Title of Unit

Curriculum Area

Developed By

American Heroes Grade Level

Research &
Time Frame
Expository
Writing
Kimberly McDonald

1st grade students

4 45 minute
sessions

Stage 1: Identify Desired Results

Content Standards
SS1H1 The student will read about and describe the life of historical figures in American
history. a. Identify the contributions made by these figures: Benjamin Franklin
(inventor/author/statesman), Thomas Jefferson (Declaration of Independence), Meriwether
Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground
Railroad), Theodore Roosevelt (National Parks and the environment), George Washington
Carver (science). b. Describe how everyday life of these historical figures is similar to and
different from everyday life in the present (food, clothing, homes, transportation,
communication, recreation).
SS1G1 The student will describe the cultural and geographic systems associated with the
historical figures in SS1H1a.
SS1CG1 The student will describe how the historical figures in SS1H1a display positive
character traits of fairness, respect for others, respect for the environment, conservation,
courage, equality, tolerance, perseverance, and commitment.
ELAGSE1RI1: Ask and answer questions about key details in a text.
ELAGSE1RI2: Identify the main topic and retell key details of a text.
ELAGSE1RI3: Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
ELAGSE1W2: Write informative/ explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
ELAGSE1W6: With guidance and support from adults, use a variety of tools to produce and
publish writing, including digital tools and collaboration with peers.
AASL 1.1.3 Develop and refine a range of question to frame the search for new
understanding.
AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
AASL 1.1.5 Evaluate information found in selected sources on the basis of accuracy,
validity, appropriateness for needs, importance and social and cultural context.
AASL 3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess.
ISTE-NETS 1 Creativity and Innovation

ISTE-NETS 3 Research and Information Fluency

ISTE-NETS 6 Technology Operations

Understandings

Essential Questions

Overarching Understandings

Overarching

The student will

read about and describe the life of
historical figures in American
history
ask and answer questions about key
details in a text
how to identify the best places to
look for information
how to use technology to publish
writing

What are the

contributions of our
historical figures
and why are they
important to us
today?
How can the
Internet be a useful
research tool?

Topical
Where can I find
information on first
grade historical
figures?
How can I use Voki to
publish my written
work?

How can technology

be utilized when
publishing work?

Knowledge

Skills

Students will know

Students will be able to

strategies to identify key details in

text
how to ask and answer questions
about key details in text
why it is important to publish
writing

write complete sentences to describe

their historical figure
use identified search engines to find
academic sources
identify key details
create a Voki avatar

Stage 2: Assessment Evidence

Performance Task Description
Goal

Role
Audience
Situation

Product/Performan
ce
Standards

To create a Voki avatar to describe the life of their first grade

historical figure, describe the cultural and geographic systems
associated with the historical figures, and describe how their
historical figure displays positive character traits of fairness, respect
for others, and respect for the environment, conservation, courage,
equality, tolerance, perseverance, and commitment.
The role of the performance task is to research 1st grade American
Heroes, and to create a Voki avatar to
Other students in 1st grade
Students will create a Voki avatar to explain the contributions of their
historical figure, as well as describe the cultural and geographic
systems associated with their historical figure, and describe how
their historical figure displays positive character traits.
The final product will be Voki avatar that teaches other 1st grade
students about their historical figure. The Voki avatar will be
displayed on the Media Center website.
SS1H1, SS1G1, ELAGSE1RI1, ELAGSE1RI2, ELAGSE1RI3, ELAGSE1W2,

ELAGSE1W6, AASL 1.1.3, AASL 1.1.4, AASL 1.1.5, AASL 3.1.4, ISTENETS 1, ISTE-NETS 3, ISTE-NETS 6

Other Evidence
Students will take notes on their chosen historical figure.
Students will write no less than four complete sentences about their historical figure in
their homeroom class.

Stage 3: Learning Plan

Day 1
SLMS will share a video biography of Thomas Jefferson,
https://www.texasbar.com/iwasthefirst/ThomasJefferson_Video.html
After the video, students will discuss whole group why it is important to know about the
contributions of our historical figures and how their contributions have made our life
better today. Together we will make a list of the historical figures identified in the first
grade standards.
Students will select the historical figure they will research for the enrichment unit.
Students will also be presented with the unit rubric.

Day 2
Each class will review items discussed in the previous class session regarding first grade
historical figures, and why their contributions to history are important to us today.
SLMS will lead a discussion on how we identify main idea and key details within text, using
the Thomas Jefferson video. SLMS will ask students why it is important that they do not
copy someone elses work. SLMS will explain to students that while they can use key
details about their historical figures they should write sentences in their own words.
SLMS will show share academic search engines with students. SLMS will encourage
students to use these search engines because they provide more accurate and relevant
information than simply using a Google search. Students will be encouraged to use Fact
Monster, KidRex, GALILEO, or Kidtopia to search their historical figure, because these are
trusted sites and provide complete and concise information.

Day 3 & 4
SLMS will show students, using the digital projector, how they can manipulate and design
their own Voki avatar.
Students will review the unit rubric. SLMS will lead discussion about why it is important to
publish their writing and what are ways we can publish our writing.
SLMS will work in coordination with the homeroom teacher, so that once students have
finished their expository piece, they will come to the media center to design and record
their Voki avatar.

Feedback and Reflections