Music:
Students will create and perform
their own short musical number
using a contemporary song.
Students will also become
familiar with the term “musical”
and discuss and evaluate
performance and audience
behavior.
Physical Education:
Students will learn
various dances from
the 1930s.
Science:
Students will study the impacts of Mendel and
Punnett in the field of Genetics. Students will
review genetics terms and classify three of their
traits on a classroom “tree of traits.” Students will
complete Punnett Squares on graphic organizers
and analyze their results.
Performance:
Charleston Light
Opera “Annie”
Language Arts:
Students will take an
indepth look at the
radio show, the comic
strip and the poem that
inspired it all.
Math:
Students will use ratios and
proportions compare two
different decades.
Social Studies:
Students will research the role
of orphanages in American
society. They will also observe
the Great Depression and
Franklin Roosevelt’s New Deal.
Art:
Students will research the comic series
created by Harold Gray, “Little Orphan
Annie.” Use the elements of art and
principles of design to create an original
comic strip to create a comic strip with a
specific purpose.
Character Education:
Students will develop awareness for the needs of a
neighboring animal shelter by organizing a
donation drive or similar community service
project
Notes for Editing: a lot say same standards as above- is this okay or should we re-copy
them all?, in the Character Building subject there is a summary for the post lesson plan
but no lesson plan
Lesson and Objectives Listed by Content Area Grades 6-8
Dance /Physical Education:
Suggested Pre-performance Activities:
Summary of Lesson
Students will research various dances from the 1930’s. They will learn about the history
of the dances and learn the different steps and movements.
Lesson Plan
Students will research the different dances from the 1930s.
http://en.wikipedia.org/wiki/Historical_dance#Dance_in_the_1930s_and_1940s
http://www.enotes.com/1930-arts-american-decades/dance
West Virginia Content Standards
Standard:1
Movement Forms (PE.S.1)
Students will demonstrate movement patterns and motor skills needed to perform a
variety of physical activities.
Standard:3
Physical Activity (PE.S.3)
Students will exhibit a physically active lifestyle that provides the opportunity for
enjoyment, challenge, self-expression, and social interaction.
Lesson Objectives
PE.6.1.01: perform independently in physical activity and/or exercise to improve
skill/fitness.
PE.6.1.04: perform social and/or multicultural dances.
PE.6.3.02: participate in games, sports, dance and outdoor pursuits both in and outside
school to improve performance and fitness (e.g., DDR).
21 Century: Learning Skills and Technology
21C.S.5-8.2 The student will demonstrate the ability to explore and develop new ideas,
to intentionally apply sound reasoning processes and to frame, analyze and solve
complex problems using appropriate technology tools.
Suggested Post-performance Activities:
Summary of Lesson
Students will learn various forms of dance from the 1930s. They will then exhibit
knowledge of the dances by performing them in class.
Lesson Plan
Students will perform various dances from the 1930s.
West Virginia Content Standards
Standard:1
Movement Forms (PE.S.1)
Students will demonstrate movement patterns and motor skills needed to perform a
variety of physical activities.
Standard:3
Physical Activity (PE.S.3)
Students will exhibit a physically active lifestyle that provides the opportunity for
enjoyment, challenge, self-expression, and social interaction.
Lesson Objectives
PE.6.1.01: perform independently in physical activity and/or exercise to improve
skill/fitness.
PE.6.1.04: perform social and/or multicultural dances.
PE.6.3.02: participate in games, sports, dance and outdoor pursuits both in and outside
school to improve performance and fitness (e.g., DDR).
21 Century: Learning Skills and Technology
21C.S.5-8.2 The student will demonstrate the ability to explore and develop new ideas,
to intentionally apply sound reasoning processes and to frame, analyze and solve
complex problems using appropriate technology tools.
Language Arts:
Suggested Pre-performance Activities:
Summary of Lesson
Activate prior knowledge by studying the poem that inspired the “Little Orphan Annie”
comic strip and radio show.
Lesson Plan
1. Students read “Little Orphan Annie” by James Whitcomb Riley.
http://www.rileykids.org/about/riley_museum/poem/
2. Students will view original “Little Orphan Annie” comic strips and develop a list of
youthful vernacular or slang words. Students will recreate these comic strips using
terms familiar to them today.
http://www.teachingcomics.org/attachments/072_annie_pics_sm.pdf
3. Students will listen to an original version of the radio show, “Little Orphan Annie”,
and will write down scenes that they can imagine while listening to the program.
http://www.oldtimeradiofans.com/template2.php?show_name=Little%20Orphan%20
Annie&title=To%20Work&size=3.39%20MB&file=Little%20Orphan%20Annie%20
351022%20919%20To%20Work.mp3&description=Little%20Orphan%20Annie%20
show%20from%20October%2022.%20%20Don't%20forget%20to%20drink%20your
%20Ovaltine!!!%20%20:)&dir=little_orphan_annie
West Virginia Content Standards
RLA. S.6.1
Students will use skills to read for literacy experiences, read to inform and read to
perform a task by
 identifying and using the dimensions of reading (phonemic awareness, phonics,
background knowledge/vocabulary, high frequency words/fluency,
comprehension, writing and motivation to read).
RLA.S.6.3
Students will apply listening, speaking and media literacy skills and strategies to
communicate with a variety of audiences and for different purposes.
