Elementary Education Program

Department of Teacher Education & Learning Sciences

Design Document for Lesson Plan

Name: Camille Oakley

Grade Level: 3rd
Concept/Topic: Important Historical figures in North Carolina
Length of Lesson (in minutes): 45 min

Learning Objectives: What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)
-Students will be able to understand how a specific historical figure has impacted North Carolina
and different communities
-Students will be able to understand how citizens contribute politically, socially, and
economically to their community
-Students will be able to reflect on our important historical figure's life and apply what they've
learned about his impact on different communities to write about someone important in their lives
who have significantly impacted them.

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?
- 3.H.1 Understand how various people and historical events have shaped local communities.
-3. H.1.2 Explain the lasting impact historical events have had on local communities.

Key Tasks/Activities: What are the key activities or tasks that you plan to use?
- Read aloud
 Students will be participating in a read aloud about Michela Jordan called Salt in His
Shoes. Salt in His Shoes is a biography about Michael Jordan written by his mother
Delores and sister Roslyn Jordan. This book focuses on growth mindset because Michael
shows that he is determined to become the best basketball player he can be, even though
it is hard work. This read aloud is used to help students get introduced to who Michael
Jordan was and see what his life was like growing up.
-Slide show
 This slideshow will help explain to the students how Michael Jordan has specifically
impacted North Carolina and learn some facts about the different contributions he has
made that have impacted different communities.
-Mini Biography Creation
 After students have learned how Michael Jordan has impacted North Carolina and
different communities they will be able to create their own mini biography about an
important figure in their life that has significantly impacted them.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

What is your rationale for why you have selected these particular tasks/activities to meet your
learning objectives?
- - I chose this Read Aloud activity because I believe it helps students gain a better
understanding of who Michael Jordan is, and I hope that if students have never heard of
Michael Jordan, this will provide them with some insight into his life and demonstrate
that he was just a regular guy who turned his dream of becoming a professional
basketball player into a reality.
- I chose the slideshow exercise because I believe it will help students better grasp why it is
important for us to study about historical figures and what they have done for our
communities. The slideshow will also assist to organize and simplify some of Michael
Jordan's specific contributions to different communities in a way that my third-
grade students will be able to comprehend.
- I chose the Mini Biography Creation activity because I believe it is a great way to end
and wrap up the lesson because students are able to listen to and learn about a story
before becoming storytellers and making connections between the impacts of a historical
figure on a community and how an important figure in their own lives has impacted them
specifically.
* All of these activities are formative, with the first two focusing mostly on discussing the
historical figure as a class and with peers. The final task is more independent and demonstrates
to me as a teacher what each student was able to gain from the lesson.

Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does NOT mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of
your handwritten anticipated approaches/strategies. Be specific! Use your anticipated responses
to help you plan your questions in the lesson plan.
- I do have a lot of students who are very interested in basketball, and I assume they will
already have some prior knowledge about who Michael Jordan is, however, I do think I
will still have some students who may not be familiar with Michael Jordan and what he is
known for. I also believe that the majority of the class will not have previously known the
specific contributions and the impact that he has made in different communities but rather
some may know more general knowledge about him, for example that he played
basketball and maybe the teams he played on.

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.

- I am assuming that the majority of the students’ questions and scaffolding I will need to
do will come towards the end of the lesson when students are creating their own mini
biography on an important figure in their life. I will be providing an outline and a
template for students to use for their biography, and I think this will at least help with
some of the confusion for getting started. If a student is struggling with finding an
 Elementary Education Program
Department of Teacher Education & Learning Sciences

important figure to write about, I will give them examples like, your teacher, your
parents, grandparents, foster parents, siblings, family friend. If students are struggling to
connect their biography with the information, we learned about Michael Jordan I will try
and provide questions to spark their memory about what we had learned but I also don’t
want to just tell them the information because this is what I will be using to formatively
assess my students understanding of the lesson

Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?

-Target Practice: reading or writing to get information about the world (informational literacy)
The tasks that I have chosen to demonstrate this learning practice because they all focus on
reading information about historical figures while also incorporating writing when students write
their own piece of history on an important figure in their life. They all require students to analyze
and reflect on the important facts and information related to our focus historical figure and
understand their impact on North Carolina and different communities.

Assessment: Describe your assessment plan for the targeted learning objective(s). What
specific data/information will you use, and how will that data/information tell you that the
students have/have not met the objective?
-My assessment plan for this lesson is formative and should come from the student mini
biography and their connections they were able to make from the lesson about the historical
figure we focused on. The specific data that I should receive from this assignment is students
overall understanding of the historical figure we focused on and how they impacted North
Carolina and different communities as well as being able to use what they know about the
importance of studying historical figures and what makes and important historical figure to
create and write a story about their own important figure. Students will be using a template to
complete this mini biography which will be turned in to me at the end of the class period. This
can be used to determine the level of student engagement and understanding of the three
objectives.

Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)
● Key non-content vocabulary that is necessary to understand the task/activity
-Historical Figure: is an important person in history who has made a large impact on other
people’s lives and communities.
-Citizen: member of a community.
-Community: a group of people living in the same place or having a particular characteristic in
common.
-Impact: have a strong effect on someone or something.
-Significant: important and deserving of attention.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

-Biography: written history of another person's life.

-Demonstrate: show or express.
-Create: to make something new.

Classroom Management Plan: Describe your classroom management plan. Explain how you
will motivate students to engage in the lesson, how you will set and enforce expectations, and
how you will ensure that transitions are smooth and efficient.
-For the bulk of the lesson I will have the students sitting on the carpet in front of me to
encourage active participation and engagement. This also makes it easier for me to see who is
paying attention and who needs to be redirected back to lesson.
-Students earn owls throughout the day and I will let the students know at the beginning of the
lesson that if I see that they are actively listening, asking/answering questions and putting their
best effort toward the activities we will be working on during the lesson then they will be able to
earn an owl for today.
-Because I will be allowing students to turn and talk to their peers during the lesson, we will be
using the clap back/ call back that their teacher already uses with them to get their attention back
to the teacher.

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