Elementary and Early Childhood Education Lesson Plan Template

Name: Taylor Ferguson Date: 10/22/19

Course: ECE 4403 Lesson Plan #: Benjamin Franklin/ his inventions/ the impact they made
Subject Area(s): Social Studies/ ELA Grade Level/Time Frame: 1st grade/ 35 minutes

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience will take place
Learners
(Classroom The school is located in the south Paulding school district. When walking into the classroom,
Context) there is one interactive whiteboard located at the front of the classroom. The interactive
whiteboard is a Recordex. It is attached to the whiteboard which has room on either side for the
teacher to write. There is a calendar posted to the left of the Recordex, ten frame posters are
posted below, and the alphabet is posted above the whiteboard. The American Flag is also hung at
the front of classroom for when the students do the pledge of allegiance at the beginning of each
day. There is a word wall posted on the right side of the classroom. The word wall has all of the
sight words posted that the students are working on for the current week.
There is a bulletin board at the back of the classroom that has anchor charts displayed across
it. Each anchor chart is organized by the subject it is used for during the day. The categories for
each anchor chart are: Math, ELA/Writing, Social Studies, Science, Phonics, and Interactive
Reading. These are posted for students to refer to throughout the day when working on various
assignments. There is also a number line posted above the bulletin board that identifies even and
odd numbers up to 20, and an Upper and Lowercase alphabet below it. The left side of the
classroom has the technology station which holds two computers, five laptops, three iPads, and
headphones. Students have access to this station during their free time and during their D.I.
groups. The left side of the classroom also holds the teachers desk and filing cabinets. The teacher
has student artwork displayed above her desk to promote a sense of community in the classroom.
There are five tables that are arranged in the center of the classroom. There are six chairs at
each table and a bucket that contains the students pencil pouches and reading books. The tables
are labeled one through five. Table on is the closest to the door and the numbers follow clockwise
to the other tables. Five students sit at Table One. The students that sit at this table need
additional attention from the teacher throughout the day. There are five students that sit at Table
Two. All of the students at this table are female and require little direction from the teacher. Five
students sit at Table Three. The students at this table also require little direction from the teacher.
Two students sit at Table Four, to prevent them from distracting their peers, this is also the table
closest to the teachers desk. Six students sit at Table Five. These students require additional
instruction from the teacher and need help with staying focused during assignments. This table is
located closest to the board.
There is a large oval carpet located at the front on the classroom in front of the whiteboard
and Recordex. This carpet is where the students sit during math instruction and calendar time
each day. There are 23 Velcro spots on the carpet at the back of the classroom. The students sit at
these spots during read aloud and when working on anchor charts each day. There is a classroom
library located on the right side of the classroom that students are able to sit at and read. There is
a kidney shaped table located at the back of the classroom where the teacher conducts small
groups throughout the day. There is also a bookshelf that is located next to the teachers desk
which holds teacher textbooks and a classroom globe.
Learner Description Number of students in class: 23
 Number of males: 11
 Number of females: 12
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 504 plans 0 N/A
Students w/ EIPs 0 N.A
English learners 2 Both English Learners go to the ESOL
teacher at least once a day. One of the
students is a Level 1 and receives
pictures to refer to when working on
vocabulary. The student also receives
sentence frames when writing. The other
student is a Level 2 and he also receives
sentence frames. Both students receive
additional time on assignments.

