Elementary Education Program

Department of Teacher Education & Learning Sciences

Lesson Plan

Name: ​Katy Chappell and Brooke Gupton

Grade: ​3
Topic/Concept: ​Diverse historical figures and their narratives
Materials/Resources: ​3 historical narratives, writing materials

Teaching Behavior Focus:

●​Integrate learner experiences/interests and acknowledge and integrate into discussion​: this will
be done by using the entrance ticket to find out what students know and base our instruction on
what we find
●​Select tasks in a manner that provides coherence between what you want students to learn and
what you ask them to do​: we have strategically chosen diverse historical figures from either the
North Carolina area or southern East Coast because we want students to learn about and reflect
on where they are from

Learning Objectives (measurable):

- Students will be able to name three key figures in their region’s history.
- Students will be able to explain in writing how events, people, and places have changed
throughout history because of the discussed historical figures (Clara Barton, Harriet
Tubman, and the Wright Brothers).

Standards:
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local
communities and regions over time.
3.H.2.1 Explain change over time through historical narratives. (events, people and places)

Assessment Plan (How will you know that your students met the objective?):
● Entrance ticket and informal discussion as a diagnostic assessment to guide the lesson
● Formative assessment during the lesson in the form of listening to students read
narratives and discuss with each other to make sure the students are engaged and
progressing
● Summative assessment could be used to wrap up the lesson by having students choose a
method of presentation of a short biography of one of the historical figures or events

New Vocabulary:
Narrative​: A piece of writing written by yourself that tells a story.
Community​: A group of people working together to make a difference or living together in the
same area.
Region​: An area that has common features, such as, religion, government, climate, etc.

Note: A detailed lesson plan is specific enough for another teacher to read and teach effectively.
There should not be any question regarding what to do or how to do it.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

Lesson Development (hook/engage/launch, step by step in real time, include questions you will
ask in real time, closure/revisiting learning objectives):

Hook (morning work)

1. Pass out an entrance ticket as students arrive in the morning. Tell them to just do their
best; it is okay if they don’t know anything about any of the people listed.

I Do (20 minutes)
2. Gather students at the front of the room, and discuss what was written on
the entrance tickets. Don’t call specific students out based on what they
wrote--address the whole class when asking questions.
3. Introduce historical narrative, ​Clara Barton: Courage under Fire​, and
ask the students if they have heard of this historical figure before.
4. Read chapter 13 from ​Clara Barton: Courage under Fire​. Ask questions,
encourage reading comprehension skills throughout the book.
We Do (30 minutes)
5. Divide students between two stations. Station 1 is for partner reading and
Station 2 is for independent reading.
6. Students in Station 1 will partner read two chapters from the book ​Who
Was Harriet Tubman?​ by Yona Zeldis McDonough. They are required to
read the chapter “Who Was Harriet Tubman?” and can select a second
chapter amongst themselves. Students should provide feedback for each
other and ask questions as they read. Teacher will be walking around to
monitor.
You Do (45 minutes)
7. Students in Station 2 will independently read ​The Wright Brothers Make
History!​ by Andrea Perkis. Students should use sticky notes to mark
words or ideas that confuse them as they read to bring to discussion at
the end of class. Teacher will be walking around to monitor.
8. Students should switch stations after about 30 minutes.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

9. Students should return to their desks to write a letter to one of the three historical figures.
This letter does not have to be more than half a page and can also include drawings.
Students can write it either from their own perspective or from the historical figure’s
perspective. They can ask questions or comment on the accomplishments of the figure.
Closure (10 minutes)
10. Students can share their letter with the class if they want to (about 3 students). All letters
will be collected to assess for understanding.