Name: Shannon Neaverth LESSON PLAN GUIDE

TEKS: (C2)The student understands how individuals, Objective: (C3)

History.
events, and ideas have influenced the history of Students will identify two influential individuals and
various communities. two events that impacted the history of various
communities.
Specific Measureable Attainable Relevant _Time
Social Studies
Grade: 3 Subject:

Key vocabulary terms; community,

historical figure, and contribution. Strategy to teach Language: (C4)
Task Analysis: (C4) What lang. must Language
be taught:functions; describe,
compare, and analyze.

Ability to read historical texts, listen to audio/video, take notes, ask

questions,
What discuss
skills must similarities, and differences, summarize content,
be taught:
and apply understanding of completing learning maps.

Assessment: (C5)
Students complete a learning map by listing two historical figures and two events that impacted the history of our
communities.

Word map for learning new vocabulary

 Strategies for Success: (C6) Element of Technology: (C6)
Concept maps and cooperative grouping Google Plus and MindMap

Learning Styles Addressed: (C6)

Resources / Materials needed: (C6)
Visual – Images and video of historical figures
Video on historical figures, history book, images related
Auditory – to objective, primary and secondary sources, and copies
Group discussions/choral reading of
of learning maps/graphic organizers.
Kinesethic – history book
Observe the community on a walk-through

Higher Order Questions to ask: (C6)

1. How do you think the contributions of these historical figures impact our lives today?

2. What were some of the most influential events that helped shape our communities?
3.
What were some of the disadvantages of these important events? Explain your answer.

Hook: (C7) Closure: (C7)

Quick search the internet to find three facts about 3-2-1 students write three interesting facts about the
Benjamin Franklin. content, two questions relating to the content, and one
thing to share with the teacher, which will be written on
index cards.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Introduce the topic by asking students what they know about communities, and the historical events and
individuals associated with the lesson. Provide direct instruction on who these individuals, such as, Pierre- Charles
L’Enfant were and which events had the most impact on communities in the past, and how it relates to the present.
Provide direct instruction on the history of our community, providing details on how our community was formed.
Provide modeling on how to complete the learning map by starting the first two bubbles and writing in Benjamin
Franklin and one of his contributions.

2. Student Activities / Guided Practice: (C6)

After students watch a video related to the objective, I will ask open-ended and higher order thinking questions
such as, what did this individual do and how did it impact our community? These questions will generate a whole
class discussion where students are encouraged to share their ideas and prior knowledge about the content.
Afterwards students will participate in a choral reading activity using the history book. I will direct students to pause
when they come across a new historical figure or event, to continue completing their learning map organizer. Then
students will work independently to finish the learning map and share their findings with a partner and compare
notes.
3. Independent Practice: (C6)
After the choral reading, video and class discussion, students will work independently to finish the learning map
and share their findings afterwards with a partner to compare notes.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:

Modifications include supports or interventions that help a student overcome or work around the disability. These
changes are typically physical or environmental. Example includes, providing students with graphic organizers to help
write notes and organize content.
Modifications change what the student is expected to master, by changing the content that is connected to instruction
and assessment. Example includes, making the assignment easier, so the student is not doing the same level of work as
other students.
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will identify Pierre-Charles L’Enfant and Benjamin Franklin and describe the major events that
Rigor have influenced the history of various communities.

OPENING:
Retrieval Students will watch a video about Washington D.C and how L’Enfant designed it. Then they will be asked to
do a quick search on the internet to find three facts or contributions about Benjamin Franklin.

TEACHER INPUT:
Relevance To learn about important historical individuals and events, students will need to learn more about
communities, our history and how those factors have contributed to the way our country is today.
differences, summarize content, Students will be taught on who Pierre L’Enfant and Benjamin Franklin
were, as well as the events that impacted our history as it relates to those historical figures.
MODEL:
Routing
Students will be taught how to write notes on the history using a learning map, which will be modeled before
practice. Students will also be asked questions that model important information that is pertinent to the
objective, such as, what were three things Benjamin Franklin did? How did they impact communities?

GUIDED PRACTICE:
Retaining / Rehearsing
Students will work with partners while researching the internet about the historical figures and discuss in small groups
what they learned from the reading of the history textbook. During this time, I will walk around the room and listen to
their conversations.
INDEPENDENT PRACTICE:
Students, using their textbooks, will complete the learning map to save in their journals.

CHECK FOR UNDERSTANDING:

Recognizing
Students will be asked questions while they work in groups, such as, “What contributions did Benjamin Franklin make?”
and “How did these contributions impact our communities?” and I will monitor their responses on the learning map.
ASSESSMENT:
Students will hand in their learning maps and participate in a 3-2-1 activity.

RESOURCES / MATERIALS:
History textbook and other related reading materials.
YouTube video on Franklin and L’Enfant. Learning Maps, images and primary resources on major events, as well as index
cards for the 3-2-1 activity.

CLOSURE:
Re-exposure
Students will participate in a whole class discussion on the key concepts learned from the learning map and complete the 3-
2-1 activity.