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 Gifted 0 N/A
Students with gaps in academic 0 N/A
knowledge
Other learning needs 2 There are two students in the class who
have RTI’s. One student is a Tier 3 for
their speech. While the other is a Tier 2
for their behavior. The student who is a
Tier 3 goes to a speech therapist twice a
week and is given sentence frames along
with an alphabet strip for any written and
reading assignments. The student who is
a Tier 2 for behavior is given class jobs
to promote engagement in the classroom.
The student also has preferential seating
near the teacher to ensure that the student
receives constant positive feedback
Personal Assets,
Cultural, Assets,  Personal: The students practice building things every day during their designated free
Community Assets time. The students talk about the things they build along with what their creations will
(also referred to as do. There is also a new stem lab in the school that the students have access to every
Funds of Knowledge) Tuesday. In the stem lab they learn about different ways to take items and make
something new out of them. This led me to choose to teach the students about Benjamin
Franklin and all the inventions he created. I felt that the students would appreciate all of
his inventions and be inspired to make some of their own.
 Cultural: The students in the classroom each have experience using at least one
invention that Benjamin Franklin created, so they will be able to relate to some of his
inventions and make connections to their experiences with them. The students will be
encouraged to think of an invention they would like to make that will help people. The
students can use their creativity to create any invention they like that will help anyone
they think needs it. The students will also be able to draw their own inventions.
 Community: I will check out a collection of books about Benjamin Franklin from their
local library to share with the students and encourage the students to go check them out
themselves. There is a historical fair going on at their school in the following week that
I will encourage students to attend, so they can learn more about the impact that
historical figures had over the years.
Step 2: Identify Georgia Standard (s) SS1H1 Read about and describe the life of historical figures in American history.
Curricular of Excellence, WIDA
Priorities Standard(s), etc. 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), Theodore Roosevelt (National Parks and
the environment), George Washington Carver (science), and Ruby Bridges (civil
rights).
b. Describe how everyday life of these historical figures is similar to and different from
everyday life in the present (for example: food, clothing, homes, transportation,
communication, recreation, etc.).

ELAGSE1W1: Write opinion pieces in which they introduce the topic or the name of the book
they are writing about, state an opinion, supply a reason for the opinion, and provide some sense
of closure.

Prior Academic The students will need to understand what an opinion is in order to write about theirs. They will
Knowledge and also need to understand what an invention is.
Prerequisite Skills

Central Focus, The central focus of this lesson is for students to teach the inventions that Benjamin Franklin
Overarching Goal, Big created and how they helped and continue to help people to this day. They will demonstrate an
Idea, or Essential understanding of Benjamin Franklin’s impact on the world by creating a visual that displays some
Question(s) of his most famous inventions. The students will express an understanding by coming up with an
invention of their own that can help people. The purpose of teaching this content is to encourage
the students to think critically about things they use on a daily basis that makes their lives easier
and that they are capable of creating helpful inventions of their own.

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Learning Objective(s) Cognitive:
or Learning Target(s)  Discuss different inventions that Benjamin Franklin created in his lifetime.
Psychomotor:
 Create one of Franklin’s invention using materials provided.
Affective:
 Empathize with the needs of others and design an invention of their own to help people.
Potential
Misconceptions If the students do not understand the purposes behind some of the inventions are, I will find a
and/or demonstration of the invention being used.
Developmental
Approximations If the students do not understand the impact that Benjamin Franklin made on the world, I will ask
them what they think life would be like without all of his contributions.

