4th Grade’s LIVING WAX MUSEUM Description of Assignment: We will be developing a living wax museum that students and parents are invited to visit. This project will take two weeks to prepare at school, but you may want to begin costume preparations at home sooner. Students will choose a famous historical person to research, write a research report, and develop a speech that summarizes their famous historical person. Then the fun part begins. Students will create a costume, dress as their chosen person, and then assume the identity of their historical figure on presentation days. Important Notes: The writing and speaking portions of this project will be completed at school. Due dates and guidelines are provided in this project packet. This project will count as a grade in reading and writing. (see rubric) This project will be comprised of three to four main elements: 1. Research Report Students will read nonfiction books, encyclopedia articles, and websites on their subject and use these reference sources to collect information. They should locate information concerning their subject's date of birth, childhood, family, education, adult life, and date of death, which they record on the biography research outline. (this part is done at school) This form is a draft copy and is then used to type or handwrite a FINAL research report with text features. (this part is done at school) 2. Speech Students will use the information from their research reports to write a 2 minute speech. They will be speaking as if they were this person so their statements will be “I” statements. Follow the same format as the outline to help plan the speech. Students are NOT required to memorize their speech. The final copy of the speech will be written on large note cards (we will provide them). However, they cannot read strictly from the cards. They should practice enough that the speech is almost automatic, and the cards are used as reinforcement. Practice timing at home! Practice! Practice! Practice! When people are nervous they often speak faster, so concentrate on slowing down. The more they practice giving their speech in front of people, the more comfortable they will be. 3. Costume Presentation Students dress in costume to portray their subject. This costume should accurately convey information about the subject and the time period in which they lived. Don’t wait until the last minute! Start to look for a costume, collect pictures, and locate other props that you can use to help “set the scene.” Look at pictures of your person to give you inspiration. Did they wear glasses? How did their hair look? Be creative and have fun with it. This portion of the project should be completed at home. 4. Poster Display Board (optional Level 4) This must be at least a 22” x 28” sheet of poster board. You may choose a larger display if you like. You must include sections and display elements similar to what you might see in a museum. Famous Person’s Name *Must be prominently displayed in large letters centered at the top of the board. Time Line *Students will fill in the timeline graphic organizer with a minimum of 6 important events (including birth and death dates) Pictures 1. Display must include a minimum of 4 pictures. 2. You may use various sizes of pictures, but you should have one LARGE picture of the famous person that stands out from the other pictures. 3. Color pictures are preferred. Additional Elements In addition to the requirements above, you should include any other important visual aids that will give viewers more information about your famous person. This may include: 1. A map of where this person lived or any significant landmarks related to this person 2. Any notable quotes made by the famous person 3. Any objects or props that can be added to the display area (does not have to attach to poster board) Online Examples News article with 20 photos http://www.ctpost.com/trumbull/slideshow/St-Theresa-School-living-wax-museum-project2032.php#photo-2 Video Examples of Student Speeches – Teacher Tube Betsy Ross http://www.teachertube.com/video/wax-museum-betsy-ross-30139 Sacagawea http://www.teachertube.com/viewVideo.php?video_id=30139&title=Wax_Museum___Betsy_Ross Mari Curie http://teachertube.com/viewVideo.php?title=Wax_Museum___Marie_Curie&video_id=30149 Helen Keller http://teachertube.com/viewVideo.php?title=Wax_Museum_Helen_Keller&video_id=30252 Anne Frank http://www1.teachertube.com/viewVideo.php?title=Wax_Museum___Anne_Frank&video_id=30151 Wax Museum Project Approval Points to Consider: Select a person you are interested in who has done something significant in history, or has made a positive contribution to society. Select a person that you will be able to find a lot of information about. The famous person can be someone that is still alive as long as they meet the above criteria. The list below includes suggestions. Students will most likely be assigned their 1st choice, but having a 2nd and 3rd choice is helpful in the planning process. Suggestions: Abraham Lincoln Florence Nightingale Helen Keller Rosa Parks The Wright Brothers Lewis and Clark William Shakespeare Jackie Robinson Benjamin Franklin Martha Washington Albert Einstein Shirley Temple Sojourner Truth Henry Ford Jacques Cousteau Clara Barton Ruby Bridges Martin Luther King, Jr. Neil Armstrong Eleanor Roosevelt George Washington Andrew Jackson Clara Barton Daniel Boone Walt Disney Amelia Earhart Betsy Ross Laura Ingalls Wilder Sacagawea Thomas Jefferson Pocahontas Babe Ruth Harriet Tubman Maya Angelou Thomas Edison Frederick Douglas Wax Museum Project Checklist and Due Dates Use this section as a checklist when each assignment is completed Due Date Description Monday, November 23th Project Parent Signature Form December 4th Biography Notes Research Outline and Timeline Due December 9th Rough Draft Research Report Due December 11th Final Published Research Report Due (typed at school) Written Speech on Note Cards Due Speech Practice Presentation/Green Screen December 15th Parent reads through assignment description with student. Return signed parent signature form indicating that you have received and read the project guidelines. Students should be prepared to present their speech to our class as practice. This is a dress rehearsal, so costumes should be worn. They will be recorded. Wednesday, Wax Museum Presentation December Parents Invited from 1:15 16th to 3:00 in Media Center Teacher signature Project Parent Signature Form Please complete the following and return this form signed. _____ I have received and read the project information packet about the Wax Museum project. Student Signature: ______________________________________________________ Parent Signature: ______________________________________________________ Due Date: November 23, 2015 Biography Research Outline Completed in Writer’s Notebook: Page 1: Famous person’s name, date of birth, place of birth, and date of death Page 2: Childhood Page 3: Education Page 4: Family Page 5: Why is ____famous or unique? What major contribution did ___make to humanity? Page 6: Death and later years (as applicable) Page 7: Answers for at least three of the following questions: o Did other people influence his/her life? o What are three lessons you might learn from this person? o Did this person make mistakes or poor choices? If so, how did this shape his/her life? o Did this person have enemies? Why? o Did this person have mentors? o Did this person act based on beliefs shaped by religion, politics, or personal beliefs/code of ethics? o Was this person a hero? If so, why? Page 8: Resources you used for research (at least five) 1. _______________________________________________________________________________________________ 2. _______________________________________________________________________________________________ 3. _______________________________________________________________________________________________ 4. _______________________________________________________________________________________________ 5. _______________________________________________________________________________________________ Due Date: December 4th Your Name: ________________________ Famous Person: _________________________ Timeline Graphic Organizer As you read your sources, fill in the timeline to record important historical events. Must include a minimum of 6 events. can input that information into the online timeline generator. This will produce a printable timeline that will be used on the display board. (optional) http://www.teach-nology.com/web_tools/materials/timeline/ Date Event (day, month, and year) include all 3 whenever possible Due Date: December 4th Based on Research Outline Based on Final Draft Based on Speech Based on accuracy of information Grading Rubric 1 2 3 4 RI4.3 – Explain events, procedures, ideas, or concepts in historical, scientific, or technical text, including what happened and why, based on specific information in the text. Student only used one text and still had trouble using information. Student only used one text but was able to use information. Student used several sources and clearly understood the topic. Student used a variety of sources and became an expert on the topic. RI4.9 – Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Student only used one text and still had trouble using information. Student only used one text but was able to use information. Student used several sources and clearly understood the topic. Student used a variety of sources and became an expert on the topic. SL4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace. Student did not speak on their topic. Student spoke on their topic, but it lacked several elements in the objective. Student spoke on their topic, and it had most of the elements in the objective. W4.2a - Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections: include formatting, illustrations, and multimedia when useful. W4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Student did not turn in a final draft. Student turned in a final, but it lacked several elements in the objective. Student’s final draft had most elements in the objective. Student spoke clearly and enthusiastica lly about their topic and had memorized their speech. Student’s final was excellent and they had a visual display during the museum. Student did not turn in a final draft. Student’s final draft had most elements in the objective. W4.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic. Student needed a lot of assistance in order to complete research. Student turned in a final, but it lacked several elements in the objective. Student needed assistance in order to complete research. W4.8 – Gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Student needed a lot of assistance in order to complete research. Student needed assistance in order to complete research and used only one source. Student conducted research with minimal assistance and finished outline. Student conducted research using several sources with minimal assistance. Student’s final was excellent and they had a visual display during the museum. Student independently conducted research and needed no assistance. Student independently conducted research and used a variety of sources.