Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Glogster on an Influential Person of the American Revolution
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences
in the point of view they represent.
RI.5.7-Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
RI.5.9-Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
L.5.1-Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.5.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.5.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs

Students will create a Glogster to demonstrate their knowledge about a prominent
historical figure of the American Revolution.

Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson

Before- As a class, we will create a list of people that made their mark on the
Revolution.
During- Students will answer questions and include information in their presentation
that will allow them to increase their knowledge on their historical figure.
After- Students will present their Glogster to the class and turn in their activity sheet.

Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided
Practice, Conclusion)

This lesson will be used after we have covered the American Revolution as a class, it
could also be used during the course of the unit to put the students in the time. Make
sure to take time and/or help students learn how to use the program.
1.) We will begin by creating a list and having a discussion regarding the influential
people of the American Revolution.
2.) The students will then be able to work with a partner to create a Glogster on the
historical figure they have selected.
3.) The partnership will have to conduct research to gather information on their


figure. An activity question sheet will have to be turned in, in addition to the
Glogster presentation.
4.) The students will be graded on their Glogster content as well as their
presentation skills. There will be a peer review sheet to be filled-out as well.
5.) The Glogster itself MUST include AT LEAST: 1.) Birthplace and Date, 2.)
Education Info, 3.) Family Life Fact, 4.) Major Accomplishment During
Revolution, 5.) Interesting Fact, 6.) Picture of the Person.
6.) The Glogster will be graded using the attached rubric. Make sure that all
necessary information is included.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

Help the students learn how to use the technology. Take 5-10 minutes and show them
what they are able to do and help them learn to navigate the program.
Encourage them to try something new!
Make sure they are staying on task and looking up appropriate and relevant
information.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Partner Research using books, encyclopedias, internet, etc.
Use of Glogster program (free version)
Activity Question Sheet

Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

Textbook
Books on Revolutionary War (or specific people)
Reference Books
Internet Access
Grading Rubric
Activity Question Sheet

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning

Internet usage for research
Glogster interactive poster program
SmartBoard or Projector to present Glog

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

If a student is unable to work at the computer, I would try my best or have a
paraprofessional help them to complete their Glog. They could also create a normal
poster to showcase their research.


For students that need to be challenged, I would ask them to create a Glog on their own
instead of with a partner. This could also be good for those that do not work well with
others.
For students that need extended time, I would allow this and I would also make sure
that they would have the option to work on it at home if they still needed extra time to
complete their work.
For students with cultural differences, I would perhaps research influential people that
are of their same heritage for them to complete their project on. For example, if I
student is African American, I would allow them to someone like James Armistead or
Crispus Attucks.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

I would be sure to pair students with people that I know they are able to work well with. I
would allow students to work outside of class if they need to. Also, I would constantly
be walking around the room to make sure that everyone is on task and to answer any
questions that may come up.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

I would like to have the students who finish early write a paragraph as though they are
the person they have researched. I would look for correct grammar and usage, as well
as, factual information that they should have gained from the research they had
conducted.

Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

If I chose to do this lesson throughout the entire course of study on the revolution, I
would extend it by talking about a different person each day.
Since I would do this activity at the end of the unit, I would use this as a way for the
students to review for the test. I would take facts, that all of the students should know,
and use them on the test. We could also play a review game that would follow-up what
we had learned about all of the people of the Revolution.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

Additional Sheets Attached
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national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities,
and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel,
Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO
65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov