McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Elizabeth Rohr Date:

Title of Lesson: Early American Cooperating Teacher: Amber Nachman

Figures Part 2

Core Components
Subject, Content Area, or Topic
The subject of this lesson is George Washington, James Madison, Thomas Jefferson, and
George Mason. Who these men were and why they are important.
Student Population
26 5th Grade Students
Learning Objectives
The student will be able to identify George Washington, James Madison, George Mason,
and Thomas Jefferson. The student will be able to identify that George Washington was
the first president and a model for future presidents, a strong leader, and was nicknamed
the Father of our Country. The student will be able to identify that James Madison kept
notes during the Constitutional Convention, helped others reach a compromising on
important issues, was in support of the Bill of Rights and the Constitution, and was
nicknamed the Father of the Constitution. The student will be able to identify that Thomas
Jefferson wrote the Declaration of Independence and that George Mason wrote the Bill of
Rights.
Virginia Essential Knowledge and Skills (SOL)
SS.5.5.2 Identify the political contributions of famous Virginians in the establishment of the
government of the United States. (VS6a)
 George Washington
o first president of the United States of America
o strong leader (e.g., commander-in-chief during Revolutionary war)
o model of leadership for future presidents (set up 1st cabinets, refused a 3rd
term)
o nicknamed “Father of our Country”
 James Madison
o kept detailed notes during the Constitutional Convention
o helped delegates reach compromises on key issues
o supported the addition of a Bill of Rights to the Constitution of the United
States in order to protect the people from the power of the government.
o nicknamed “Father of the Constitution”
VDOE Technology Standards
SS. 5.5.2
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Laptops, School House Rock Video, Youtube Video, Google Doc, Quizziz

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Time
Process Components
(min.)
5 *Anticipatory Set
School house rock video on the Constitution: https://www.youtube.com/watch?
v=RnVmIrAiQB8
2 *State the Objectives (grade-level terms)
I can explain who George Washington is and why he is important.
I can explain who James Madison is and why he is important.
I can explain who Thomas Jefferson is and why he is important.
I can explain who George Mason is and why he is important.
10 *Instructional Input or Procedure
Youtube video on Thomas Jefferson: https://www.youtube.com/watch?
v=IPeffaxcT4k
Youtube Video on Bill of Rights (George Mason): https://www.youtube.com/watch?
v=aMCDikASE4o
8 *Modeling
We will go over their completed sheet from the day before on George Washington
and James Madison.
15 *Check for Understanding
This will be completed throughout the lesson.
1. Read google doc on George Mason and Thomas Jefferson
2. Small Group fill-in sheet:
https://docs.google.com/document/d/1fd3Hrbj5iY8JB7uu9Hw9XowdHpQ48iACt6NhZ1kWEBg/edit?usp=sharing

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 20 *Guided Practice (Completed with Independent Practice)
Students will meet in their groups and read a page and a half of text and will fill out
the sheet of George Mason and Thomas Jefferson. They will have pictures of
George Mason and Thomas Jefferson and they will fill in around their pictures
what they did, documents they wrote, etc.
https://docs.google.com/document/d/1fd3Hrbj5iY8JB7uu9Hw9XowdHpQ48iACt6NhZ1kWEBg/edit?usp=sharing
20 *Independent Practice (Completed with Guided Practice)
Students will meet in their groups and read a page and a half of text and will fill out
the sheet of George Mason and Thomas Jefferson. They will have pictures of
George Mason and Thomas Jefferson and they will fill in around their pictures
what they did, documents they wrote, etc.
https://docs.google.com/document/d/1fd3Hrbj5iY8JB7uu9Hw9XowdHpQ48iACt6NhZ1kWEBg/edit?usp=sharing
N/A Assessment
Homework – Quizziz on George Mason and Thomas Jefferson:
https://quizizz.com/admin/quiz/5a7e3730b1fb72002266f0af?from=quizEditor
2 *Closure
I will tell the students to move back to their seats quietly by groups and to put
away all of their materials and notes. From here we will transition into the next part
of the day.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning
style).
Differentiation will take place in groups. There are 7 groups in total and students have
been paired with high-level students, middle-level students, and low-level students. When
they are in their groups the high-level, students will be able to assist the low-level students.
Classroom Management Issues (optional)
The biggest classroom management issues will be when the students are in their groups.
They tend to get loud in groups and to talk over each other at times. I will try to minimize
this by walking around while they are in groups and to redirect when needed. Transition’s
will be managed by giving all directions before allowing students to move.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015