KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Christopher Weiss

Date: 2/22/16

Cooperating Teacher: Mr. Joseph Dietz

Coop. Initials

Group Size: 20-23

Grade Level 6th Grade

Allotted Time: 40 minutes

Subject or Topic Social Studies: Famous Frenchmen

Sections: D, S, N, B

STANDARD:
PDESAS
8.4.6.A
Explain the social, political, cultural, and economic contributions of individuals and
groups to world history.
I. Performance Objectives (Learning Outcomes):
The student will be able to accurately create a biography for a famous Frenchman, using
examples from class and a Famous Person Wheel Template.
II. Instructional Materials
Teacher:
World Explorer: Eastern Hemisphere Teachers Manual
PowerPoint Presentation about Famous Frenchmen: Van Gogh, Seurat, and
Christian Dior.
Examples of the Famous Person Wheel
Students
World Explorer: Eastern Hemisphere Textbook
Famous Person Wheel Template (88)
Famous Person Wheel Rubric
Copies of Articles about and photos of (2 per class unless otherwise specified):
o Marquis de Lafayette
o Pierre Auguste Renior
o Rene Lacoste (3)
o Louis Vitton
o Samuel de Champlain
o Alexandre Dumas
o Coco Chanel (3)
o Jules Verne

o Suzanne Lenglen (3)

o Louis Braille
o Andre the Giant
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
Students should be able to read a multiple page article and pull out
the most important pieces of that article.
Students will also have previous knowledge of things to properly
highlight important information in an article.
B. Key Vocabulary
No new vocabulary was introduced in this lesson.
C. Big Idea
Students will have more knowledge about Van Gogh, Seurat, and
Christian Dior.
Students will additionally be able to make a graphic display about a
famous person from France.
D. Content
Powerpoint
1. Auguste Rodin
2. Christian Dior
3. George Seurat
Students will then select their famous Frenchmen based solely on
that persons picture.
IV. Implementation
A. Introduction
1. Bell ringer question- Name the top five famous Americans.
What makes you think that they are the most famous?
2. Collect the Napoleon writing assignment which had previously
been given for homework on Friday.
B. Development
1. The teacher will pass out fill in the blank style notes for students
about three famous people from France and their
accomplishments.
2. The teacher will then begin a PowerPoint about these three
famous people from France:
a. Auguste Rodin- Sculptor of The Thinker
b. Christian Dior- Fashion Designer who helped France
become fashion capital of the world
c. George Seurat- Painter of Sunday at La Grande Jatte,
inventor of pointillism.
3. After the notetaking has been finished, the teacher will direct
the students to the side chalkboard, where he has taped the
eleven portraits of the French celebrities.

4.

5.
6.

7.
8.
9.

a. Each celebrity will have two-three numbers below them

where students names will be placed.
The teacher will pass out the project rubric to the class, and the
class will read the rubric together.
a. The rubric pretty much is cut and dry as to what the
students need to do in order to get a perfect score.
The teacher will show two examples of what the famous person
wheel would look like. These are made for: George Seurat and
Christian Dior.
It will then be time for students to pick the person who they will
be completing the Famous Person wheel on.
a. The student will have no other information other than
the photos to determine who they will be completing
their assignment on.
b. The teacher will randomly pull names out and students
will tape their name under who they want to do their
Famous Person Wheel on.
After all students have chosen somebody to work on, the
famous persons name will be revealed and the students will
write down who they will be making a wheel on.
The teacher will then go around the classroom and write down
who got whom.
The teacher will also inform the class that they will have the
class period tomorrow to work on these and get the information.

C. Closure
1. The teacher will tell students to hold onto the rubrics. He may
encourage students to look up pictures of their person over the
night before the work day the following day.
2. The students will be able to write no homework in their
agenda.
3. If time permits, the teacher should come up with quick
questions about the three main famous people and ask who did
what.
D. Accommodations/Differentiation
Lower Level Students- Students usually have an aide with them at all times. They will
also have class time the next day to work on the assignment with a shorter article that the
teacher will edit down for them.
E. Assessment/Evaluation Plan
1. Formative- Students will be completing the Famous Person
Wheel during the next lesson, but development of this product
began today.
2. Summative- There will a test including some of this content at
the end of the unit.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Students are completing the Famous Person Wheel tomorrow during
the class wide work day. One thing I did find interesting was how much
the students loved randomly picking their project subject based solely
upon looks. Instead of me handing them a short bio before they chose
who would be the subject of their project, this method challenges
students to go outside of their comfort zone with people to research, as
they dont have an idea as to who the person is. I did find it amusing
how many students knew Andre the Giant right away, even though I
had thought that hed be the one that they wouldnt know.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught
Did students enjoy this lesson? Why or why not.
The notes section was slightly dull for them, but the second half was
part that they found extremely fun! I need to find a way to make
notetaking a little more enjoyable, so that it isnt simply copying things
that I say on the slides. I do feel like this project could be an awesome
step in the right direction, as students attempt to learn different French
people through their classmates work.
How well did students understand the project based upon todays lesson? Explain.
I believe that students, for the most part, understood the concept of
the project. I also made sure to tell the more talkative groups that
they had one class period to finish it during, and that if they were
excessively talking, they would not get extra time to complete the
project. While this threat may seem a little extreme, the sections that I
said it to need a constant reminder about their excessive talking, and
this is one area where it may affect their grade.
Would you use this lesson again? Explain.
I feel like this style of lesson could be used for many different social
studies topics, or even English topics as well. Have students pick a
book based on the Authors picture! This would help students get out
of their reading safety zone and try another genre. For social studies, I
feel like it does much of the same.
VI. Resources (in APA format)

Alexandre Durmas. (n.d.). Retrieved February 17, 2016, from

http://www.biography.com/people/alexandre-dumas-9280725
Andre the Great. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/andre-the-giant-9542226
Auguste Rodin. (n.d.). Retrieved February 18, 2016, from
http://www.biography.com/people/auguste-rodin-9461735#synopsis
Christian Dior. (n.d.). Retrieved February 18, 2016, from
http://www.biography.com/people/christian-dior-9275315#early-life
Christian Dior Quotes. (n.d.). Retrieved February 18, 2016, from
http://www.brainyquote.com/quotes/authors/c/christian_dior.html
Coco Chanel. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/coco-chanel-9244165
George Seurat. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/georges-seurat-9479599
Jacobs, H. H., Randolph, B., & LeVasseur, M. (2003). Eastern Hemisphere: Geography,
History, Culture. Needham, MA: Prentice Hall.
Jules Verne. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/jules-verne-9517579
Louis Braille. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/louis-braille-9224001
Louis Vitton. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/louis-vuitton-17112264
Marquis de Layfayette. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/marquis-de-lafayette-21271783
Pierre Auguste Renoir. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/pierre-auguste-renoir-20693609
Rene Lacoste. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/ren-lacoste-40186
Samuel de Champlain. (n.d.). Retrieved February 17, 2016, from
http://www.biography.com/people/samuel-de-champlain-9243971

Suzanne Lenglen. (n.d.). Retrieved February 17, 2016, from

http://www.britannica.com/biography/Suzanne-Lenglen