Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th Grade

Topic: Key Historical Figures

Central Focus: Researching key historical figures during the Revolutionary

War.

Social Studies NCES: 5.H.2: Understand the role of prominent figures in

shaping the United States.
5.H.2.1- Summarize the contributions of the Founding Fathers to
the development of our country.
5.H.2.2- Explain how key historical figures have exemplified values
and principles of American democracy.
5.H.2.3- Compare the changing roles of women and minorities on
American society from Pre-Colonial through Reconstruction.
Writing CCSS.ELA-Literacy W.5.1: Demonstrate command of the
conventions of standard English capitalization, punctuation, and
spelling when writing.
Writing CCSS.ELA-Literacy W.5.3: Explain the relationships or interactions Date submitted:
Date taught:
between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information
in the text.
Writing CCSS.ELA-Literacy W.5.6: With some guidance and support from
adults, use technology, including the internet, to produce and publish
writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting.
Writing CCSS.ELA-Literacy W.5.7: Conduct short research projects that use
several sources to build knowledge through investigation of different
aspects of a topic.
Daily Lesson Objective: After researching an assigned a key historical figure and his or her contributions to the
development of our country, students will create a Fakebook identifying which key historical figure they are, including
their contributions to our country, and at least 10 posts on their wall, 10 comments from other key historical figures
(classmates), and 10 responses to the comments from classmates.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Contributions- effort or work by a person or thing in bringing about a
result
Exemplified- to show or illustrate
Conduct- to perform or do something
Investigation- detailed examination or searching for facts
Academic Vocabulary:
Key Historical Figures- Important member of society from the past
American Revolution- The war between American colonies and Great
Britain, leading to the formation of the independent United States.
Prior Knowledge: Students should be familiar with the 20 key historical figures of our country that have been talked about
previously in class and chosen by classmates. Students should know some information on their assigned historical figure
based on research they have been doing in previous class periods. They should also be familiar with Fakebook and be able
to create full sentence posts.
Activity

1. Focus and Review

Description of Activities and Setting

Ask students What is a key historical figure? How does the key historical
figure you have been researching fit into this category? (Answers should be
centered around the importance of the key historical figures contribution and
the impact on the United States, just a brief introduction) Explain to the
students that without the contributions of these key historical figures, life
would be very different than it is today in many ways.

Time

2 min.

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

Say: Today we will each be creating a Fakebook for our assigned founding
father that we have been researching. We will all be learning about each
others founder as we interact and post on each others walls. By the end of
the lesson, you will be able to identify multiple founding fathers, connect
multiple founding fathers by the information found, and identify the founding
fathers contributions to the development of our country.
Students will take notes on the example Fakebook given, the notes will consist
of what needs to be included into their Fakebooks as well as helpful tips and
reminders.
Before the presentation: make sure all students have their Social Studies
notebooks and a writing utensil out.
During the presentation:
Explain the format of the Fakebook and how the research they have been
doing on their key historical figure is going to be made into a post from that
historical figures perspective.
Have students take notes on what should be present:
-An about column that holds information such as the historical figures birth
date, spouse, hometown, or family life
-At least ten posts about important times in their lives such as important dates,
life-changing events, or inventions
-Ten comments from their historical figure peers
-Ten responses to peers comments
After the presentation: Ask students the necessary components of the
Fakebook that needs to be created and why it is so important to learn about
key historical figures. Hand out a copy of the rubric with a check-off list
provided at the top to each student.
Have students retrieve their own chrome book and work with a partner sitting
next to them to create their own Fakebook profile. Their partner will act as a
guide and they will each create their own profile including a name, a picture,
and an about me column. Keep up the example Fakebook so the students
have a visual to follow. To check their work and monitor their progress, the
students will interact with their partners and work together to create successful
and accurate Fakebooks before going off on their own and creating a final
product.
Have students proceed with creating their Fakebooks, adding the 10 posts on
their wall. The students should create knowledgeable and accurate sentences
to post on their walls that provide the key historical figures contributions to
the American Revolution and becoming a nation. Their posts should also
integrate relationships with other historical figures as well as interesting facts.

1 min.

15 min.

10 min.

After creating at least 10 of the required posts on their own wall, students will
30 min.
switch computers to comment on each others posts as if they were truly
communicating between one another. After each student has 10 comments
altogether, he or she will then go back to his or her desk and comment on their
peers comments, therefore creating a total of 10 responses to their peers. Once
each student feels his or her wall is complete, creative, and error free of
grammar by checking off the items on the top of the rubric sheet, they will
share it to the teachers email for a final grade.
Formative: Teacher questioning each student throughout the lesson on their key historical
figure
Summative: Collect finished Fakebooks via email and determine mastery based upon the
following rubric:

Mastery- a score of 30-50

Non Mastery: a score of 29 or below

7. Closure

Ask: What did we learn about the different founding fathers?

Have students share a piece of information they have learned and reiterate the
importance of interacting with one another while producing research-based
work (such as asking each other questions and relating to each others
findings)

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

For struggling writers, pull a small group and share his or her
drafts that will become posts on his or her wall. Have the
struggling students help one another in creating their posts;
fostering the growth of all of the struggling writers pulled by
helping and being helped (this will act as a guided writing
opportunity).

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Chrome books for each student

SmartBoard
Access to Fakebook
Example Fakebook to show to students
Paper and pencil
Pre-printed rubric for each student

References:
http://www.classtools.net/FB/home-page
Mrs. Pawlowski- created ideas together
Reflection on lesson: