Lesson Plan Guide

Teacher Candidate: Emily Watkins

Date: April 29, 2015

Grade and Topic: Grade 4, Social Studies

Mentor Teacher: Dr. Amy Adcock

Length of Lesson: 60 Minutes, 1 Day

School: The University of Memphis-IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is a part of a unit on The War for Independence (American Revolution and settlement of
Tennessee)
LESSON OBJECTIVE:
Given a specific list of websites and list of figures, the student will research two key figures from the list and
write down 10 facts with 100% accuracy.
Given the 10 facts, the student will then create a graphic organize to display knowledge with 100% accuracy.
Given a graphic organizer, the student will deliver a brief oral summary on gained knowledge with 100%
accuracy.
The goal of this lesson is for students to demonstrate knowledge and understanding of the influences key
leaders had on the American Revolution period and their contributions to American society. Students provide
written facts and graphic organizers to summarize their knowledge on the subject.
STANDARDS ADDRESSED:
State/District, Common Core Standards
4.29 Analyze the influences of key leaders during this period, including: (P)

Patrick Henry

Alexander Hamilton

Thomas Jefferson

George Washington

Benjamin Franklin

Thomas Paine

John Adams

Sam Adams

John Hancock

Benedict Arnold
ISTE Standards:
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. B. Create original works as a means of personal or
group expression.
3. Research and information fluency: Students apply digital tools to gather, evaluate and use
information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media. D. Process data and report results
4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources. C. Collect and analyze data to identify solutions and/or make
informed decisions.

MATERIALS:
Key Figures fact worksheet
Pen or Pencil
Kidspiration (for Graphic Organizer)
YouTube video on the American Revolution (https://www.youtube.com/watch?v=HlUiSBXQHCw)
Internet Access to: www.history.com and www.shmoop.com/american-revolution/people.html
Students will use the website listed above to help identify 10 facts about the key figures they have chosen to do
research on. Once they have found their facts, they will use Kidspiration in order to create a graphic organizer.
The graphic organizer will be used to display the facts they have chosen.

BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of the significant influences that key figures had on the
American Revolution by using graphic organizers to give detailed facts on those figures.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN Social Studies standard 4.29.
We will refer to the summary created here as we continue to learn about the American Revolution.
Differentiated activities or assessments may be necessary to accommodate students with a learning disability.
PROCEDURES AND TIMELINE:
Introduction:
Begin by listing off some of the names of the key figures associated with the American Revolution, but do not
mention the war.
Ask the students if they can name what one thing (American Revolution) that these men have in common.
Once the students have briefly discussed the men, show a 7-minute video that recaps the American Revolution.
Follow this up with more discussion as to where the students think the men might fit into the war and how they
contributed to it.
Procedures:
Prior to the Computer: (10 minutes)
Teacher Procedures:
1. After the Introduction, hand out the worksheet in which the students are required the write
down the facts they have found on the key figures. While there are required facts, have the
students write down a few things they think they might already know about the chosen
figures.
Student Procedures:

1. Students complete the free space section of the worksheet by writing down a few facts they
might think they already know about the chosen figures.
At the Computer: (35 minutes)
Teacher Procedures:
1. Have students open an Internet browser and go to www.history.com
2. Direct students to the search bar on the webpage.
3. Once search bar is found, demonstrate by searching for a figure and showing the students that any
figure can be search for within the website.
4. Inform students that once they have searched for their figure, they want to click on the second link
(depending on the figure) that pops up in the search results.
5. If all facts cannot be found via the History Channel website, tell students that
www.shmoop.com/american-revolution/people.html can be used to search for facts.
6. Open Kidspiration and create a new organizer.
7. Do a quick run through on how to create a graphic organizer.
8. Inform students to save graphic organizer as a .JPG to desktop.
9. Monitor as needed
Student Procedures:
1. Open an Internet browser and go to www.history.com
2. Using the search bar, type in the name of one of the chosen figures and do a search.
3. Click on the second link listed to find information and facts for worksheet.
4. Write down appropriate facts on worksheet.
5. Repeat steps 2-4 for second figure.
6. Once information on both figures has been found, open Kidspiration and create a new organizer.
7. Using the organizer, enter information into designated sections.
8. Label each section and list fact below.
9. Save graphic organizer as .JPG to computer desktop.
After the Computer (15 minutes)
Teacher Procedures:
1. Place students in groups of 2 to 3.
2. Ask the students to share the information they collected with their partners.
3. Have the students quietly compare notes and see if anyone may have found some information
another peer may not have.
4. Have the students chose one group member to represent the group and present their graphic
organizer to the class and give a brief oral summary.
Student Procedures:
1. Once in groups, compare worksheets with group members.
2. Students will see if one group member found a fact that another member may have not.
3. Have one member of the group present their graphic organizer to the class and give a brief oral
summary.
10. Closure: Discuss with the class what figures were chosen and find out which one was the most

popular. For instance, most students may have chosen to look up George Washington, because he is
most famously known for being our first President. At the end of class, the teacher will collect the
handouts.

ASSESSMENT EVIDENCE:

Criteria
Worksheet

Graphic Organizer

Oral Summary

1
One to four facts were
found which
demonstrates the
student did little
research
Graphic organizer
does not properly
represent facts found
on key figures.

2
Four to six facts were
found which
demonstrates student
did minimal research

The summary does

not properly reflect an
understanding of key
figures influences.

The summary
demonstrates a vague
knowledge of key
figures influences.

Graphic organizer
partially represents
facts found on key
figures.

3
Six to eight facts were
found which
demonstrates student
did a good bit of
research
Graphic organizer
represents at least 8
facts on key figures.

4
All ten facts were
found which
demonstrates student
did excellent research.

The summary
somewhat
demonstrates a
knowledge of key
figures influences.

The summary
demonstrates a clear
knowledge of key
figures influences.

Graphic organizer
properly represents all
ten facts on key
figures.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

American Revolution Key Figures (Handout)

Directions: Chose two names (circle the ones chosen) from the list of figures below. In
the first section, list 5 facts that you think you already know about the figures. In the
second section, you will do research in order to find the information required. Once you
have found the information, you will create a graphic organizer in order to display it.
Benjamin Franklin, Samuel Adams, John Adams, Thomas Jefferson, George
Washington, Benedict Arnold, Patrick Henry, John Hancock, Thomas Paine,
Alexander Hamilton
Part One:
1.
2.
3.
4.
5.
Part Two: (Some facts may not be listed on website)

Name of Figure One:

Date of Birth:
Place of Birth:
Political Party:
Career (Job) before the war:
One thing most famously known for:
Did they sign the Declaration of Independence?
Did they fight in the American Revolution?
Name an Act or Bill associated with:
Did they serve in a political position? If so, which?
Were they apart of the Continental Congress?
Name of Figure Two:
Date of Birth:
Place of Birth:
Political Party:
Career (Job) before the war:
One thing most famously known for:
Did they sign the Declaration of Independence?
Did they fight in the American Revolution?
Name an Act or Bill associated with:
Did they serve in a political position? If so, which?
Were they apart of the Continental Congress?