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EECE LESSON PLAN TEMPLATE

Your Name Savannah Burns

Project Title Comparing & Contrasting Famous Americans

Lesson Topic(s) Compare & Contrast

Subject Area(s) Compare & Contrast, Famous Americans

Grade Level(s) 3rd Grade

Time Frame: 30 minute block (3days)

Identify Curricular CENTRAL FOCUS Is the project about comprehension or


Priorities composition? Describe the essential literacy
strategy you plan to address and the related
skills.
The central focus of this learning segment is to
compare and contrast two famous Americans in
US history by using evidence from a variety of
texts. In order to compare and contrast, students
will need to be able to determine character traits
of their chosen individuals, and cite their
evidence. Students must also be able to
determine how these character traits
contributed to the persons life in positive or
negative ways throughout their career. The
purpose of this is for students to understand
how people have similar and different character
traits, and how those character traits shape their
lives.

STANDARDS ELAGSE3RI9: Compare and contrast the most


STATE/LOCAL STANDARDS important points and key details presented in two
texts on the same topic.
SS3H2: The student will discuss the lives of
Americans who expanded peoples rights and
freedoms in a democracy.
a. Paul Revere (independence), Frederick
Douglass (civil rights), Susan B. Anthony
(womens rights), Mary McLeod Bethune
(education), Franklin D. Roosevelt (New Deal
and World War II), Eleanor Roosevelt (United
Nations and human rights), Thurgood Marshall
(civil rights), Lyndon B. Johnson (Great Society
and voting rights), and Csar Chvez (workers
rights).
b. Explain social barriers, restrictions, and
obstacles that these historical figures had to
overcome and describe how they overcame them

LESSON OBJECTIVES List here.


As a result of this project, students will
Compare and contrast two famous
Americans

Identify Curricular ESSENTIAL QUESTION List here in the format of a question or


Priorities questions
How do we compare and contrast?
Assessment What are character traits?
What character traits do the famous
The Learning Americans possess?
Experience
ACADEMIC LANGUAGE Language Function: Compare and Contrast

Subject specific: Paul Revere, Fredrick Douglass,


Susan B. Anthony, Mary McLeod Bethune,
Franklin Delano Roosevelt, Eleanor Roosevelt

General academic: Compare & contrast,


perseverance, independence, equal rights,
womens rights, education, honesty, hard-working

Syntax: Venn Diagram- students will demonstrate


knowledge of this concept through a Venn diagram.

PRE-REQUISITE KNOWLEDGE What prior knowledge and skills do students


AND SKILLS have in order to understand the concept
and/or do the activity?
o Students will draw on their prior
knowledge of all the famous
Americans that we have learned
about before the lesson.
o Students will need to read texts on
their grade level.
o Students will know what compare
and contrast mean.

How will you assess or discover students


prior knowledge?
We will review the content area, and define
character traits. We will also review what it
means to compare and contrast. Students will
have a chance to practice this concept before
completing the assignment.

FLEXIBLE GROUPING Describe two different grouping strategies you


STRATEGY could employ and justify each of them.
1. Students could be grouped by their reading
level. Students will have access to all types
of text, including the text book used in class
regarding each of the famous Americans. A
teacher will be more accessible to these
students who need help if they are all in the
same group.
2. The second option is for students who
choose the same famous Americans to work
together. Students will have an opportunity
to choose which famous Americans they
choose to work with. Students who choose
the same people will be better able to help
each other. The final product, however, will
be an independent assignment.

FORMATIVE ASSESSMENT What type of formative assessment will you use?


Include the specific questions, checklist, rubric,
etc.
The formative assessments will be the completion
of the compare/ contrast organizer.
SUMMATIVE ASSESSMENT What summative assessment will you use?
Include a copy.
There will be no test summative assessment in
this unit. The final product will be a student-
produced project comparing and contrasting two
important characters from history. This will be
graded with a rubric.

MATERIALS NEEDED Teacher Resources:


Venn diagram graphic organizer
Famous American textbooks

Student Resources:
Venn Diagram
Character trait graphic organizer
Character trait list
DIFFERENTIATION List here and justify your differentiation plan.
STRATEGIES -Struggling Readers-Pre-teaching vocabulary,
word bank containing character traits, access to
teacher help
-Advanced Readers-Will write using more
sophisticated vocabulary, and not given a word
bank. They will also be asked to use specific
evidence from text to justify their paper.

LESSON INTRODUCTION - We will begin the lesson by having students share


MODELING their comparisons from the day before. Students
will gather on the carpet, and I will call on a few
groups to share their comparisons and contrasts,
and clear misconceptions if they come up.

Students begin on the carpet as a whole group.


Who can tell me who we have been learning
about these nine weeks in social studies?

Student responds (Paul Revere, Mary McLeod


Bethune, Fredrick Douglass, etc.)

Exactly. And what do all of these people we


have been studying have in common?

Student responds famous Americans

Absolutely. We have been learning about


important people in our history who did great
things in order to better our future.
BODY OF LESSON Continuing with what we were working on
SHARED, GUIDED, & yesterday, we are going to compare and contrast
INDEPENDENT PRACTICE these famous Americans. But we are going to
compare/contrast them only using character traits
we have been learning about. For example, I am
going to choose Paul Revere and Susan B.
Anthony. So, first I am going to write their names
at the top of the page. *write names on example
paper.
So, what are some character traits that you think
Paul Revere has?

Student responds

How do you know that he had that trait?

Student responds

Yes, but how can you prove it to me?

Wait for student response (if any)

We can think of character traits that these two


people have all day, but if we cant prove it,
how can we write it down? So just like we did
yesterday, we are going to justify our evidence.
I have all of our textbooks here for all of our
famous Americans. Your job will be to go
through and list all of their character traits. On
the side of the paper that says character traits,
you will list all of the persons traits, with
evidence. You will need to say why you chose
that trait. Then once, you have all of your
character traits for both people, you can
complete the Venn diagram on the other side.
Remember, comparisons are things that are
similar, and they go in the middle. Contrasts are
things that are different, and go on each side of
the diagram.

LESSON CLOSURE- After students have finished both sides, I will call
GROUP SHARE the group back together on the carpet. Students who
were working diligently will be asked if they want
to share their findings. They will need to tell about
their evidence when listing their character traits.
After a few students have shared, they will put this
organizer in their yellow folder to use the next day.

RE-TEACHINGRE- What will you do in the event that students


ENGAGEMENTPRACTICE dont demonstrate a full understanding of the
standard and associated academic language?
I will reteach this concept by pulling a small group
during work time the following day. The pairs will
come sit with me in a small group and we will
discuss character traits, and work as a group to
make sure the students understand this concept.

EXTENSIONS How will you extend students understandings of


the concept?
If students finish early, they will be allowed to read
about a famous American that they did not choose.
Students will also be asked to turn in a 3-2-1
summary of their learning from today. They will be
asked to write 3 comparisons they made, 2
contrasts, and 1 question you might ask either
Americans. This will get students thinking about
the activity for the next day.

NEXT STEPS What will you teach next and why?


My next steps will build upon day 2. Now that
students have compared and contrasted their chosen
famous Americans, I will ask them to produce a
project showing what they learned. They will
choose one project from a choice board I will
provide. These options range from writing a song to
acting in a play. Students will be able to showcase
their creativity by choosing a project that interests
them.

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