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary
 Words and phrases with
subject specific
meanings that differ
from meanings used in
everyday life (e.g.,
table, ruler, force)
 General academic
vocabulary used across
disciplines (e.g.,
compare, analyze,
evaluate)
 Subject-specific words
defined for use in the
discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: set of conventions for
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Discourse: how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
Language function: The class will construct an
Recall anchor chart to help them
organize each of the
Create
Identify inventions they recall.
Design Students will be given a
colorful sheet of paper to
create their kite and will
have the anchor chart to
refer to when identifying
the inventions on their kite.
Each student will receive a
writing template they are
familiar with to write their
opinion piece. There is a
space for them to draw
their invention on this
template.
Multiple meaning words: I will explain the
Long Arm difference between having
a long arm and what a
“long arm” is. I will ask
the students if they think
they know where this
invention got its name.
Academic vocabulary: The students will use their
Analyze opinion piece to analyze
the purpose of their own
invention and who they
want their invention to
help
Subject-specific I will write these
vocabulary: vocabulary words on the
Inventions board and discuss them
Bifocals during the beginning of the
Newspaper lesson to make sure the
Lightning students understand what
each of them means.
Flippers
Syntax: I will provide the students
The students will create a with an anchor chart that
kite that will be split into we will fill out together as
four sections. They will fill a class. The students will
each section with one refer to this when making
invention and write a their kites. The students
sentence about what it is will also receive a writing
and how it helps people. template they are familiar
The students will then with to help them write
write sentences about an their opinion pieces. This
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The ELL students will
receive a images of
Franklins inventions to
refer to during the
beginning of the lesson.
They will also receive pre-
sectioned kites to help
them organize their
information. I will give
them sentence frames to
help them explain the
purpose of each invention.
When writing their opinion
piece, they will also
receive a sentence frame.
The ELL students will
receive visuals of a person
with a long arm and a
visual of the invention to
help them see the
difference.
I will give the ELL
students options of
inventions they could
create to help people and
ask them if there is
something, they could
make to help their families
at home.
The ELL students will
receive flash cards that will
have the vocabulary words
on one side and an image
of the words on the back to
help the students
understand the new terms.
The ELL students will
receive sentence frames for
their kites and for their
writing samples. This will
help them organize their
writing.
 features or ways of structuring
oral or written language, or
representing knowledge
visually.
Step 3: Design Type of Assessment
Assessment
Framework
Pre-assessment
Formative assessment(s)
Summative assessment(s)
invention they want to will organize their writing
create and explain how it and their drawing of their
will help people. They will invention.
also draw a visual of their
invention.
Discourse: I will ask the students The ELL students will talk
The students will discuss questions to help them about the inventions with
the inventions that think critically about the me in a small group to
Benjamin Franklin created inventions and their prevent any
after reading a book about purposes. I will also have misunderstandings.
him. They will discuss the students discuss the
them in order to help them inventions before we add
recall all of the inventions. them to the anchor chart.
The students will write By having the students talk
about the inventions when about the inventions they
they create their kite to are actively participating in
display four of Franklin’s building their
inventions. They will also understanding of the
write about an invention impact Franklin made.
they wish to create to help
people in this day and age.
Students will be listening to the story about Benjamin Franklin being read aloud to
them through the Recordex. They will also be listening when their peers share their
inventions at the end of the lesson.
The students will be speaking when they are recalling the different Inventions that
Benjamin Franklin made. Also, when they are sharing the inventions, they want to
make to help people.
When filling in their kites, students will be reading the anchor chart we created as a
class. They will also be reading when they revise what they wrote about the invention
they want to create.
Writing will occur when the students fill in their kite with four of Franklin’s inventions
and explain the invention and it’s purpose. The students must also write when they are
creating an invention of their own and they explain the purpose and benefits of their
invention.
Format of Assessment (e.g., Supports, Evaluation Criteria
quiz, test, checklist, KWL Accommodations, How will you know or
chart, performance task) Modifications measure if the students
have met the learning
objective(s) or learning
target(s)?
Anchor Chart Visuals of different If the students are able
inventions will be posted to recall at least 7 of his
on the board when we inventions and explain
begin our discussion. I what they do, we will
will also play some videos move on to the next part
of different inventions and of the lesson.
how they are used.
Kite Creation I will provide the ELL If the students are able
students with pre-made to create their kite and
kites and visuals of the identify four of
different images that they Franklin’s inventions
can glue onto their kite. I and their purposes on
will also display the their kites, we will
anchor chart for students move onto the
to refer to when making summative assessment.
their kite.
Writing Sample I will model an invention I I will use a checklist to
would create and write make sure the students
about it on the board. I write about how their
will provide the ELL invention will help
students with a sentence others and if they are
frame to help them with able to draw their
their writing. invention.
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 Assessment Plan Alignment
Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
SS1H1 Read about and Social Studies: Formative Assessment:
describe the life of historical Cognitive: Once we have finished our anchor chart, students will
figures in American history. Recall different inventions then create a kite and identify four of Franklin’s
that Benjamin Franklin inventions on the kite. Students will also explain the
a. Identify the contributions created in his lifetime. purpose of each invention that they identify.
made by these figures:
Benjamin Franklin Psychomotor: Summative Assessment:
(inventor/author/ Create a visual that identifies To show empathy, students will write an opinion
statesman), Thomas some of Benjamin Franklin’s piece about an invention they would like to create and
Jefferson (Declaration of inventions. why they wish to create it. They must also write about
Independence), who their invention will help.
Meriwether Lewis and ELA:
William Clark with Affective:
Sacagawea (exploration), Empathize with the needs of
Theodore Roosevelt others and design an invention
(National Parks and the of their own to help people.
environment), George
Washington Carver
(science), and Ruby
Bridges (civil rights).
b. Describe how everyday
life of these historical
figures is similar to and
different from everyday
life in the present (for
example: food, clothing,
homes, transportation,
communication,
recreation, etc.).

