George Mason University

Graduate School of Education

Mandatory

Form D

ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT

Intern: Kyle Hunt

Grade Level:

Title:

Date: TBD

I.

Who was Important?

4th Grade

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 compare some of the major actors of the Revolutionary War
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,
including George Washington, Thomas Jefferson, Patrick Henry, and James
Lafayette

II.

Materials for Learning Activities

Graphic Organizer
Pencil/Pen
Whiteboard / Markers
Smart Board
Historical figure and group based stations, which include a short biography, a picture,
a short list of significant events involving them, and a set of resources for extended
study if desired. The school librarian will assist in the construction of these stations.

III.

Procedures for Learning Activities

Introduction
- This lesson is the second in a set of 5. The introduction to all of the figures
was begun in the opening lesson in which the children were able to construct a
need to know list with the instructor.
- Prior to instruction station will be set up in the classroom for each of the four
figures that are going to be looked at. Each center will contain a short
biography and some key facts as well as a picture or two.
Instructional Strategies
- The lesson will commence with a brief activation of prior knowledge.
- Do you remember the people that we talked about the other day when we
discussed the Revolutionary War? Who were those people? (Looking for

Washington, Jefferson, Henry, and Lafayette) Once we have established the

people we will discuss one thing that might have made each person important.
Expect larger knowledge in regards to Washington and less with Lafayette.
- Now that we have spent a little time discussing some of the important figures
in the war its time for us to learn more about them here in the classroom.
- Before we get started I want to do a little practice together. We are going to
discuss me, Mr. Hunt, and pretend that I was in the Revolutionary War. This
is in order to help you practice finding and recording information. I have a
handout here for you to use as we work through this together. After handing
out the graphic organizer (GO), go over the different columns and complete
the first line of the GO with the students utilizing made up information on Mr.
Hunt. Record all of the information that should go on the GO on the
whiteboard or Smart Board so that the students have a model. Once the first
line of the GO is completed work ask if anyone has any questions. Ok, now
that we have completed one line as a group its time for you to get into your
study groups (which are groups of 4 kids that have previously been selected to
work together based on reading/language levels) and work at each of the
stations for 10-15 minutes each to fill out the rest of your organizer. Group 1
to Lafayette, 2 to Henry, 3 to Washington, and 4 to Jefferson. Everyone move
to the correct center and lets begin
- As the children spend time at each center, approximately 5-10 minutes, I will
be walking the room to answer questions, keep the children focused, and take
notes based on how they are acquiring information and if anyone appears to
be struggling. As needed, I will work with groups to make sure that they are
getting all required information.
- Once the children have cycled through each historical figure center they will
return to their seats so that we can complete the GO as a group. This is to
make sure that everyone was able to obtain the correct and necessary
information. During the process of completing the organizer as a class
children will be selected to answer questions / provide information randomly
using popsicle sticks with their names on them. Using random sampling will
help quieter children speak up and will also allow for more of the class to
share without 1 or 2 children taking all of the attention. The final GO will be
completed and displayed on the Smart Board so that everyone has time to take
in all key facts.
Summary
- To close out the instruction students will be given an exit ticket consisting of
each discussed historical figure. The children will be asked to provide one
fact or piece of information on each person. The assessment will not be
graded and will only be used to guide future instruction.
Give estimated time for each phase of the experience (introduction, instruction,
summary)
- Introduction 10 minutes
- Instruction 40 minutes
- Summary 15 minutes

IV.

Assessment
During the Lesson
- Informal and Formative: While the students are working at their centers 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. The notes taken here will guide the final stages of instruction when the
class completes the GO as a group. I can use the information gained here to
see if there are any common deficiencies in the information obtained so I can
make sure to cover that with the group.
- Informal and Formative: Graphic Organizer. The graphic organizer will allow
me to make sure that all students have acquired the needed information in the
class period.
After the lesson
- Informal and Formative: Exit Ticket The exit ticket is a more formal
assessment but this one will not be used for grading purposes. Assessing the
exit ticket will let me know if I need to work more instruction into other
lessons. There is room for insertion of more information in the library aspect
of this unit.

V.

Differentiation
Content Differentiation
- The content is differentiated with this lesson in the stations. The students will
have access to information in the centers that is not just written. The centers
will include picture books, art pieces, short paragraphs with basic information,
as well as more detailed readings for advanced learners. The stations will
have some simplified texts, including picture books and leveled texts for all
groups.
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 final product of the unit 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 the varying groups.

Accommodations
- Group 1. The organizer and the exit ticket will have sentence frames on them
to allow for BH to better understand what is expected.
- For student BH I will engage him one on one. I want to make history
interesting so tying together a piece of information from his native country to
the lesson will draw him to it with familiarity.
- For student PT I will provide fidget sticks
- For student MH I will challenge her to research and write more.
- For student ST I will request a short sharing session with the class where he
can share some information on the role of Whites and African Americans on
the revolution. I will provide a center specific to him that he can research and
share information from.
Technology Integration
There will be a projector available for children that need to trace for their art as well
as children will be allowed to use technology to create their art piece.

VI.

VI.

Reflection

Exit Ticket

Name:________________________

I am George Washington, I was important to the Revolution because __________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am James Lafayette, I was important to the Revolution because ______________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am Patrick Henry, I was important to the Revolution because _________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am Thomas Jefferson, I was important to the Revolution because ____________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Exit Ticket

Name:________________________

I am George Washington, I was important to the Revolution because __________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am James Lafayette, I was important to the Revolution because ______________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am Patrick Henry, I was important to the Revolution because _________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am Thomas Jefferson, I was important to the Revolution because ____________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Who Am I?

Mr. Hunt

George Washington

Thomas Jefferson

Patrick Henry

James Lafayette

What did I do?

How did I help the

revolution?

Why would the

King want to talk
with me?

Anecdotal Notes Record

Date:
Student

Summary:
Additional Plans/Instruction Needs

Lesson:
Observation