyone that would like to
share.
3. The teacher will allow for more time
if students want to share his or her
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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4. The students will continue to work
on his/her family trees. The
students will meet individually with
the teacher when he or she is
called. At this time the student will
ask any questions that he or she
might have about the project.
Day four:
1. The students will follow the teacher
to the computer lab.
2. The students will sit and listen to
the teacher while he or she
explains the directions for the day.
3. Students will listen to directions
and ask any questions he or she
might still have.
4. The students will listen to
collaboration directions.
5. The students will pick a partner
and complete the collaboration
portion of the project.
6. The students will research people
in his or her families.
Day five:
1. The students will work for the first
fifteen minutes of class.
2. The students that want to share
will share with his or her projects.
3. The students will continue to
share.
4. The students will publish his or her
family tree on the my
Heritage.com website.
5. The students will e-mail his/her
 projects. link, to his/her family tree, to the
4. The teacher will wait and assist, teacher using their yahoo
where needed, students while accounts.
he/she are publishing to the 6. The students will take the post
myheritage.com site and e-mailing test.
the link to the teacher. 7. The students will hand in their
5. The teacher will then hand out the posttests.
post tests.
6. The teacher will collect the
posttests.

Adaptations to the Instructional Sequence to Differentiate:

For the pre and post-tests the students that need extra time will be able to have as much time as
specified on their IEP. Those students that need the test read to him/her will have this done. Other
differentiations should not be needed because the teacher will work closely with all of the students
and will be setting up individual progress appointments for all the students in the class. If students
are struggling accommodations will be made accordingly.

If for some reason a student does not have any family or it is too mentally stressful for him/her to
complete this project the teacher will assign him/her to another student so that the two students can
work together on one family tree.

Discussion and Assessment of Learning:

(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
Students will complete a family tree, which is a graphic organizer. All students need to know how to read
different texts, graphs, etc… The point of the pre and post-test is to see if the students can read the graphic
organizer or family tree.

The students will us his/her family trees to help guide his/her research of family and family members.

Students will use the cloud technology to create, collaborate, and publish his/her family tree.

Closure:
Extensions for early finishers:
If a student is finished early he/she will put more pictures on his or her family tree. This will be an
option if the student has photographs that his or her family will allow the student to use.
Other options will be to write an essay about what the student feels is interesting about his or her
family. If the student feels there is nothing interesting the student can write the essay about the
information that the student learned through this project.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Lesson Development Resources
Technology Tools and Materials:
 Overhead projector
 Digital camera
 USB cord
 Computers
 Laptop
 ELMO
 Website myheritage.com

(Parent/Community Resources)
The students will need to call his or her parents to complete his or her family trees. Since
this is an alternative education program all most all of the students live on campus. This
makes it difficult to contact the parents. Also most of the students are over the age of 18
and do not wish to have their teachers call his or her parents or send notes home. Since
most of the students also come from the city, Virgin Islands, and other parts of the USA
sending letters to all of the parents will be costly and will take too much time.

(Contact Information)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Appendix A

Student work model:

http://www.myheritage.com/site-72290831/roberge

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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