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Lesson Plans
Dealing with Tragedy in the Classroom
Overview Procedures for Teachers Organizers for Students


September 11, 2001 was a tragic day in the history of America. Over 6,000 people are presumed dead as a result of terrorist attacks. Students may have lost mothers, fathers, relatives and friends. Others less directly affected feel the trauma of the tragedy. All students learn differently, react differently and will ultimately grieve differently. Below are a series of activities to help students cope with loss and to learn how to talk to each other about their feelings.

Grade Level:
1st to 5th grade

Time Allotment:
4 to 6 class periods

Subject Matter:
Art, English, History

Learning Objectives

Students will be able to:
  • Compose a letter
  • Organize a group effort
  • Discuss the idea of patriotic symbols and understand their importance to a community, city, or country
  • Organize an artistic project
  • Use visual representations to express feelings
  • Understand the importance of sustained volunteerism

Standards

New York State English Language Arts Standards

Standard 3 - Language for Critical Analysis and Evaluation
http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf
Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based. Students express opinions in oral and written form about events, issues and experiences.

New Jersey State Education Visual and Performing Arts Standards and Progress Indicators

Standard 1.4 (Critique) All Students will Develop, Apply and Reflect Upon Knowledge of the Process of Critique.
http://www.state.nj.us/njded/cccs/s1_vpa.htm#14
Through the informed criticism of works of art, students will develop a process by which they will observe, describe, analyze, interpret and evaluate artistic expression and quality in both their own artistic creation and in the work of others. Through this critical process, students will arrive at informed judgments of the relative artistic and aesthetic merits of the work examined.

Connecticut State Visual Arts Standards

Visual Arts Content Standard 1: Media
http://www.state.ct.us/sde/dtl/curriculum/Frarts.pdf
Educational experiences in Grades K-4 will ensure that students describe how different media, techniques and processes cause different effects and personal responses.


This lesson was prepared by Anna Chan Rekate.

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