ELAGSE1W1: Write opinion

pieces in which they introduce
the topic or the name of the
book they are writing about,
state an opinion, supply a
reason for the opinion, and
provide some sense of closure.

Pre-Assessment Data Summary

When conducting the Pre-Assessment, as a class we discussed what inventions are and why they are created. We then
listened to a story being read aloud about Benjamin Franklin and all the inventions her created to help make life easier.
Once we have finished the story, we will talk about each invention. I will add each of them to an anchor chart and have the
students explain the purpose of each invention. There were a few students who struggled with elaborating on the purpose
of each invention. When I noticed this, I asked the students questions to help them expand on their explanations. I will
keep the anchor chart posted in order for the students to refer to it when they are making their kites. This will help the
students identify inventions they want to add to their kite. I will also sit with the students who showed struggles in the Pre-
Assessment to help them create their kites.
Step 4: Create Materials Needed Teacher Resources:
Learning  Now and Ben, 2017 (read aloud)
Activities Stories That Build Character And More... (2017, September 4). Now & Ben: The
Modern Inventions of Benjamin Franklin by Gene Barretta (Author,
Illustrator). Retrieved from
https://www.youtube.com/watch?v=EK_4XA8OZZA.
 Anchor Chart
 Kites (Example in Appendix C)
 Writing Template (See Appendix B)
 Writing Prompt (example of my own invention)
 Images of Ben Franklin’s Inventions (google images) (See Appendix A)
 Sentence Frames
Student Resources:

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Technology Connection
Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
 Kites (Example in Appendix C)
 Writing Template (See Appendix B)
 Sentence Frames
 Pencils
 Crayons
 Images of Ben Franklin’s inventions (google images) (See Appendix A)
I will use the Recordex to display the video of the text being read aloud.
Students will use the Doc Cam to display their writing for their peers.
 I will support my student who struggles with speech by differentiating the
representation of information. I will do this by having my CT read the text to the
student as the text is read aloud through the video.
 The students who struggle with behavior will sit near me during the lesson to
prevent them from losing focus or distracting their peers. I will also have them
share their writings first to prevent them from getting upset and causing a
disruption.
 Students who struggle with writing will receive differentiation through the way
they express their inventions with the help of sentence frames and a place to draw
their inventions to help the reader visualize the invention.
 English Language Learners will be supported by receiving images of the
inventions to help with their understanding and writing frames to help them with
their kites and writing their opinion pieces.
The content of this lesson is relatable to all the students because they each have had an
experience using at least one of Benjamin Franklin’s inventions, although they might
not know it was an invention by him. This means they will be able to make real life
connections between the content and their own personal experiences. My students have
expressed that they enjoy creating things so they will enjoy making the kites. I think
that having them come up with an invention of their own will also help them understand
ways they can help their community and the world around them.
According to Vygotsky, “the community and culture that surrounds a child plays a
central role in the process of making meaning”. For students to truly comprehend
content they must makes connections that are meaningful. That being said, by having
the students write about an invention that they could create to help people, they are
relating to a place in their lives that they see needs assistance. Whether this is at home,
at school, at the store, they are taking it into consideration and applying it in their
writing. Each of the students also have their own experience using one of Franklin’s
inventions so they will be able to make meaningful connections to the content. This
lesson also promotes creativity as well as understanding of the impact they can have on
the world around them.
References
Social Development Theory (Lev Vygotsky). 2013. Retrieved from
https://www.instructionaldesign.org/theories/social-development/
Opening Hook:
I will begin the lesson by asking the students if they know what an invention is. I then
will say, “Class, explain to me why inventors invent things?”. I will allow the students
to give me their answers. I will then ask the students if they know who Benjamin
Franklin is. I will allow the students time to answer and will introduce him as a famous
inventor who created things that still help us to this day.
Lesson Content:
This is when I will introduce the video of Now and Ben being read aloud. I will instruct
the students to listen up for any inventions that they hear mentioned during the text.
Once the story has finished, I will post an anchor chart to the right of the Recordex on
the whiteboard. I will then ask the students to recall the inventions they heard
mentioned in the text. I will add each invention to our anchor chart. I will then ask the
students, “How can inventions help us in our day-to-day lives?”. The students will then
explain to me the purposes of each invention. I will also emphasize the impact that
Benjamin Franklin made through his inventions. Once we have completed the anchor
chart, I will instruct the students to go back to their seats. I will then explain to them
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 that they will be creating a kite, like the one Benjamin Franklin used, and they will add
four inventions to their kite.

