EGP 335

K. Johnson

Lesson 12- Gallery Walk

1.0 Lesson Plan Details: Title- Unit Gallery Walk, Day 12, Authors: SW
Group, Grade Level: 4th Grade
Expected Duration- 45 minutes
Concepts- Southwest Unit, Regions of the United States
Vocabulary- N/A
Skills- Group Cooperation, Reflection on Learning, Peer Communication

1.1 Integration of Learning Outcomes/Objectives

Students will be able to provide reflection and peer commentary on the SW Region
Expert Group projects during a gallery walk to conclude the Unit.
Students will recognize the change in their prior knowledge of the SW region as they
edit and revise the KWL charts from Day 1 of the SW Unit.
Students will reflect on the regions of the U.S. as they handle and discuss the
objects contained in their road-trip suitcase.
1.2 Standards PA Civics, History, Economics, Geography & NCSS Themes I X with subthemes
Standard - 7.1.4.B- Describe and locate places and regions as defined by physical and human
features
Standard - 7.3.4.A- Identify the human characteristics of places and regions using the following
criteria: Population, Culture, Settlement, Economic activities, Political activities
NCSS 1.4.a...assist students in developing personal connections to time, place and
social/cultural systems
NCSS 1.10.b...guide learner efforts to identify, analyze, interpret and evaluate
sources and examples of citizen rights and responsibilities
NCSS 1.10.c...facilitate learner efforts to locate, access, analyze, organize,
synthesize, evaluate, and apply information about selected public issues identifying,
describing, and evaluating multiple points of view.
1.3 Anticipatory Set
Each child will go set-up and display their projects. Once they have been displayed,
they may go get their gallery ticket and begin circulating quietly around the room to
look at the projects while their peers finish set-up.
Alright students, please set up your projects as quickly as you can, and once you
have completed setup, go get your gallery ticket. After you have your gallery ticket
you may have some refreshments while we wait for peers to complete their setup.
Allow 5 minutes for student set-up. Use a timer to help individuals stay on task.
1.4 Procedures

Once projects have been set up, and students have their gallery passes, teachers
will direct the students to the shapes on their gallery passes. Each shape matches a
project in the room. Students should enter the gallery for 10 minutes of quiet
reflection on the unit, specifically on the project they must peer review. Students
will use this quiet reflection to record thoughts about the project and digest the
information peers presented in their work. Students can reflect on the favorite
element of the project as it relates back to the rubric. Students should leave one
question for the project creator.
Students, now that everyone has set up their projects, we are ready to begin our
gallery tour. Please wear your passes as you wander around the gallery. On your
passes you will notice a small shape, I would like you to find the project with the
matching shape. We are going to have 10 minutes of quiet reflection on the projects
in the room. I noticed a lot of thoughtful work in the gallery, so please be respectful
of projects, we are here to absorb information our peers have presented. As you
read about the projected you are matched with, please record in your journals
information you find interesting or important. Be ready to share at least one thought
about the project you are matched with. Please come up with one question for the
project creator.
Teacher can set the timer for 10 minutes. The noise level should be very low as
students walk around the room and record in their notebooks. At 5 minutes, check
in with students.
Students we have 5 minutes remaining, please wrap up all of your thoughts,
reflections and questions for your peers project.
Use this point in the lesson as an informal formative assessment to see which
students have adequately completed the peer review. Students may need more
time, or they may be all finished. Judge accordingly.
Students thank you for remaining so respectful of peers as you recorded thoughts
and reflections in your journals. Did everyone have enough time to finish recording
information in their journal?
If all students have completed the peer review, have students quickly join the
middle of the room for a brief conference. Here the students will share a 10-second
share about the project they saw. This brief share, despite its brevity, will help build
student interest in the other projects in the room. This will also act as an informal
summative assessment of what peers processed and recalled from the projects they
were assigned to review.
After the share the students are allowed to wander the gallery. Consider having a
student act as a noise monitor to help keep volume at an acceptable level.
*No notes needed for this lesson
Observation Sheet - Attached
1.5 Differentiation
Gifted children can be challenged by responding to two presentations.
Teachers will take pictures of each presentation and combine the presentations into
a note sheet for the class for the SW unit.

Students who require assistance in the peer review and scaffolded communication
support will be given starter sentence scripts to help them complete the peer
review.
ELLs will be required to write in English.
1.6 Closure
Students will close the unit by returning back to the materials created in lesson 1 of
the Southwest unit. Students will look at the KWL Chart they created on Day 1. They
will have the opportunity to cross out information, add and edit their charts. Teacher
should circulate and listen. This is not the time to correct any information.
Encourage student discussion using open-ended, mindful questions.
Students will also have one last time to open the suitcase and reflect on the
contents.
These closure activities will help close the year and have students recall and handle
objects and materials they created throughout the year.

