KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Bridgette Brandt Date: 2/13/20

Cooperating Teacher: Ms. Cobb Coop. Initials: ________________
Group Size: 22 Allotted Time: 40 minutes Grade Level: 4th
Subject or Topic: Writing Activity/ Black History Month Section: 075

STANDARD: (PA Common Core):

 Standard - CC.1.4.4.G- Write opinion pieces on topics or texts.

I. Performance Objectives (Learning Outcomes)

 Students will be able to practice their writing skills by choosing an African-American
icon and writing why they think they are a hero

II. Instructional Materials

 Harriet Tubman Writing Paper
 Frederick Douglass Writing Paper
 Martin Luther King Jr. Writing Paper
 Laptops
 Drawing paper

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite skills: students should have some background in black history month.
 Key vocabulary:
o Freedom fighter: someone who fights for freedom
o Slave: an individual, usually colored, who were owned by others
o Underground Railroad: a network of havens that helped slaves escaped during the
Civil War
o Segregation: the separation of whites and blacks during the 1960s

IV. Implementation

A. Introduction –
 “Today, is the day we will be writing about why one of the three people we learned about
are heroes. I have this fun paper that we are going to use, but first, everyone needs to
decide which person they want to write about. If you want to write about Harriet
Tubman, you need to use the Harriet Tubman paper, if you want to write about Frederick
Douglass, you must use the Frederick Douglass paper, and if you want to write about
Martin Luther King Jr., you must use the paper with his face on it.”
o Allow the students a couple minutes to decide on who they want to write about
and hand them the appropriate paper for that person.

B. Development –
 “Now that everyone has their paper, I need you to write your name on the top. If you
have the Frederick Douglass paper, you would have to write it on the bottom.”
o Rotate around to make sure everyone has their name on their paper.
 “I want everyone to start on the very first line of their paper (MODEL FOR EACH SET
 OF PAPER). I need you to write exactly what I am going to write on the board on the
first line of your paper.”
o Write I think (fill in person’s name here) is a hero because. . .
 “When you write this, don’t write fill in person’s name here, instead, you
should write the person who you are writing about name. For example, if
you are writing about Harriet Tubman, you should have Harriet Tubman
filled in that space, if you have Frederick Douglass, you should write
Frederick Douglass, and if you have MLK, write MLK.” MODEL THIS
WITH EXTRA PAPERS
 “I want you to write one paragraph as to why your person’s a hero. A
paragraph is how many sentences? 4-6 sentences, good. Make sure to use
your best handwriting because they’re going to be displayed in the halls
and/or around the classroom so we want to make sure everyone can read
your words.”
 “You will have 15 minutes to write your paragraph. When you are done,
you may get a laptop and look up a picture of your person.”

C. Closure –
 “I’m going to pass out some drawing paper. With this, I want you to look up your person
and do your best to draw them. This way, we can have a drawing to go with your
paragraph.”

D. Accommodations / Differentiation –
 For students who struggle with writing and language, have sentence starter already
written on their paper
 Act as a scribe for these students as well

E. Assessment/Evaluation plan
1. Formative- observation
2. Summative- writing piece, worth 5 points

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

1. What went well? What didn’t go well?

2. Did I adhere to the time limit?
3. Was the lesson as engaging as I thought it was?

VI. Resources
 Sailing Through 1st Grade. (n.d.). Retrieved from
http://candauscrew.blogspot.com/2012_02_01_archive.html
 Sailing Through 1st Grade. (n.d.). Retrieved from
http://candauscrew.blogspot.com/2012_02_01_archive.html
 Martin Luther King Jr. Writing Paper: https://4.bp.blogspot.com/-
5rsgwl8tQZk/UOz7Dd1XgrI/AAAAAAAALkg/4X0NHHwXiRU/s1600/Martin+Luther
+King+Jr+Writing+Paper+Printable+For+School+Kids.jpg