Work Time:
Once the students are at their tables, they will each receive a kite to fill with inventions.
I will remind the students that they must identify four inventions on their kites and the
purpose of each. While the students are working, I will ask them, “What are the
inventions you identified on your kite?”. This is to make sure the students comprehend
what they are doing. Once the students have finished, I will say to the students, “now
that we have learned about all of the inventions that Ben Franklin made to help people,
can you think of an invention that could help someone you know or your community?”.
I will then give each student a writing template and explain to the students that they will
come up with an invention they think will help make life easier. They will write about
their invention and draw a picture of it. I will give the students some time to write about
their invention and draw the visual of it. I will work with the ELL students during this
time to help them come up with an invention and help them write about them.

Connection to the Arts Students will incorporate creative expression by drawing a picture of their invention to
tie in with their writing sample. The students will also be creating a kite and filling
them with drawings of four of Franklin’s inventions. Once they have finished, they will
explain why they believe inventors invent things.
Higher Order Thinking  Explain to me why inventors invent things? (Knowledge)
Questions (HOTQs)  How can inventions help us in our day-to-day lives? (Comprehension)
 What are the inventions you identified on your kite? (Knowledge)
 Can you explain how your invention will help people and who specifically it
will help? (Comprehension)
 Can you think of an invention that could help someone you know or your
community? (Application)
Re-teaching, Re-Engagement, If I were to re-teach this lesson, I would bring in actual inventions that the students can
Practice touch and see, I would create an invention scavenger hunt. I think this would
emphasize that some of the inventions are still used today. I believe this would also
keep students actively engaged in the lesson. I think this would also specifically help
the ELL’s make a connection between the content of the lesson and the inventions they
are familiar with using in their daily lives. .
Extensions I would extend the lesson by having the students do a mock interview with Benjamin
Franklin. The interview would be about what led Benjamin Franklin to begin inventing
and which of his inventions does he feel is the most beneficial to society. I would have
the students come up with questions that they would want to ask Benjamin Franklin. I
would then have them explain their reasoning behind their questions.
Lesson Closure Once each of the students have finished their writings, I will call a few students to the
Doc Cam to share their inventions to the class. They will share what their invention is
and why they chose to invent it. They will also share how they believe it can help
people. Once some students have shared, I will thank each of them for their hard work
and reemphasize the impact that Benjamin Franklin’s inventions made on the world and
how they can each become inventors of their own. I will then ask the students which
invention do they believe is the most beneficial to the world today and have them
explain their reasoning. This aids me in checking for their understanding.
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?

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 Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.

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Appendix A

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Appendix B

Appendix C

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