Running Head: INSTRUCTIONAL LESSON

Instructional Lesson Plan

Olivia Shedd, Ashley Moose, and Ronald Riffle

UED 405

Regent University

Feb. 22nd, 2018

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Running Head: INSTRUCTIONAL LESSON

Teacher Education Lesson Plan Template

Teacher: Ashley Moose, Olivia Shedd, and Date: February 22, 2018
Ronald Riffle

Title of Lesson: Exploring History of Cooperating Teacher:

Founding Fathers and Mothers

Core Components
Subject, Content Area, or Topic
English, History
Student Population
1st Grade

Learning Objectives
Students will learn about the different men and women that shaped America.

Virginia Essential Knowledge and Skills

History 1.2 The student will describe the stories of American leaders and their contributions to our
country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George
Washington Carver, and Eleanor Roosevelt.

English 1.9 The student will read and demonstrate comprehension of a variety of fiction and
nonfiction.

Materials/Resources
1. Books on each historical figure
2. Printed copies of pictures for “picture walk” and inferences
3. Coloring books on each historical figure
4. Crayons and colored pencils
5. True/false quiz
6. True/false paddles

Safety (if applicable)

N/A

Time
(min.) Process Components
5 min *Anticipatory Set
The teacher will lead the students in a trivia game about Presidents.
The teacher will distribute True/False signs to students.
The teacher will scroll through “facts” about a President and the students will decide
whether it is true or false and hold up the appropriate sign.
The teacher will briefly explain whether the statement is true or false.
The teacher will explain that we will be talking about some President’s, a First Lady, and
other important people in American History.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Running Head: INSTRUCTIONAL LESSON
*State the Objectives (grade-level terms)
- Students should be able to read, explain, and remember key points on chosen
historical figures: (George Washington, Benjamin Franklin, Abraham Lincoln,
George Washington Carver, Eleanor Roosevelt).
- Students will demonstrate their ability to read and comprehend nonfiction material
*Instructional Input or Procedure
1. Break the students up into 5 groups
2. Each group will be assigned one person from the SOL: George Washington,
Benjamin Franklin, Abraham Lincoln, George Washington Carver, Eleanor
Roosevelt
3. Give each group at least one book about each person, so they can picture walk
through it.
4. Allow them to write on a storyboard graphic organizer different points in the book
about what they think it will be about.
5. Each day will be broken day to be specifically about one person from history.

Monday: George Washington

1. Students will read through ________
2. Students will then be provided and coloring keep-book, in which has different
information about the person in history.
3. Students will then return to their groups, to work on their own projects about their
specific person in history.

Tuesday: Benjamin Franklin

1. Students will read through ________
2. Students will then be provided and coloring keep-book, in which has different
information about about the person in history.
3. Students will then return to their groups, to work on their own projects about their
specific person in history.

Wednesday: Abraham Lincoln

1. Students will read through ________
2. Students will then be provided and coloring keep-book, in which has different
information about the person in history.
3. Students will then return to their groups, to work on their own projects about their
specific person in history.

Thursday: George Washington

1. Students will read through ________
2. Students will then be provided and coloring keep-book, in which has different
information about the person in history.
3. Students will then return to their groups, to work on their own projects about their
specific person in history.

Friday: Eleanor Roosevelt

1. Students will read through ________
2. Students will then be provided and coloring keep-book, in which has different
information about the person in history.
3. Students will then return to their groups, to work on their own projects about their
specific person in history.

Monday: Project Presentation!

*Teacher can be dressed as one of the characters from history.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Running Head: INSTRUCTIONAL LESSON
*Modeling
Teacher will give thorough explanations and examples so students are clear on class
procedures.

*Check for Understanding

Teacher will walk around and observe the work of the students as an ongoing assessment
of their progress.

*Guided Practice
Teacher will explain and facilitate discussion on the importance of historical figures. They
will divide students in groups, give them pictures and books, explain how they will use the
pictures to make inferences on the lives/stories of each character, and how they will then
use the book to create independent projects.
*Independent Practice
The students will work in groups to create a storyboard graphic organizer about different
points in each book.

The students will use the pictures and books to fill in their graphic organizer with
inferences and predictions about each character.

Each group will present one important fact about their Historical Figure.
Assessment
The teacher will monitor students during the research process to ensure they are
developing questions and correctly applying the research process.

Each group will create a presentation on their historical figure Teachers will assess
students’ ability to describe the stories and importance of their figure’s life.
*Closure
Oral assessment: ask students one thing they remembered from each life of the historical
figures, or who was their favorite and why.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Each project can be individualized to the level of students in the group. Some groups can write an
essay, some groups could draw pictures as a summary, other groups could create graphs, etc.

Visual learners can draw pictures on their graphic organizer rather than writing.

Pair lower-level learners with higher-level learners in groups.

Classroom Management Issues (optional)
Be aware of talkative or bossy students and potentially divide up groups accordingly.
Divide students into groups using colored paper squares. Dismiss one group at a time to picture
walk through.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

Overall, this lesson went smoothly. I was able to construct the anticipatory set (true/false game) as well as the
assessment section. I also did research and provided all of the materials for the lesson presentation – the books on each
figure and the graphic organizer. The true/false game got students engaged from the very beginning. The graphic
organizers were a great tool to help students identify the important characteristics in each historical figure. Of course, in
the college class, there was not time for the students to read each book. In a real classroom, I think that studying one
figure each day would be a great idea. The students could fill out a graphic organizer each day after fully reading the
book on the historical figure.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Running Head: INSTRUCTIONAL LESSON
In the lesson presentation, I wish that we would have just chosen one book to read to the class and then have them fill
out the graphic organizer about the book. I think that would have been more beneficial than just having the look at the
pictures and make inferences.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.