Grade Level/Subject/Topic: Famous Americans Date: 2008- 2009

Grade Level/Subject/Topic: Famous Americans Date: 2008- 2009 Original Author: Robin H. Williams Revised By: Henry County Lead DI Team

Standards Addressed: 1.2 : American leaders: Benjamin Franklin

1.2: American leaders: Abraham Lincoln and George Washington

1.3: President’s Day

1.1: Time Line ( Past and Present)

Pre-Assessment: Students will be given an assessment that will show their prior knowledge of the three Americans that are being addressed.

Defining the Learning Goals: What the student will:

Know (Facts/Vocabulary): Past, present, time line, famous, American, contribution, president, inventor, experiment, holiday, celebrate, leaders

The student will know -George Washington: He was born in Virginia. He was a farmer. He became a brave leader of soldiers. He was the first President of the United States. He is known as the “Father of Our Country.”

The student will know - Benjamin Franklin: He proved that electricity was present in lightning through his kite experiment. He started the first library and the first volunteer fire department in America.

The student will know that Abraham Lincoln: He was born in a log cabin. He taught himself how to read. He became a United States President. He was known as “Honest Abe.”

The student will know that Presidents’ Day is a day to remember all United States Presidents, especially George Washington and Abraham Lincoln. It is observed in February.

The student will know that timelines show the sequence of events occurring in the past, or present.

Understand (Big Ideas): Historical figures shape history through their accomplishments. Historical figures make contributions to history.

Do (Specific Skills student is able to do after the lesson): The student will recognize portraits of Lincoln, Washington, and Franklin. The students will name and write the contributions of those famous Americans. The students will use a time line to place the famous Americans on the appropriate point in the past.

Materials/Supplies: Books: A Picture Book of Abraham Lincoln, A Picture Book of George Washington, HCS A Picture Book of Benjamin Franklin, Celebrating Presidents’ Day

Worksheets: Lincoln, Washington, and Franklin portraits

Video Clips – Safari Montage Presidents’ Day 20mins, George Washington 20 mins, Ben Franklin 24mins, Alastair’s Time Machine ( Inventions) Anchor Activity Materials: Brain Pop Jr. – Abe Lincoln Books, color sheets, word searches Harcourt Social Studies SOL Practice Book and Teaching Manual

Procedures/Activities (Include Marzano's Strategies and Bloom's Taxonomy):

Day 1: George Washington Display SOL Practice Book pp. 28 and 29 on SMARTboard or Guided Reading SMARTboard display. Students will highlight the important information. Students will discuss when George became president. Students will color a portrait of Washington. Place Washington on the room time line. Watch and discuss Washington video. (Portrait of Washington will be colored for morning work.)

Day 2: Review Washington with the SMARTboard display from the day before. Students will color the stick puppet of Washington for morning seatwork or anchor activity (teacher choice). Abraham Lincoln Display SOL Practice Book pp. 32 and 33 on SMARTboard or use the SMARTboard guided reading display. Students will highlight the important information. Children will discuss when Lincoln was president. They will color a portrait of Lincoln. Place Lincoln on the room time line. Watch and discuss Lincoln video. (Stick puppet of Lincoln will be colored for morning work the next day..)

Day 3: Presidents’ Day Display SOL Practice Book p. 24. Review Washington and Lincoln, and discuss Presidents’ Day. Watch and discuss Presidents’ Day video.

Day 4: Review Washington and Lincoln. Do “Washington or Lincoln?” and “Which is First?” worksheets. Teach Washington and Lincoln songs and poems. These activities are used to see where students are at this point in the study of Famous Americans. Information will be used to further address the learning needs of the students in small mini-readiness lessons.

Day 5: Benjamin Franklin Watch and discuss Alastair’s Time Machine. Discuss inventions and what they are. Students will then read the SMARTboard guided reading passage and students will highlight the important information.

Day 6: Benjamin Franklin Display SOL Practice Book pp. 30 and 31 on SMARTboard or display the Guided. Students will highlight the important information. Color a portrait of Benjamin Franklin. Place Franklin on the room time line. Watch and discuss Franklin video. (Stick puppet will be colored for morning work the next day.)

© Henry County Schools 2007 HCS Day 7: Students will use their stick puppets to stand when that famous American’s facts are stated. This will give the teacher immediate feedback on facts that students need to address again.

Day 8: Model writing about Martin Luther King Jr. This is a Famous American discussed in January. A list of facts will be created. Then students will use the list of facts to create a paragraph about this famous American. This is to be used as a model for the DI interest lesson.

Day 9: Overview: This lesson is differentiated by interest. Students will choose Washington, Lincoln or Benjamin Franklin to write facts about, share with others and then on their own write about what they have learned about each famous American.

Students will follow a modeled writing format to write about their chosen American. They will then be placed in groups of George Washington, Ben Franklin and Abraham Lincoln. This is a interest lesson which is allows students to select the group they want to join.

Each group will create a list on chart paper of facts about each person. Students will select a recorder, an illustrator and a person to hang the poster in the room and later post in the hall (can be more than one of either job).

Students will then break out into “Jigsaw” groups to share their information they have learned verbally and with reference to their large chart paper list. There will be at least one representative from each interest group in the new groupings.

Next, students will go to their seats and write about each famous American. Students will then be given opportunities to share their writings.

Day 10: Assessment on CPS.

(If) Differentiated Instruction:

What? content process product

How? readiness interest learning profile

Why (What prompted you to differentiate in this way)?

Anchor Activities: Teacher Choice: Students will have a variety of handouts that review the famous Americans. Suggestions: Word searches, additional portraits and Franklin invention color sheets

Post-Assessment: CPS Assessments

Closure: Students read / share their writings about Lincoln and Washington.

Teacher Reflection: (What went well? What would you do differently? Why?)