1.7 Formative/Summative Assessment of Students (P-12)

Informal formative assessment at conclusion of timer, when students should be
complete with peer review.
Informal summative assessment of the peer review process after they have
completed their review of the project.
Formal summative assessment using their journal entries about the peer project.
Formal summative assessment at the conclusion of the gallery walk by the teacher,
using the rubric, to determine if the project fulfills all the requirements of the expert
group guidelines.
1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:
Social Sciences journals
Starter sentences for peer review:
My peer created a project for the expert group.(record group)
This peers project included visual elements(describe elements)
As well as writing elements.(describe elements)
I think the multiple intelligence my peer used was(list any/all applicable)
B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN:
*Teacher should provide students with reminders of what each expert groups
central research question. Consider writing these on the board or chart paper.
C. Attach a chart
N/A
D. Attach teacher content notes sheet

*See attached comment sheet for teacher

*Rubric for Expert Groups

Comment Sheet for Teacher Informal Evaluation

Student
Name

Expert
Group

M.I.
Used

Written
Element
s

Visual
Element
s

Peer
Reviewe
r

Addition
al
Commen
ts

Rubric for Project-Based Expert Groups

Research
Question

Sources

Visual
Elements

Written
Element

Reflection

Thought
Map

I answered the
research
question of my
expert group. I
also found
included my
own research
questions. .

I included 4
sources for
information in
my project. One
of those
sources was
digital.

I created and
included two
visual elements
that helps to
answer the
research
question of my
expert group.

I created three
written
elements: a
creative piece,
an
informational
piece and a
digital piece to
help answer the
research
question.

I wrote a
reflection on my
project that
included at
least two peers
comments.

I included a
fully complete
thought map
that shows how
I brainstormed
& completed
the steps of my
research
project.

I answered the
research
question of my
expert group.

I included 3
sources for
information in
my project.

I included two
visual elements
that helps to
answer the
research
question of my
expert group.

I created two of
the three
written
elements: a
creative piece,
an
informational
piece and a
digital piece to
help answer the
research
question.

I wrote a
reflection on my
project that
included at
least one peer
comments.

I included a
partially
complete
thought map
that shows how
I brainstormed
& completed
the steps of my
research
project.

I answered part
of the research
question from
my expert
group.

I included 2
sources for
information in
my project.

I included and
created 1 visual
element that
helps to answer
the research
question of my
expert group.

I created one of
the three
written
elements: a
creative piece,
an
informational
piece and a
digital piece to
help answer the
research
question.

I wrote a
reflection on my
project that did
not include any
peer
comments.

I included a
partially
complete
thought map
that shows how
I brainstormed
or how I
completed the
steps of my
research
project.

I did not answer

any of the
research
question from
my expert
group.

I included 1
source for
information in
my project.

I included 1
visual element
that helps to
answer the
research
question of my
expert group.

I included a
written element:
a creative
piece, an
informational
piece and a
digital piece to
help answer the
research
question.

I did not write a

reflection on my
project.

I included a
partially
complete
thought map.

I did not answer

any research
question.

I did not include

any source of
information in
my project.

I did not include

any visual
element.

I did not include

any written
element.

I did not write a

reflection on my
project, or
comment on
peer projects.

I did not include

a thought map.

*additional points given to student who create their own elements rather
than copy/paste

1.9 Technology
Teacher will use technology to create a video from the art gallery day. The class will
work with the technology center professional at the school to help them make a
video note guide to the Southwest using the gallery and video footage.
2.1 Reflection on Planning
For this lesson, students should be very familiar with the flow of how a unit closes,
this lesson format would be followed for the previous regions. Students have the
opportunity to review previously learned information while integrating new
information. By allowing a gallery walk, students can choose which projects they
wish to spend time digesting and which projects that may not be a favorite. By
pairing peers for a review, the teacher can ensure that all students are reviewed
appropriately, and the methodology provides the teacher with the ability to group in
the most beneficial way.
Improvements for this lesson would most likely center around the ways that
student respond to their peers. After a fun gallery walk and project creation period,
it seems difficult to ask students for quiet reflections, even for only a few minutes of
the lesson. I would like to find ways that encourage student discussion and
interaction. I would like to teach a brief mini-lesson previously in the day about how
to give peer feedback. I think a mini-lesson on the way to structure your thoughts to
help critique peer work is highly important for students to learn. There is an art to
critique. Hopefully this late in the year students will be familiar with this skill and
the final lesson would be a way to practice it much deeper. That is difficult to plan
for though, without knowing the actual progress of the class.
I think one area that might be an issue with the peer review is a reluctance to
engage in the work that peers created. I would counteract this by causing as much
hype as possible. As a teacher, it is my responsibility to engage with my students
and their creations. I would love to use social media, perhaps a classroom twitter or
instagram- to help students get excited about their peers projects. I would approach
all the students during the unit and make sure each student had some aspect of
their project (including the thought map stages) showcased to the class to create
excitement. The gallery day should be an exciting reveal. There may be the
potential to invite parents and community members to the gallery reveal.