George Mason University

Graduate School of Education

Mandatory

Form D

ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT

Intern: Kyle Hunt

Grade Level: 4th

Title: Editing and Refining the project

Date:

I.

Objectives
K Students will know who the primary figures of the Revolutionary War are, to
include; George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette
U - Students will understand why the primary figures were important to the war as well
as some significant acts that they accomplished.
D - Students will be able to edit and revise a short piece and design an art representation
of one of four historical figures
VS. 5
The students will demonstrate knowledge of the role of Virginia in the American
Revolution by
(b) Identifying the various roles played by whites, enslaved African Americans,
free African Americans, and American Indians in the Revolutionary War era,
including George Washington, Thomas Jefferson, Patrick Henry, and James
Lafayette

II.

Materials for Learning Activities

Texts provided by Librarian in lesson 3 (hypothetical texts at this point)
Paper / Pencil
Opinion paper Graphic Organizer
Varying Art Supplies to include colored pencils, paper, paint, and poster board
Computer art program
Smart Board

III.

Procedures for Learning Activities

Introduction outline procedures for activating prior knowledge and student interest.
(In this section you should also tell students what they will learn. Define it for them)
- Introduction To reintroduce this and activate prior knowledge I will have the
children pull out their language arts journals to read the reflection they wrote at the
end of the last lesson. I will ask the children to turn and talk to the person next to
them on the thing that they would most like to add / change in their group
presentation. I will let them know that even if the person next to them is not in the
same group they can still understand and offer insight in to each persons project.

Once the children have done the turn and talk I will have them get into their groups
and revisit their opinion paragraph. I will also give them the rubric that I used to
assess their draft so that they can implement any recommended changes. I will also
have available a sample opinion piece so that the children have a reference point if
they desire.
Instructional Strategy - The children will be instructed to all share the thing that they
most want to change and the thing they most want to add to their paper so that they
can debate, within their group, if these things can be changed or modified. The
children will be given time to discuss and revise their papers.
Once the children have finished editing their papers with in their group they will swap
papers with another group and edit for grammar / syntax. Having the children read
another groups writing will help reinforce another historic figure and might add some
ideas about things that could be used to persuade the King.
The children will give their papers back to the original group and I will allow a little
more time to edit and revise now that they have notes back from classmates.
The children will be asked to turn away from their papers at this point and turn to
focus on their art projects. They will be instructed to pull their art drafts out and to
make sure that they have all the art supplies that are needed. The children will be
given time to complete a final art piece to go with their paragraph. This is a more
active lesson in that the children will be allowed to move around the classroom while
constructing their art piece. The children will be reminded that the piece is to help
them sell their figure to the king as the best person to talk to. They will also be
reminded that they can create any kind of art, to include digital art, which depicts
their character. It also doesnt have to be a picture of their historical figure. Children
will be given time reminders so that they can work to wrap up their art project and
stay on task.
Once the children wrap up their art projects they will be instructed to go back to their
writing piece. The children will be allotted time to put any finishing touches on their
writing.
To wrap up this activity the children will be asked to take their opinion paper and rewrite in final format on a fresh piece of paper so that they have a clean final copy.
When they are done with the writing they will turn it in as well as their art piece.
To close the children will be asked to write in their language arts journal two things;
What was their favorite thing about their historical figure? and What is your
favorite thing about your paper?
Give estimated time for each phase of the experience (introduction, instruction,
summary).
Introduction 10 minutes
Sharing / Editing time 25 minutes
Art time 35 minutes
Finalizing Paper 15 minutes
Reflection 5 minutes

IV.

Assessment
Outline the procedures and criteria that will be used to assess each of the stated
objectives.
- Informal and Formative: I will be circulating the room and observing the students
working through the information. I will be taking notes on how they are gathering
information (notes, conversations, copying) and what information they are gathering,
making sure that they are acquiring the key pieces of information for each figure.
- Formal and Formative: I will be using a rubric to assess the draft of the group writing.
The rubric will not be scored but will be used to give students feedback.

V.

Differentiation
Content Differentiation
- The content is differentiated with this lesson in ability to use sentence frames
to put thoughts together and build sentences / paragraphs that work towards
the end goal of an opinion paper. There will also be a sample opinion piece
available for those that would like to see what an end product could look like.
Process Differentiation
- The process is differentiated in multiple ways. To begin with the groupings
allow students to work with peers so that they may utilize similar content and
share ideas. I will also differentiate the process by working one on one with
groups to ensure that no individual is dominating a group or not participating.
By using strategic questions on each group I can ensure that all members are
participating and learning from the exercise.
Product Differentiation
- The unit final product is differentiated in that students are to create both a
written product and an art product. The flexibility allows for students to show
their knowledge in a form that is more comfortable for them. This lesson is
differentiated in that I will have specific graphic organizers and exit tickets for
List adaptations that will be made for individual learners.

VI.

Accommodations
- Group 1. The journal entry will have sentence frames on them to allow for
student BH to better understand what is expected. There will also be a sample
piece that BH or any other student can use as a guide.
- I will continue to engage BH one on one to encourage and continue to make
the content relatable.
- For student PT I will provide fidget sticks as well as keeping the activity
moving so that there is not time to dwell and get lost in their own brain.
- For student MH I will ask her if she would like to share her ideas on the art
piece to help other students who might be struggling.
- For student ST I will request they work with the ELL group on their editing.

Technology Integration
Children will be allowed to write, edit, and create art on their computers if they want
to. It is not required to use technology.

VI.

Reflection
After the lesson, reflect on what went well and what didnt go well. Write changes
you might implement the next time the lesson is taught.

Opinion Paragraph Final Rubric

Category
Paragraph
displays an
opinion

Basic (1)
Paragraph does
not express an
opinion

Improving (2)
N/A

Emerging (3)
N/A

Exemplary (4)
Paragraph
expresses well
stated opinion

Paragraph
contains at least
4 facts about
historical figure

Paragraph
contains 1 fact

Paragraph
contains 2 facts

Paragraph
contains 3 facts

Paragraph
contains 4 or
facts

Paragraph has a
main theme and
supported by
facts
Paragraph
utilizes proper
grammar and
syntax

Paragraph has
no theme or
supporting facts

Paragraph has a
theme but no
supporting facts

Paragraph has a
theme and 1-2
facts

Paragraph has a
theme and at
least 3 facts

No

Yes