Mount Vernon Unit

Block 1

Introduction
 Mount Vernon field trip overview & assignment
 90 minute block (Friday before the field trip to be held Monday)
 8.6: The student will read, comprehend, and analyze a variety of informational source.
d) Analyze details for relevance and accuracy.
e) Read and follow instructions to complete an assigned task.
g) Evaluate and synthesize information to apply in written and oral presentations.
8.7: The student will write in a variety of forms, including narrative, expository,
persuasive, and informational.
a) Use prewriting strategies to generate and organize ideas.
c) Select specific vocabulary and information.

Cognitive Objectives
 The student will analyze a variety of nonfiction, biographical, and informational works in
order to establish a flow chart of some basic events in George Washington’s life.
 The student will outline a basic plan for implementing the creative guidelines of the
graphic novel assignment.

Materials/Technology and Advanced Preparation

 Graphic Novel Pitch Black by Youme Landowne and Anthony Horton
 Field trip checklist forms
 Behavior, Code of Conduct, and Consequences contract (second copy)
 Graphic Novel Assignment Worksheet
 Flow Chart Graphic Organizer sheets
 Nonfiction materials from library, internet, and Mount Vernon educational sources
 Expedition Week: The Real George Washington National Geographic Documentary

Teaching and Learning Sequence

Introduction/Anticipatory Set
 SW complete Daily Oral Language assignment and share.
 SW debrief on the novel Pitch Black and review briefly the style of the graphic novel.
 TW collect novels.
 TW remind students of the field trip to Mount Vernon on the next Monday and pass
out/go over the field trip checklist as well as late bus/parent pick up reminder.
 SW go over the Behavior, Code of Conduct, and Consequences contract and sign.
 TW remind student they must also have their parent/guardian signatures by Monday.
 TW pass out the field trip itinerary and assignment.

Lesson Development
 TW explain the assignment for the field trip unit.
 TW put students into groups of five students.
  TW pass out flow charts to each group.
 TW explain the jobs of “note taker,” “organizer,” “illustrator,” “scribe,” and “final
editor” and SW divide the jobs amongst themselves.
 SW have access to biographies, internet, and informational resources to conduct initial
research on George Washington.
 SW produce a flow chart of important and interesting events in George Washington’s life
they uncover in their research and may want to use in their graphic novel.
 SW begin thinking about how they will employ the creative guidelines required for the
project, including alternate setting, tone, alternate characters, and implementation of
group members.
 TW circulate to assist in process of research and brainstorming.

Closure
 SW reconvene as a class and watch selected clips of the documentary The Real George
Washington.
 SW volunteer questions and comments about their research and the film.
 TW reiterate the field trip checklist, late bus/parent pick up, and need for students to get
their parents to sign the Code of Conduct contract.
 TW open the floor to brief comments and questions before dismissal.

Homework
Have parents sign the Behavior, Code of Conduct, and Consequences contract and return
Monday.

Assessment
Formative
 Circulation and observation of group research
 Class discussion
 Production of group flow chart

Summative
 Production of a graphic novel on the events and characteristics of George Washington’s
life. The graphic novel will be graded in terms of group effort, individual effort, evidence
of adherence to creative guidelines, and accuracy.

References
"National Geographic - The Real George Washington." YouTube - Broadcast Yourself. Web. 27
Mar. 2011. <http://www.youtube.com/watch?v=fCrD15VKgr0>.

Landowne, Youme, and Anthony Horton. Pitch Black. El Paso, TX: Cinco Puntos, 2008. Print.
 Mount Vernon Unit
Block 2: Field Trip

Introduction
 Mount Vernon field trip
 Busses depart 8:00 AM and arrive back at school at approximately 3:45
 8.6: The student will read, comprehend, and analyze a variety of informational source.
d) Analyze details for relevance and accuracy.
e) Read and follow instructions to complete an assigned task.
g) Evaluate and synthesize information to apply in written and oral presentations.
 8.7: The student will write in a variety of forms, including narrative, expository,
persuasive, and informational.
a) Use prewriting strategies to generate and organize ideas.
c) Select specific vocabulary and information.

Cognitive Objectives
 Students will identify and record key aspects of George Washington’s life while
exploring the grounds and museum of Mount Vernon to integrate into their graphic
novels.
 By the end of the unit, students will create group graphic novels based on facts gathered
about George Washington’s person and life.