RLA.S.7.1
Students will use skills to read for literacy experiences, read to inform and read to
perform a task by
 identifying and using the dimensions of reading (phonemic awareness, phonics,
background knowledge/vocabulary, high frequency words/fluency,
comprehension, writing and motivation to read) and
 employing a wide variety of literature in developing independent readers.
RLA.S.7.3
Students will apply listening, speaking and media literacy skills and strategies to
communicate with a variety of audiences and for different purposes.
RLA. S.8.1
Students will use skills to read for literacy experiences, read to inform and read to
perform a task by
 identifying and using the dimensions of reading components (phonemic
awareness, phonics, background knowledge/vocabulary, high frequency
words/fluency, comprehension, writing and motivation to read) and
 employing a wide variety of literature in developing independence as readers.
RLA.S.8.3
Students will apply listening, speaking and media literacy skills and strategies to
communicate with a variety of audiences and for different purposes.
Lesson Objectives
RLA.O.6.1.07: determine the elements of literature (e.g., external conflict, mood) to
construct meaning and recognize author’s/reader’s purpose.
RLA.O.6.1.08: interpret the actions, behaviors and motives of characters in literary texts.
RLA.O.6.1.09: determine and explain theme by locating supporting details in a literary
passage and in informational text across the curriculum.
RLA.O.6.1.12: characterize and classify various types of poetry.
RLA.O.6.1.13: identify and understand literary techniques used to interpret literature
(e.g., compare/contrast, symbolism).
RLA.O.6.3.02: retell and create original, simple and detailed sequential stories.
RLA.O.6.3.0: create and present an age-appropriate media product that demonstrates
format, purpose, and audience.
RLA.O.7.1.09: read, compare and interpret types of poetry (e.g., narrative poems,
ballads, lyric, epic), and recognize the elements to derive meaning of poetry.
RLA.O.7.3.02: use oral/visual information to research, explore, question and imagine a
topic.
RLA.O.7.3.04: isten and observe in order to comprehend and express a point-of-view
concerning the topic, purpose and medium (e.g., of a guest speaker, informational video,
televised interview, radio news program).
RLA.O.7.3.06: plan, create and present an age-appropriate media product that
demonstrates format, purpose, and audience.
RLA.O.8.1.07: analyze and draw parallels between common themes across a variety of
literature and information text (e.g., friendship, honesty, loyalty, survival).
RLA.O.8.1.11: read, compare and interpret types of poetry (e.g., narrative poems,
ballads, lyric, epic) and interpret elements (e.g., lines, stanzas, rhythm, meter or rhyme)
to derive meaning of poetry.
RLA.O.8.3.04: listen in order to analyze and critique information received in spoken texts
(e.g., of a guest speaker, informational video, televised interview or radio news program).
RLA.O.8.3.07: plan, create, organize, and present an age-appropriate media product that
demonstrates format, purpose, and audience.
21 Century: Learning Skills and Technology
21C.O.5-8.1.TT1
Student connects peripheral devices (e.g., scanners, digital cameras, video projectors,
USB drives, printers, media storage devices) to computers and uses them efficiently and
effectively. Student accesses server and/or network resources (e.g., file folders/software
programs, bookmarked sites).
21C.O.5-8.1.TT4
Student uses audio, video, pictures, clip art, moviemaker programs, webpage design
software, electronic documents, and other files to create and publish electronic products
to communicate with various audiences inside and outside the classroom.
Additional Links/Resources
http://www.teachingcomics.org/index.php?option=com_content&view=article&id=72:litt
le-orphan-annie-leapin-through-the-depression&catid=36:Lesson%20Plans&Itemid=57
Suggested Post-performance Activities:
Summary of Lesson
Students will compare and contrast the main characters of popular novels.
Students will create their own comic strip with a modern day Annie.
Lesson Plan
1. Students will compare and contrast the main character Annie with other literary
characters who may have a protector or benefactor not a parent (Anakin Skywalker,
Harry Potter, Heidi, Oliver Twist, Tom Sawyer).
http://www.teachingcomics.org/index.php?option=com_content&view=article&id=72:litt
le-orphan-annie-leapin-through-the-depression&catid=36:Lesson%20Plans&Itemid=57
2. Students will create their own comic strip using a template from readwritethink.org.
http://www.readwritethink.org/files/resources/interactives/comic/index.html
West Virginia Content Standards
RLA.S.6.2
Students will apply writing skills and strategies to communicate effectively for different
purposes by
 using the writing process
 applying grammatical and mechanical properties in writing and
 selecting and evaluating information for research purposes.
RLA.S.6.3
Students will apply listening, speaking and media literacy skills and strategies to
communicate with a variety of audiences and for different purposes.
RLA.S.7.2
Students will apply writing skills and strategies to communicate effectively for different
purposes by
 using the writing process
 applying grammatical and mechanical properties in writing and
RLA.S.7.3
Students will apply listening, speaking and media literacy skills and strategies to
communicate with a variety of audiences and for different purposes.
RLA.S.8.2
Students will apply writing skills and strategies to communicate effectively for different
purposes by
 using the writing process
 applying grammatical and mechanical properties in writing and
RLA.S.8.3
Students will apply listening, speaking and media literacy skills and strategies to
communicate with a variety of audiences and for different purposes.
Lesson Objectives
RLA.O.6.2.02: use the five-step writing process (pre-writing, drafting, revising, editing,
publishing) to generate topics, plan approaches and develop descriptive and narrative
writing tasks:
• compositions
• personal narratives
• brochures
• speeches
• poetry
RLA.O.6.2.03: from a prompt, use the writing process to develop a composition that
contains specific, relevant details and transitions.
RLA.O.6.2.04: use the five-step writing process to address specific writing purposes and
to address various audiences (e.g., creative, journalistic, essay, narrative, informative,
persuasive).
RLA.O.6.2.07: develop a 5-7 paragraph composition with an introductory paragraph,
supporting details paragraph(s) and concluding paragraph.
RLA.O.6.2.10: select and use a variety of resource materials to plan, develop, and deliver
a research project using computer-generated graphic aids.
RLA.O.6.3.02: retell and create original, simple and detailed sequential stories.
RLA.O.6.3.05: create and present an age-appropriate media product that demonstrates
format, purpose, and audience.
RLA.O.7.2.05: from a prompt use the five-step writing process to develop a focused
composition that contains specific, relevant details and vivid and precise words.
RLA.O.7.2.06: use sophisticated transitional words and cues to signal organization of a
composition.
RLA.O.7.3.01: demonstrate effective oral communication skills (e.g., tone, volume, rate,
audience, etiquette, standard English) through presentation of
• compositions
• reports
• scripts
• dramatizations
RLA.O.7.3.06: plan, create and present an age-appropriate media product that
demonstrates format, purpose, and audience.
RLA.O.8.2.05: from a prompt use the five-step writing process to develop a focused
composition that contains specific, relevant details, and vivid, precise words.
RLA.O.8.3.07: plan, create, organize, and present an age-appropriate media product that
demonstrates format, purpose, and audience.
21 Century: Learning Skills and Technology
21C.S.5-8.1
The student will access, analyze, manage, integrate, evaluate, and create information in a
variety of forms using appropriate technology skills and communicate that information in
an appropriate oral, written, or multimedia format.
21C.O.5-8.1.TT4
Student uses audio, video, pictures, clip art, moviemaker programs, webpage design
software, electronic documents, and other files to create and publish electronic products
to communicate with various audiences inside and outside the classroom.
Math:
Suggested Pre-performance Activities:
Summary of Lesson
Students will use proportions and ratios to compare the 1930’s to 2010’s. Students will
also use the proportion to find percent of increase.
Lesson Plan
1.
Students will learn how to write ratios and proportions and solve grade
appropriate example problems.
2. Students will learn how to solve problems to determine percent of increase.
3. Students will research the 1930’s and determine prices for different items and
record findings. For example: milk, gas, houses, etc.
West Virginia Content Standards
M.S.6.1
Number and Operations
Through communication, representation, reasoning and proof, problem solving, and
making connections within and beyond the field of mathematics, students will
 demonstrate understanding of numbers, ways of representing numbers, and
relationships among numbers and number systems
 demonstrate meanings of operations and how they relate to one another, and
 compute fluently and make reasonable estimates.
M.S.6.2
Algebra
Through communication, representation, reasoning and proof, problem solving, and
making connections within and beyond the field of mathematics, students will
 demonstrate understanding of patterns, relations and functions,
 represent and analyze mathematical situations and structures using algebraic
symbols,
 use mathematical models to represent and understand quantitative relationships,
and
 analyze change in various contexts.
M.S.7.1
Number and Operations
Through communication, representation, reasoning and proof, problem solving, and
making connections within and beyond the field of mathematics, students will
 demonstrate understanding of numbers, ways of representing numbers, and
relationships among numbers and number systems,
 demonstrate meanings of operations and how they relate to one another, and
 compute fluently and make reasonable estimates.
M.S.7.2
Algebra
Through communication, representation, reasoning and proof, problem solving, and
making connections within and beyond the field of mathematics, students will
 demonstrate understanding of patterns, relations and functions,
 represent and analyze mathematical situations and structures using algebraic
symbols,
 use mathematical models to represent and understand quantitative relationships,
and
 analyze change in various contents.
M.S.8.1
Number and Operations
Through communication, representation, reasoning and proof, problem solving, and
making connections within and beyond the field of mathematics, students wil
 demonstrate understanding of numbers, ways of representing numbers, and
relationships among numbers and number systems,
 demonstrate meanings of operations and how they relate to one another, and
 compute fluently and make reasonable estimates.
M.S.8.2
Algebra
Through communication, representation, reasoning and proof, problem solving, and
making connections within and beyond the field of mathematics, students wil
 demonstrate understanding of patterns, relations and functions,
 represent and analyze mathematical situations and structures using algebraic
symbols,
 use mathematical models to represent and understand quantitative relationships,
and
 analyze change in various contexts.
Lesson Objectives
M.O.6.1.7
compute the percent of a number to solve application problems
and justify the reasonableness by estimation.
M.O.6.2.5
solve real-world proportion problems involving rates,
probability and measurements using multiple strategies, justify selection
of strategies.
M.O.7.1.5
analyze and solve grade-appropriate real-world problems with
whole numbers, integers, decimals, fractions and percents including
problems involving
discounts,
interest,
taxes,
tips,
percent increase or decrease, and justify solutions including using
estimation and reasonableness.
M.O.7.2.4 analyze proportional relationships in real-world situations,
select an appropriate method to determine the solution and justify
reasoning for choice of method to solve.
M.O.7.2.9
identify a real life problem involving proportionality; make a
hypothesis as to the outcome; develop, justify, and implement a method to
collect, organize, and analyze data; generalize the results to make a
conclusion; compare the hypothesis and the conclusion; present the project
using words, graphs, drawings, models, or tables.
M.O.8.1.3
analyze and solve grade-appropriate real-world problems with
whole numbers,
decimals,
fractions,
percents, percent increase and decrease,
integers, and
including, but not limited to, rates, tips, discounts, sales tax and interest
and verify solutions using estimation techniques.
M.O.8.2.2
identify proportional relationships in real-world situations, then
find and select an appropriate method to determine the solution; justify the
reasonableness of the solution.
M.O.8.2.9
represent and solve real-world grade-appropriate problems
using multiple strategies and justify solutions.
21 Century: Learning Skills and Technology
21C.S.5-8.1
The student will access, analyze, manage, integrate, evaluate,
and create information in a variety of forms using appropriate
technology skills and communicate that information in an appropriate oral, written, or
multimedia format.
Additional Links/Resources
www.thepeoplehistory.com/1930s.html - brief history of the 1930’s
www.dollartimes.com/calculators/inflation.htm - converts money from
1930’s to 2011
www.quia.com/rr/35675.html - interactive game practicing proportions
www.quia.com/rr/230204.html - interactive game practicing percent of change
http://www.algebralab.org/Word/Word.aspx?file=Algebra_PercentsII.xml – percent of
increase word problems and practice
Suggested Post-performance Activities:
Summary of Lesson
Students will use proportions and ratios to compare the 1930’s to 2010’s. Students will
also use the proportion to find percent of increase.
Lesson Plan
1. Students will determine what the $50,000 reward from the play would be worth
today.
2. Students will discuss ways of spending the money in the 1930’s compared to today.
In the 1930’s people were trying to bounce back from the depression, so $50,000
could help an entire family buy a new house, land, car, etc. Today the students might
discuss buying materialistic items like a Playstation or new cell phone. They might
not think about the family as a whole group benefitting from the money like a child in
the 1930’s might.
3. Students will compare the prices of the 1930’s to today’s market using ratios and
proportions.
4. Students will use their proportions to determine the percent of increase over time.
5. Students will discuss and compare the percent of increase from 1930 to now with the
same percent on increase from now to 2090.
West Virginia Content Standards
Same as Pre-Activities
Lesson Objectives
Same as pre-Activities
21 Century Learning Skills and Technology
Same as Pre-Activities
Science:
Suggested Pre-performance Activities
Summary of Lesson:
“The Science of Sandy—Mixed Breed vs. Pure Breed”--Students will explore the
contributions of Mendel and Punnett in the field of Genetics and create a Venn Diagram
Comparing/Contrasting them. Students will learn key genetics terms associated with
inherited traits and complete a lab exploring and classifying three of their own traits.
Lesson Plan
Background information on Gregor Mendel and Reginald Punnett:
1. http://web.pdx.edu/~cruzan/Kid's%20Mendel%20Web/Menu.htm
2. http://anthro.palomar.edu/mendel/mendel_2.htm
Teacher-Led PowerPoint of Key Genetics Terms
http://www.science-class.net/PowerPoints/Genetics_files/frame.htm
Tree-of-Traits Lab Link
http://teach.genetics.utah.edu/content/begin/traits/tree.html
West Virginia Content Standards
SC.S.6.1
Students will
 demonstrate an understanding of the history of science and the evolvement of
scientific knowledge.
 demonstrate an understanding of science as a human endeavor encompassing the
contributions of diverse cultures and scientists.
 demonstrate an understanding of the characteristics of a scientist.
 demonstrate skills of scientific inquiry.
SC.S.7.1
Students will
 demonstrate an understanding of the history of science and the evolvement of
scientific knowledge.
 demonstrate an understanding of science as a human endeavor encompassing the
contributions of diverse cultures and scientists.
 demonstrate an understanding of the characteristics of a scientist.
 demonstrate skills of scientific inquiry.
SC.S.7.2
Students will
 demonstrate knowledge, understanding and applications of scientific facts,
concepts, principles, theories and models as delineated in the objectives.
 demonstrate an understanding of the interrelationships among physics, chemistry,
biology, earth/environmental science, and astronomy.
 apply knowledge, understanding and skills of the science subject matter/concepts
to daily life experiences.
SC.S.8.2
Students will
 demonstrate knowledge, understanding and applications of scientific facts,
concepts, principles, theories and models as delineated in the objectives.
 demonstrate an understanding of the interrelationships among physics, chemistry,
biology, earth/environmental science, and astronomy.
 apply knowledge, understanding and skills of science subject matter/concepts to
daily life experiences.
Lesson Objectives
SC.O.6.1.03 examine the careers and contributions of men and women of diverse
cultures to the development of science.
SC.O.6.1.04
compare and contrast the historical significance of scientific discoveries.
SC.O.7.1.03 examine the careers and contributions of men and women of diverse
cultures to the development of science.
SC.O.7.1.04
compare and contrast the historical significance of scientific discoveries.
SC.O.7.2.09 explain how an organism’s behavior response is a combination of heredity
and the environment.
SC.O.8.2.07 demonstrate the basic principles of genetics; introduce Mendel’s law,
monohybrid crosses, production of body and sex cells (mitosis/meiosis), genes,
chromosomes, and inherited traits
21 Century: Learning Skills and Technology
21C.S.5-8.1
The student will access, analyze, manage, integrate, evaluate, and create information in a
variety of forms using appropriate technology skills and communicate that information in
an appropriate oral, written, or multimedia format.
Additional Links/Resources
None
Suggested Post-performance Activities
Summary of Lesson
Students will create Punnett squares to predict the traits of offspring.
Lesson Plan
Links to Punnett Square Activity Sheets
1. http://sciencespot.net/Media/gen_spbobgenetics.pdf
2.
http://sciencespot.net/Media/gen_spbobgenetics2.pdf
West Virginia Content Standards
Same standards and objectives as pre-performance activities
Lesson Objectives
Same standards and objectives as pre-performance activities
21 Century: Learning Skills and Technology
Same standards and objectives as pre-performance activities
Social Studies:
Suggested Pre-performance Activities:
Summary of Lesson
Students will discuss the role government plays in taking care of its citizens by
researching orphanages in America. They will also discuss the affect the Great
Depression had on America and write a journal entry as a child living during that time
period. Finally, students will look at the New Deal and its impact on West Virginia.
Lesson Plan
1.
Students will research orphanages and discuss their influence on society.
a. http://www.savethechildren.org.uk/en/docs/Misguided_Kindness.pdf
b. http://www.faqs.org/childhood/Me-Pa/Orphanages.html
2. Students will identify the cause and effects of the Great Depression to the
American people. They will then write a journal entry as a child living during the
Great Depression, describing their day to day life during that time period.
a. http://www.loc.gov/teachers/classroommaterials/themes/great-depression/
b. http://memory.loc.gov/ammem/fsowhome.html
3. Students will research Franklin Roosevelt’s New Deal. They will then work in
groups to identify the different programs of the New Deal. Each group will be
responsible for presenting a program to the class.
a. http://en.wikipedia.org/wiki/Eleanor,_West_Virginia
b. http://www.angelfire.com/oh4/newdeal
West Virginia Content Standards:
SS.S.6.2
Civics/Government Students will
 examine and analyze the purposes and basic principles of the United States
government (Purposes of Government).
 outline and evaluate and analyze the origins and meaning of the principles, ideals
and core democratic values expressed in the foundational documents of the
United States (Ideals of United States Democracy).
 examine and distinguish the structure, function and responsibilities of
governments and the allocation of power at the local, state and national levels
(United States Government and Politics).

analyze how the world is organized politically and compare the role and
relationship of the United States to other nations and to world affairs (United
States Government and World Affairs).
SS.S.7.3
Economics Students will
 analyze the role of economic choices in scarcity, supply and demand, resource
allocation, decision-making, voluntary exchange and trade-offs (Choices).
 research, critique and evaluate the roles of private and public institutions in the
economy (Institutions).
 compare and contrast various economic systems and analyze their impact on
individual citizens (Economic Systems).
 illustrate how the factors of production impact the United States economic system
(Factors of Production).
 analyze the elements of competition and how they impact the economy
(Competition).
 examine and evaluate the interdependence of global economies (Global
Economies).
SS.S.8.3
Economics Students will
 analyze the role of economic choices in scarcity, supply and demand, resource
allocation, decision-making, voluntary exchange and trade-offs (Choices).
 research, critique and evaluate the roles of private and public institutions in the
economy (Institutions).
 compare and contrast various economic systems and analyze their impact on
individual citizens (Economic Systems).
 illustrate how the factors of production impact the United States economic system
(Factors of Production).
 analyze the elements of competition and how they impact the economy
(Competition).
 examine and evaluate the interdependence of global economies (Global
Economies).
Lesson Objectives
SS.O.6.2.2: analyze and explain how various types of government meet the needs and
wants of citizens, manage conflict and establish security
SS.O.6.2.3: analyze the impact of strong leadership on historic world events.
SS.O.6.5.11: examine the causes and effects of the Great Depression and analyze the
political responses of governments to this crisis (e.g., rise of Hitler, Fascism, militarism
in Japan, New Deal in the United States).
SS.O.7.3.4: compare and contrast various social services provided by world governments.
SS.O.7. 4.12: explain the common geographic factors associated with the
development of world urban centers.
SS.0.8.3.5: analyze the effects of national and state governmental actions on West
Virginia’s economy.
SS.O.8.5.14: point out and locate places of historical importance in West Virginia that
can be visited by tourists.
21 Century: Learning Skills and Technology
21C.S.5-8.2 The student will demonstrate the ability to explore and develop
new ideas, to intentionally apply sound reasoning processes and to frame,
analyze and solve complex problems using appropriate technology tools.
Suggested Post-performance Activities:
Summary of Lesson
Students will have a debate, discussing what role government should play in aiding its
citizens. They will also read letters sent to Eleanor Roosevelt during the Great
Depression. Finally, they will research the town of Eleanor West Virginia and compare it
to other towns that were formed during F.D.R’s New Deal.
Lesson Plan
1.
Students will conduct a debate on government’s role to its citizens.
http://www.faqs.org/childhood/Me-Pa/Orphanages.html
2. Students will read several letters to Eleanor Roosevelt from children during the
Great Depression. They will then research what Eleanor Roosevelt’s legacy was
during the Great Depression as one of America’s most famous First Ladies.
http://newdeal.feri.org/eleanor/er3a.htm
3.
Students will research the formation of the town of Eleanor. They will look at its
history and compare it to other towns that were created during the New Deal.
West Virginia Content Standards
Same standards as above.
Lesson Objectives
Same objectives as above
21 Century: Learning Skills and Technology
Same 21st century skills as above.
Visual Art:
Suggested Pre-performance Activities:
Summary of Lesson
Explore the Broadway play “Annie” and view the comic strip “Little Orphan Annie.”
Explore the art and life of Harold Gray, the creator of the “Little Orphan Annie.”
Students will learn about forms of comics and their use in history. Students will become
aware of the importance of comic strips in art and the use of comic strips as a means of
social commentary. Students will research the comic series created by Harold Gray,
“Little Orphan Annie.” Use the elements of art and principles of design to create an
original comic strip to create a comic strip with a specific purpose.
Lesson Plan
Create a Comic Strip
1. Explore the Broadway play “Annie.”
a.
http://en.wikipedia.org/wiki/Annie_(musical)
b. http://www.broadwaymusicalhome.com/shows/annie.htm
2. Explore the life and work of Annie creator Harold Gray.
a. http://en.wikipedia.org/wiki/Harold Gray Americancartoonistcreator-Little
OrphanAnnie.
b. http://www.stuartliss.com/loahp/haroldgray.html
c. http://illustrationart.blogspot.com/2008/02/harold-gray-appreciation.html
3. Create a comic strip.
a. National Association of Comic Art Educators, “Little Orphan Annie: Leapin’
Through the Depression.”
http://www.teachingcomics.org/index.php?option=com_content&view=article
&id=72:little-orphan-annie-leapin-through-thedepression&catid=36:Lesson%20Plans&Itemid=57
b. http://www.artsonia.com/teachers/lessonplans/plan.asp?id=38
c. http://www.artsonia.com/teachers/lessonplans/plan.asp?id=3722
West Virginia Content Standards
VA.S.6.1
Media, Techniques and Processes
Students will:
 identify media and materials used in creating art;



understand processes and techniques in creating art;
apply problem-solving skills in creating two-dimensional and three-dimensional
works of art; and
use materials and tools in a safe and responsible manner.
VA.S.6.2
Elements of Art and Principles of Design
Students will:
 identify selected elements and principles of design as they relate to art and the
environment;
 understand qualities of elements of art and principles of design as they apply to
two-dimensional and three-dimensional objects and artworks;
 apply elements of art and principles of design as they relate to problem-solving
skills in the creation of art; and
 communicate expressive ideas that demonstrate an understanding of structures
and functions in art.
VA.S.6.3
Subject Matter, Symbols and Ideas
Students will:
 identify symbols and ideas to communicate meaning in art;
 determine potential content for artworks; and
 apply problem-solving skills when creating art relative to subject matter, symbols
and ideas
VA.S.6.4
Art History and Diversity
Students will:
 identify how the visual arts have a history and specific relationship to culture;
 analyze works of art that reflect different styles and time periods; and
 demonstrate an understanding of how history, culture, and the arts influence each
other.
VA.S.6.5
Reflection and Analysis
Students will:
 identify multiple purposes for creating works of art;
 analyze contemporary and historic meanings in specific artworks through cultural
and aesthetic inquiry; and
 describe and compare a variety of individual responses to their artworks and to
artworks from various eras and cultures
Lesson Objectives
VA.O.6.1.1: identify types of media, techniques, technologies, and processes used to
create two-dimensional and three-dimensional works of art.
VA.0.6.1.2: use selected media, techniques, technologies, and processes to communicate
a personal experience or an idea, e.g., watercolor, tempera, ink, fabric, collected
materials, montage, weaving, mosaic, and digital media.
VA.0.6.1.3: explain the effectiveness of their choices of media, techniques, technologies,
and processes to communicate ideas.
VA.0.6.1.4: demonstrate safe and effective use of materials, tools, and technology.
VA.0.6.3.2: use symbols to communicate an intended meaning in an artwork
VA.O.6.4.1: identify characteristics of artworks and artists from different periods of time,
styles, and cultures.
VA.0.6.4.4: create artwork that reflects the influence of time and place.
VA.O.6.5.1: compare reasons for creating works of art, e.g., function, aesthetics, personal
meanings, and tradition.
VA.O.6.5.6: evaluate exemplary artworks, i.e., determine the meaning, merit, and success
of works from various eras and cultures.
VA.O.6.6.1: explore historical periods through the arts disciplines.
VA.O.6.6.2: explore how a theme is depicted across multiple disciplines, e.g. war, peace,
rituals and politics.
21 Century: Learning Skills and Technology
21C.O.5-8.1.LS1
information needed, uses text, people, online databases and search engines to filter
relevant information efficiently, analyzes information for biases, synthesizes information
gathered and creates an effective and efficient response to the problem
21C.O.5-8.2.LS3
Student engages in a problem solving process that divides complex problems into simple
parts in order to devise solutions.
Suggested Post-performance Activities:
Summary of Lesson
Students will discuss how Annie changed and developed her own identity through out the
production. Students will then create a self reflective artwork in collage form or; Annie
and the orphans were looking for a new home. Lesson 2 is centered around a home
drawing inside looking out. Lesson 3, students create a self portrait.
Lesson Plan
Create a self reflective collage, (Artsonia requires a user login. Simple user friendly
process.)
1. http://www.artsonia.com/teachers/lessonplans/plan.asp?id=1894
2. http://www.artsonia.com/teachers/lessonplans/plan.asp?id=4511
3. http://www.princetonol.com/groups/iad/lessons/middle/matisse_portrait.html
West Virginia Content Standards
VA.S.7.1
Media, Technique and Processes
Students will:
 identify media and materials used in creating art;
 understand processes and techniques in creating art;
 apply problem-solving skills in creating two-dimensional and three-dimensional
works of art; and
 use materials and tools in a safe and responsible manner.
