Direct Instruction Lesson Plan TemplateGrade Level/Subject: 3rd Central Focus: Understand the role of prominent figures in shaping the United States.

Essential Standard/Common Core Objective:

5.H.2.3 Compare the changing roles of women and minorities on American society from the Pre-Colonial era through Reconstruction

Date taught: March 16, 2015

Daily Lesson Objective: Understand the role of prominent figures in shaping the United States.

21st Century Skills: Information, Media and Technology Academic Language Demand (Language Function and Vocabulary): Eng., biography, contributions, characteristic

Prior Knowledge: The students to know what a biography is and what bits of information a reader can get a from reading a biography i.e. birthdate, date of death, age, etc.

ActivityDescription of Activities and SettingTime

1. Focus and Review The students will know how to properly gather materials for research on an important historical figure other than MLK. The students will be able to create a box biography on that figure. 0 min

2. Statement of Objective for StudentToday we will be gathering materials to conduct a research project on an important historical figure. Were this in order to create a box biography of the historical figure you choose. To do this, we are going to use books form the library to begin research. 1 min

3. Teacher Input Say: The other day I went to the library and browsed around the biography section. I found a book about this interesting looking woman (show them the cover of the book) her name is Frida Kahlo. I look through the pictures and the captions of the book to see if I was still interested in learning about her. I am! So now that Ive decided that I want to do my research on Frida, Im going to use this worksheet (show them the worksheet) along with my book to see what I can learn about her. Show: Have the worksheet on the Smart Board as an example. Explain what the different parts of the worksheet are asking the students to do. 1. Subject Name: The name of the historic figure2. Important characteristic: a characteristic is a part of someone that makes them special, like Frida has a uni-brow and she likes to wear shawls a lot. Something unique. 3. Important Contributions: a contribution is something that someone has given to the world or community. For example Fridas contribution to her community is art and murals. 4. Reasons why that the person is famous: place some reason why this person is famous. Frida is famous for being outspoken and her paintings about dreams that she has. 5. Experiences that make that person important: Anything that the person you chose may have been through or succeeded in. Frida was in a terrible car accident which resulted in her being confined to her bed which started her painting journey. 6. Things that you admire about this person: based on what you read and learn about this person, what you like about them? Are they like you? Is there something different about them you like? Do: Fill in the part about Frida Kahlo as example. Make sure to use complete sentences and not a list of words. 7-10 min

4. Guided Practice Based on what is shared about Frida Kahlo you and the class can fill out the portion about Fridas characteristics, using complete sentence. Frida is resilient because she decided to paint while she was sick instead of be sad all the time.5 min

5. Independent Practice Have the students complete the rest of the sheet on their own, using the books theyve chosen from the previous library visit. 15 min

6. Assessment Methods of all objectives/skills: Informal assessment. The students need to have: At least 3 points in each section of the sheet The sentences need to be complete Reference the page number Place the book title/ website with the subject name

7. ClosureAllow the student to share a bit about who they are studying, why and one interesting thing theyve learned about that person during research time in class. 5 min

8. Assessment Results of all objectives/skills: CT has used sheets for the rest of the week!

Targeted Students Modifications/Accommodations: two students are allowed to use the computers in order to do research at a time. Student/Small Group Modifications/Accommodations: NONE

Materials/Technology: Books from the library (biography), loc.gov (library of congress), biographies.org, google Scholastic biography and print copies

Readwritethink.org for ideas and printable sheet

Feedback (via email) on lesson:

Brianna,

In regard to your social studies lesson-- 1. You used a familiar text and allowed students to use prior knowledge to introduce the lesson. 2. However, as you recognized you gave more directives than you did teach a lesson. In the future just ensure your lessons and activities are meaningful. Always ask yourself, "Is this something I would want to do if I were 8 years old." Everything cannot be super exciting and hands-on all the time, but lessons can all surely be engaging. 3. Yes I've started the survey. I just need to complete it.