- Chris Adcock
- English Language Arts
- Material Type:
- Lesson Plan
- High School
- Creative Commons Attribution Non-Commercial
Viking Voyage Exhibit
In this lesson, students will revisit the Viking Voyage exhibit to look for ways to make an exhibit more interactive and engaging. They will also have some time to work independently with their team on their museum exhibit.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Locate the Viking Voyage exhibit that you shared with your students in Lesson 17.
- Review the Viking Voyage exhibit and select any additional examples of interactivity that you think will be relevant to your students.
- If your students will not have Internet access during the lesson, decide how you will present the interactive portions of the Viking Voyage exhibit.
- Collect students' placard text and artifacts. Physical artifacts may be difficult to collect, so you can review those during the independent work time in this lesson if you prefer.
- If feasible, have students interact with the exhibit online.
- As students look at the exhibit, highlight some of the elements that make it interactive.
- Show the students any additional examples of interactivity that you chose.
- Adjust the time for this part of the lesson based on how much you want to save for the independent work.
View the exhibit on the Viking Voyage and examine some of the methods they use to make the exhibit interactive.
Interactivity involves letting the audience make decisions about how to experience the exhibit. It can also mean asking for participation from the audience.
For example, the exhibit has a map that allows the audience to see the voyage in order, but it allows the audience to choose which part of the voyage to go to first. An audience member can choose to follow it in order or go out of order without getting lost.
In your museum exhibit teams, find two or three more examples of how the creators made the exhibit interactive. Then consider the following questions and take notes on your answers.
- What does the exhibit ask you to do in order to gain more information from it?
- How does the exhibit react to your actions?
- How does interactivity make an exhibit more entertaining and informative?
- How might you make your own artifacts and exhibit more interactive?
Group Exhibit Work
- Visit each group during this period to help students identify relevant information and perspective and find places to integrate it into their exhibits.
- If you don’t have time to visit each group during this part of the lesson, you can continue the process in the next section.
- ELL: Often ELLs, as they have experience in being unfamiliar with language, can have insight into effective ways to present material visually. As you visit groups, be sure to be aware of students’ individual strengths and encourage them to share with others.
During your independent work time today, your group should discuss the research you’ve done and plan ways to integrate it into your exhibit.
In your independent research, you have assessed the author, identified the argument, examined bias, and evaluated credibility.
Share your findings with the group and discuss the ways you’re going to provide the widest variety of sources and information in your exhibit.
Use these questions to guide your discussion.
- What relevant quotations, facts, statistics, and perspectives will you integrate into your exhibit?
- How can your sources help you create a more credible, interesting exhibit?
- Finish meeting with any groups that you haven’t had a chance to talk about research with.
- SWD: Depending on what is feasible in your classroom, you can provide checklists, index cards, folders, and envelopes, along with digital tools, to help students organize and keep track of the data and materials they use for the exhibit.
- Collect students’ theme statements at the end of this Work Time and use them to assess groups' progress.
- In the upcoming lessons, give attention to groups that need help making their theme more interesting or who need help integrating their artifacts cohesively into that theme.
Now pull your research together to create a cohesive statement about your exhibit’s main ideas.
- Submit a clear statement of one paragraph or less that explains your exhibit’s theme.
- Once you are done drafting your theme statement, use any remaining time to assess whether each element of your exhibit is clearly connected to that central theme.
Share your theme statement with your teacher.
- This writing will help you assess whether individual students understand how to integrate their research into a group project. This key skill is fundamental to the rest of the unit, so plan one-on-one time in the upcoming lessons with students who still appear to be struggling with these concepts.
- SWD: This reflection can help you monitor those students whom you know need extra support. Use students’ responses to best determine how to support them through the end of the group project.
Before the lesson ends, assess your work for the day by answering these questions in writing.
- What new ideas and information did you hear about when other students shared their research with you?
- How did you integrate those facts and perspectives into your evolving museum exhibit?
- How do you feel about your museum’s theme?
- Does it need more work to make it more interesting and engaging for your audience?
- What work will you do in the coming sessions to integrate information smoothly and to give your exhibit greater cohesiveness?
When you finish, share your answers with your teacher.
Independent Exhibit Work
- Schedule conferences with any students who are struggling.
- Work on any part of your exhibit that is best accomplished outside of class, such as taking photos, conducting interviews, or creating artwork.
- Work on your additional annotated article, which is due in Lesson 23.