VA.S.7.2
Elements of Art and Principles of Design
Students will:
 identify selected elements and principles of design as they relate to art and the
environment;
 understand qualities of elements of art and principles of design as they apply to
two-dimensional and three-dimensional objects and artworks;
 apply elements of art and principles of design as they relate to problem-solving
skills in the creation of art; and
 communicate expressive ideas that demonstrate an understanding of structures
and functions in art
VA.S.7.3
Subject Matter, Symbols and Ideas
Students will:
 identify symbols and ideas to communicate meaning in art;
 determine potential content for artworks; and
 apply problem-solving skills when creating art relative to subject matter, symbols
and ideas.
VA.S.7.4
Art History and Diversity
Students will:
 identify how the visual arts have a history and specific relationship to culture;
 analyze works of art that reflect different styles and time periods; and
 demonstrate an understanding of how history, culture, and the arts influence each
other.
VA.S.7.5
Reflection and Analysis
Students will:
 identify multiple purposes for creating works of art;
 analyze contemporary and historic meanings in specific artworks through cultural
and aesthetic inquiry; and
 describe and compare a variety of individual responses to their artworks and to
artworks from various eras and cultures.
VA.S.7.6
Multi-disciplinary Connections
Students will:
 identify characteristics of the visual arts and other disciplines; and
 analyze by comparing and contrasting connections between disciplines.
VA.S.8.1
Media, Techniques and Processes
Students will:
 identify media and materials used in creating art;
 understand processes and techniques in creating art;
 apply problem-solving skills in creating two-dimensional and three-dimensional
works of art; and
 use materials and tools in a safe and responsible manner
VA.S.8.2
Elements of Art and Principles of Design
Students will:
 identify selected elements and principles of design as they relate to art and the
environment;
 understand qualities of elements of art and principles of design as they apply to
two-dimensional and three-dimensional objects and artworks;
 apply elements of art and principles of design as they relate to problem-solving
skills in the creation of art; and
 communicate expressive ideas that demonstrate an understanding of structures
and functions in art.
VA.S.8.3
Subject Matter, Symbols and Ideas
Students will:
 identify symbols and ideas to communicate meaning in art;
 determine potential content for artworks; and
 apply problem-solving skills when creating art relative to subject matter, symbols
and ideas.
VA.S.8.4
Art History and Diversity
Students will:
 identify how the visual arts have a history and specific relationship to culture;
 analyze works of art that reflect different styles and time periods; and
 demonstrate an understanding of how history, culture, and the arts influence each
other.
VA.S.8.5
Reflection and Analysis
Students will:
 identify multiple purposes for creating works of art;
 analyze contemporary and historic meanings in specific artworks through cultural
and aesthetic inquiry; and
 describe and compare a variety of individual responses to their artworks and to
artworks from various eras and cultures.
VA.S.8.6
Multi-disciplinary Connections
Students will:
 identify characteristics of the visual arts and other disciplines; and
 analyze by comparing and contrasting connections between disciplines.
Lesson Objectives
VA.O.6.1.02 use selected media, techniques, technologies, and processes to
communicate a personal experience or an idea, e.g., watercolor, tempera, ink, fabric,
collected materials, montage, weaving, mosaic, and digital media
VA.O.6.2.16 use the elements of art and principles of design to effectively
communicate ideas.
VA.O.6.3.02
use symbols to communicate an intended meaning in an artwork.
VA.O.6.4.04
create artwork that reflects the influence of time and place.
VA.O.6.5.01 compare reasons for creating works of art, e.g., function, aesthetics,
personal meanings, and tradition
VA.O.6.6.02 explore how a theme is depicted across multiple disciplines, e.g. war,
peace, rituals and politics.
VA.O.7.1.1 select a media, technique, technology, or process to communicate a
personal experience or an idea, e.g., chalk, acrylic, printmaking, painting, digital
alteration, animation and sculpture.
VA.O.7.1.2 experiment and refine use of selected media, techniques, technologies, and
processes in the communication of a personal experience or an idea.
VA.O.7.1.3 evaluate the effectiveness of their choice of media, techniques,
technologies, or processes used in the communication of a personal experience or idea.
VA.O.7.1.4
demonstrate the safe and effective use of materials, tools, and technology.
VA.O.7.2.15 use the elements of art and principles of design to effectively communicate
ideas.
VA.O.8.1.01 select and apply a variety of media, techniques, technologies, and
processes used to express experiences and/or ideas.
VA.O.8.2.06 evaluate the effectiveness of using the elements of art and principles of
design to communicate ideas.
VA.O.8.3.02
experiences.
use realistic or non-objective elements to communicate personal
VA.O.8.6.02
explain how time and place influence meaning and value in a work of art
21 Century Learning Skills and Technology
21C.O.5-8.2.LS3
Student engages in a problem solving process that divides complex problems into simple
parts in order to devise solutions.
21C.O.5-8.3.LS1
Student manages emotions and behaviors, engages in collaborative work assignments
requiring compromise, and demonstrates flexibility by assuming different roles and
responsibilities within various team structures.
21C.O.5-8.2.LS4
Student creates thoughtful ideas and solutions and takes risks as he/she works toward
goal despite mistakes. Student begins to consistently think of all the possibilities and
diverges to become more expansive with his/her thoughts/ideas that lead to the creation
of original products
Music:
Suggested Pre-performance Activities:
Summary of Lesson
Students will learn about what musicals are and how an audience should behave at one.
