Lesson Plan Template

Name: _Heather DeCarlo_and Brittany Duncan____________________

Lesson Title: _What Makes a Person Famous?__________________

Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!

Grade Level: __2nd________

Lesson Length (ie. 30 minutes): _1.5 Hours___________

This lesson will provide students with the knowledge to determine what makes a person famous. This information will be
necessary for students to have a full understanding of the famous people they will learn about throughout their years of
education.

LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
LAFS.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
SS.2.A.1.1Examine primary and secondary sources.

The student will have an understanding of the attributes historical icons have given to the world.
The students will utilize information from books to demonstrate their understanding of gained information.
The students will answer questions such as who, what, where, when, why, and how to Demonstrate their
understanding of key details in a text.
The students will demonstrate their understanding of how historical events, scientific ideas or concepts were
displayed with in a biography.

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

1.

Teacher will refer to an anchor chart that has been made by the class through the previous weeks as she has read
numerous biographys to the class. The anchor chart has three coulombs Historical Icons Name, Years that they
lived, and What Makes This Person a Historical Icon.

2.

The students will look over the chart and in a group discussion they will review why each person was listed on the
chart. The teacher will ask the class multiple questions:

a. What do you feel makes a person a historical icon?

b.

Can you name any historical icons that are not listed on our anchor chart?

c. What has (person mentioned) done to be considered an historical icon?

3.

The students will be put into groups of two, and asked to choose a historical icon from the books available to
research. Each group of students will be encouraged to choose a person differ from the rest of their peers.

4.

Each group of two students will be able to select one book each (about the same person) form the classroom set of
Very First Biographys. The set includes 5 copies of each of the 16 books about the following people: Martin
Luther King, Jr., Dian Fossey, Roberto Clemente, Squanto, Barack Obama, Betsy Ross, George Washington, Rosa
Parks, Helen Keller, Sally Ride, Harriet Tubman, Johnny Appleseed, The Wright Brothers, Abraham Lincoln, Susan
B. Anthony, and Christopher Columbus.

5.

Each group of two students will also be given two worksheets each to complete individually as partners.
1 and 2)

6.

The students will be given 30 minutes to work together and locate the information needed to complete these
worksheets from the information found within the Very First Biographys book.

7.

Lastly each student will create their own paper image or drawing of the historical icon that they have researched.

(figure

The students newly gained knowledge will be assessed through the presentation of the information that they have found.
Students will work together to present their paper person as a group of two, and share the facts that they have written about
their given hero from their completed worksheets.
Materials:

Collection of Very First Biographys(This set includes books on 16 famous people 5 copies of each.)
Anchor chart with previously taken class notes
Three worksheets (Figures 1and 2)
Construction paper
Markers and crayons
Scissors
Pencils

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Resources/Materials

Inc, S. (2009). Very first biographies grades prek-1: Easy-to-read books about 16 amazing people all young leaners. S.l.:
Scholastic Teaching Resou.

Exceptionalities

J. (2016). Biography Reports. Retrieved June 21, 2016, from https://www.whatihavelearnedteaching.com/scaffoldedbiography-reports/

ESOL: The accommodations that would be used for this lesson would be demonstration of what is being instructed. Teachers
can make visual aids and examples of what the students will be accomplishing. ESOL students can be paired up with a native
speaker for assistance. Another accommodation can be buddy reading with ESOL students when they find the person they
want to study.

What accommodations or modifications

do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Students with Learning Differences: The accommodations for ESOL can be applied to ESE as well. There may only be
slight differences depending on the disabilities of the particular student or students.
Gifted/Talented: No accommodations necessary

Lesson Extensions

This lesson will be extended by having students ask their parents to name a hero and explain why that person is a historical icon in their
opinion. The student will write the information down and share it with the class in a group discussion the following class.

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

(Figure 1)

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

(Figure 2)

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Modified 1/16 Van De Mark from document created by L. Spaulding