Elementary Education Program

Department of Teacher Education & Learning Sciences

Lesson Plan

Name: Katie Noblitt and Shelby Adcock

Grade: 3
Topic/Concept: Historical Impact
Materials/Resources:
• Reader’s Theater Interview with George Washington (retrieved from: tehttps://
www.teacherspayteachers.com/Product/An-Interview-with-George-
Washington-509849) (enough copies for each student to receive one)
• “All About George Washington/ All About Me” Worksheet (enough copies for each student to
receive one)
• Red, yellow, and blue markers, crayons, or color pencils (have enough for each student to get
one of each color)
• Pencil
• Markers, crayons, and color pencils (other colors for students to use on their “All About Me”
worksheet)

Teaching Behavior Focus:

The behavior we will focus on during this lesson is having a growth mindset. Throughout the
lesson we will focus on using a growth mindset and we will encourage students to do the same.
For example, if a student says, “This question is too hard, I can’t do this!” We will guide the
student to think about the question differently (using a growth mindset) and ask the student how
they could break down the question to make it simpler.

Learning Objectives (measurable):

• Students will be able to explain the impact George Washington had on local and regional
communities.
• Students will be able to list some events that shaped George Washington as a person.
• Students will be able to explain key historical events that occurred during George
Washington’s life.
• Students will reflect on events that have shaped them, as well as the impact they have had on
someone or something.

Standards:

Essential Standard:
3.H.1 Understand how events, individuals and ideas have influenced the history of local and
regional communities.
Clarifying Objects:
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local
communities and regions over time.

Assessment Plan (How will you know that your students met the objective?):

Students will be assessed on their understanding of the learning objectives set by filling out a
worksheet that will be provided to them. Each question on the worksheet aligns with a different
objective set. For example, we will be able to tell if students can explain the impact George
Washington had on regional and local communities if they are able to list one thing he did that
showed his influence based on the facts presented in the reader’s theater. We will use each of the
students' answers to the three questions listed on the worksheet to determine if they understand
the content presented. Moreover, we will check students' understanding of their own personal
impact/influence by reviewing their “All About Me” worksheet. More specifically, we will
analyze their answers on someone or something that has had an influence on them, as well as
someone or something they have had an influence on. All in all, we will determine if students
understand the concepts of both having an impact on history- in a large or small scale, whether it
be a person or event- and things in history that have an impact on individuals, based on each
answer students record on their worksheet. Lastly, we will make sure to pay close attention to
what students say when they share out on their worksheet because this will give us even more
insight into what they understood from the lesson.

New Vocabulary:
• Impact/Influence: to have an effect on someone or something
• History/Historical: everything that has happened in the past to people or things, or a telling of
these events.
• Event: an important thing that happens,
• Figure: an important person
• Community: a group of people living in the same place or having a particular characteristic in
common.

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Lesson Development (hook/engage/launch, step by step in real time, include questions you will
ask in real time, closure/revisiting learning objectives):

Launch (5 minutes):
• “Today, we are going to talk about people who have made an impact in history.”
• “Does anyone know what it means to make an impact?”
• Let student’s give their own definition of the word, if they are able
• Then, define the word for the students:
 Elementary Education Program
Department of Teacher Education & Learning Sciences

• “To have an impact means to have an effect on someone or something. To have an

impact can be a positive or negative thing. People who make history have an impact on
something and that is why they are remembered.”
• “One person that has made an impact in history is George Washington. We are going to
interview him today and learn more about his life and what he did for our country!”
• “Let's read our learning targets for today together:
• I can explain the impact George Washington had on local and regional communities.
• I can list some events that shaped George Washington as a person.
• I can explain key historical events that occurred during George Washington’s life.
• I will reflect on events that have shaped me, as well as the impact I have had on someone
or something.”

Absorbing History (Historical Knowledge) (20 minutes):

We Do (10 minutes)
• Assign roles to students for the reader’s theater. To make the activity more inclusive, have
multiple interviewers and multiple George Washington’s.
• “While we’re interviewing George Washington, I want you to pay attention to key events that
happened in his life and to key events that happened historically during his lifetime.”
• “For key historical events you notice I want you to circle them in the color red. For key events
that happened in George Washington's life, I want you to circle them in blue. For things that
George Washington did that impacted the community, circle those in yellow.”
• Page 1: “Wow! George Washington was the first President of the United States. That seems
like a key historical event we should circle in red!”
• Page 1: “I think I see a few things that impacted who George Washington was as a person. I
could circle where he was born, the things he enjoyed when he was young, or what kind of
schooling he received. Make sure you use the color blue.”
• Page 2: “Losing a parent must have been very hard and must have had a big impact on who
George Washington was.”
• Pause after page 2 to give students a chance to circle key events.
• Page 3: “The Revolutionary War was definitely a major historical event. Is there something
you can circle on this page that shows how George Washington had an impact on history. Use
the yellow color to circle this event.”
• Continue to pause after each page to allow students to circle key ideas and to allow them to
switch roles of interviewers/George Washington’s
You Do (10 minutes)
• “Now that we have completed our interview with George Washington, I want you to look back
at the things you circled and fill out the worksheet I am going to hand out. Remember blue
represents key events that happened in George Washington's life, red represents key historical
events, and yellow represents the impact George Washington had on history.”
• “If you need help identifying any part of the worksheet, you may ask a member at your table or
raise your hand and the teacher will assist you.”
 Elementary Education Program
Department of Teacher Education & Learning Sciences

Doing History (Reasoning History) (20 minutes):

• “Now, I want you to think about your own story.”
• “Brainstorm some things that make you, you! Your favorite color, things you love to do, foods
you love to eat, places you have been, where you were born, your family's culture, etc.! After
you have thought of somethings that represent or describe you, write them down on your
worksheet. Use pictures, drawings, symbols, anything you like! You will have plenty of time to
work on this worksheet, so be creative and take your time.”
• “Then, brainstorm events that have shaped you as a third grader- something that has happened
to you that has had an impact on who you are. Maybe you fell off your bike and then you got
back up and it showed you how strong you are. Maybe you tried a dance class and realized you
discovered a passion of yours. Maybe you have a younger sibling, who changed your life when
they were born- it can be anything! After you have thought of one thing that has shaped you,
represent it on your worksheet. ”
• “Lastly, think of someone or something you have had an impact on. It can be something as
simple as being kind to a stranger and holding the door for them and making their day better or
it can be something bigger like changing your mommy and daddy’s life when you came into
this world. If you need help brainstorming, raise your hand and I will assist you.”

Closure (5minutes):
• Have students share out their findings about George Washington
• Have students share out about themselves
• “Don’t worry if you did not get to share your ‘All About Me’ worksheet, they will be posted
around the room for all of your peers to see!”