Lesson Plan

Discuss the appropriate audience behavior for the performance setting. When to
enter/exit the theatre, when to applaud, types of applauding to use (clapping,
shouting, whistling, etc.)

Write the term “musical” on the board. Ask students what they think the
definition is. Have students become familiar with the term “musical” and the
story of “Annie.”
http://www.musicals101.com/musical.htm
http://en.wikipedia.org/wiki/Annie_(musical)
West Virginia Content Standards:
MU.S.GM6-8.1
Performing
Students will:
 Sing alone and with others, a varied repertoire of music
 Perform on instruments, alone and with others, a varied repertoire of music
MU.S.GM6-8.2
Exploring
Students will:
 Read and notate music
 Listen to, analyze, and describe music
 Evaluate music and music performances
MU.S.GM6-8.4
Relating
Students will:
 Understand relationships between music, the other arts, and disciplines outside the
arts.
 Understand music in relation to history and culture
Lesson Objectives
MU.O.GM 6-8.2.15: Evaluate vocal and/or instrumental performances
MU.O.GM 6-8.4.06: Discuss and demonstrate social responsibility through appropriate
audience behavior in a given setting
MU.O.GM 6-8.1.05: perform compositions and/or accompaniments on Instruments
21st Century: Learning Skills and Technology
21C.O.5-8.1.LS1
Student, when presented with a problem, identifies the information needed, uses text,
people, online databases and search engines to filter relevant information efficiently,
analyzes information for biases, synthesizes information gathered and creates an effective
and efficient response to the problem.
21C.O.5-8.1.LS3
Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and
in a compelling manner and enhances the oral or written presentation through the use of
technology.
21C.O.5-8.3.LS1
Student manages emotions and behaviors, engages in collaborative work assignments
requiring compromise, and demonstrates flexibility by assuming different roles and
responsibilities within various team structures.
Suggested Post-performance Activities:
Summary of Lesson
Students will learn about the relationship between performers and an audience.
Lesson Plan

Have students evaluate the performance. How did the characters respond to the
audience? How did they interact with each other?

Working in small groups, students will direct and perform a short musical number
using a contemporary song (or songs!) to illustrate a scene from the “updated”
Annie’s life. Students should write a short one to two paragraph introduction to be
read at the start of their performance. The introduction will let the audience know
when and where the scene takes place and who the central characters are.
Examples:
o http://www.dailymotion.com/video/x9d28q_glee-dont-stopbelieve_shortfilms
o http://www.youtube.com/watch?v=CbEsgyM_PP0&feature=related
West Virginia Content Standards
Same Standards and objectives as the pre-performance activities
Character Building:
Suggested Pre-performance Activities:
Summary of Lesson
Students will develop awareness for the needs of a neighboring animal shelter by
organizing a donation drive or similar community service project
Lesson Plan
Animal Shelter Awareness Service Project: A Tribute to Sandy
Students will locate their nearest animal shelter by using the link below:
http://wvanimalshelter.org/pages/rescueswv.htm?1
Students will contact shelter (with parent permission) to discuss the shelter’s specific
needs. Students will work collaboratively with their Advisory Teacher to make a plan of
assistance for the shelter which includes (but is not limited to) one or more of the
following:
 Donation Drive
o Sample Wish List
http://www.animalhumanesociety.org/help/waystogive/donatetowishlist
 Volunteering
o Sample Guidelines
http://www.animalhumanesociety.org/help/volunteer
 Recycled Donation Drive
o Sample Items
http://www.animalhumanesociety.org/help/recycle
 School Fundraiser for Shelter
o Ideas for Events
http://www.animalhumanesociety.org/help/third-party-event-form
Multiple advisory classes are encouraged to network resources and collaborate toward a
common goal.
Students and teachers will implement their plan and monitor progress.
West Virginia Content Standards
Grades 6, 7, and 8
(AA.S.1) Students will acquire attitudes, knowledge, and skills that contribute to
effective learning in school and across the lifespan.
(AA.S.3) Students will understand the relationship of academics to the world of work and
to life at home and in the community
Lesson Objectives
AA.A.6.1.03 Demonstrate the ability to work independently and cooperatively with other
students.
AA.A.6.1.08 Explore opportunities to develop leadership skills.
AA.A.6.3.02 Understand that school success is the preparation to make the transition
from student to community member.
AA.A.7.1.03 Demonstrate the ability to work independently and cooperatively with other
students.
AA.A.7.1.08 Explore opportunities to develop leadership skills.
AA.A.7.3.02 Understand that school success is the preparation to make the transition
from student to community member.
AA.A.8.1.03 Demonstrate the ability to work independently and cooperatively with other
students.
AA.A.8.1.08 Explore opportunities to develop leadership skills
AA.A.8.3.02 Understand that school success is the preparation to make the transition
from student to community member.
21 Century: Learning Skills and Technology
None
Additional Links/Resources

Extension Activity: Students can collaborate to create posters promoting school
participation in their service projects
Suggested Post-performance Activities
Summary of Lesson
Students and teachers will deliver supplies and/or donations to the shelter. Students will
maintain contact with shelter throughout the year to assess the need for future donations.
West Virginia Content Standards
Same Standards and objectives as the pre-performance activities
Lesson Objectives
Same Standards and objectives as the pre-performance activities
21 Century: Learning Skills and Technology
Same Standards and objectives as the pre-performance activities