Materials/Technology and Advanced Preparation

 Signed Behavior, Code of Conduct, and Consequences contract
 Complete roll
 Copies of itinerary
 Assigned groups: 4 groups of 30 students with 3 chaperones each (1 teacher & 2 parents)
with roll
 3 school busses & drivers with assigned student/chaperone groups with roll
 Snacks for each group
 Extra pencils
 Admission money (student admission [provided by student] $3.50 each, chaperone
admission [provided by chaperone] $13 each, and tour group [provided by school] $144
total)

Teaching and Learning Sequence

Introduction/Anticipatory Set
 TW collect and authorize Behavior, Code of Conduct, and Consequences contract
 SW board busses by 8:00 AM and roll will be taken
 Busses will depart with a 10:00 AM arrival goal at Mount Vernon
 Students, teachers, and chaperones will exit busses and congregate in main lobby outside
of ticket sales where roll will be taken and groups of 30 with three chaperones will be
established.
 TW register and SW drop off their lunches in the designated area.
Lesson Development
 Legends and Legacies: The Real George Washington tour will commence at 10:30 AM
with a singular tour guide per 30 students and 3 chaperones.
 TW prompt student involvement throughout the tour by encouraging note taking, picture
sketching/taking in designated areas, and questioning.
 Groups will reconvene at 12:00 PM for lunch/gift shop browsing. SW remain in their
groups.
 Groups will disperse into the museum for an unguided museum tour at 12:45. TW prompt
student inquiry and note taking/sketching. No picture taking in the museum.

Closure
 Groups will reconvene in the lobby at 1:30 PM for roll call.
 Students, teachers and chaperones will board their designated busses by 1:45 and take roll
again.
 Busses will arrive at the school at approximately 3:45.
 SW wait in the cafeteria until after school busses/alternative transportation arrives.

Assessment
Formative
 Observation of student note taking, sketching, and questioning during the tour and
museum walk.

Summative
 Production of a graphic novel on the events and characteristics on George Washington’s
life. The graphic novel will be graded in terms of group effort, individual effort,
evidence of adherence to creative guidelines, and accuracy.

References
"George Washington's Mount Vernon - Mount Vernon Student Programs." George Washington's
Mount Vernon Estate and Gardens. Web. 27 Mar. 2011.
<http://www.mountvernon.org/learn/teachers_students/index.cfm/ss/110/>.
 Mount Vernon
Block 3

Introduction
 Mount Vernon review and assignment
 90 minutes
 8.6: The student will read, comprehend, and analyze a variety of informational source.
d) Analyze details for relevance and accuracy.
e) Read and follow instructions to complete an assigned task.
g) Evaluate and synthesize information to apply in written and oral presentations.
 8.7: The student will write in a variety of forms, including narrative, expository,
persuasive, and informational.
a) Use prewriting strategies to generate and organize ideas.
c) Select specific vocabulary and information.

Cognitive Objectives
 The student will analyze their time spent at Mount Vernon and generate Daily Oral
Language and class discussion responses concerning the experience.
 The student will evaluate their responses in groups in order to generate ideas for their
graphic novel assignment.
 The student will formulate a rudimentary script to be approved and incorporated in their
graphic novels.

Materials/Technology and Advanced Preparation

 None

Teaching and Learning Sequence

Introduction/Anticipatory Set
 SW complete Daily Oral Language assignment and share.
 TW open the floor for students to discuss the Mount Vernon field trip. TW prompt
discussion with questions and dialogue.
 TW briefly go over the differences between graphic and traditional novels. TW seek
volunteers to describe the important elements of a graphic novel.
 TW briefly go over expectations and guidelines of the assignment and answer student
questions.

Lesson Development
 SW reconvene in small groups to sift through field trip notes from each group member
and find the most relevant, important, and interesting material for their graphic novels.
The designated “note-taker” will jot these down.
 SW rehash and establish their ideas concerning the creative guidelines that must be
established in their graphic novels.
 SW begin developing a rudimentary script (scribe) for their novels and begin hashing out
the length in screens.
Closure
 SW reconvene as a large group and discuss progress, questions, concerns, etc.
 TW establish a timeline for the project and the next week of class.
 With any remaining time, SW continue working in groups looking at research, rehashing
ideas, or writing their novels.

Homework
 Basic script/outline for novel due Thursday.

Assessment
Formative
 DOL responses
 Class discussion
 Small group discussion and interaction

Summative
 Production of a graphic novel on the events and characteristics on George Washington’s
life. The graphic novel will be graded in terms of group effort, individual effort, evidence
of adherence to creative guidelines, and accuracy.

References
 None