UNT Lesson Plan Template (Madeline Hunter)

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Catherine Weaver 1st applicable):
Peters Colony Elementary /
Stockton

Subject area(s): Unit Topic/Theme: Lesson Title:

Social Studies
Relevant TEKS:
(2) The student understands how
historical figures, patriots, and good
citizens helped shape the
community, state, and nation. The
student is expected to:
(A) identify contributions of
historical figures, including Sam
Houston, George Washington,
Abraham Lincoln, and Martin Luther
King Jr., who have influenced the
community, state, and nation;
Presidents George Washington
Relevant ELPS: Relevant TX CCRS:
5.(B) write using newly acquired II.A.2. Evaluate the experiences and
basic vocabulary and contributions of diverse groups to
content-based grade-level multicultural societies.
vocabulary;
(​G) understand the general
meaning, main points, and
important details of spoken
language ranging from situations
in which topics, language, and
contexts are familiar to
unfamiliar;

Lesson Objective(s)/Performance Outcomes

1. The students will be able to verbally construct questions they may have regarding George Washington.
2. The students will be able to write two or more sentences using appropriate capitalization and punctuation
about George Washington.
Assessment (Description/Criteria)

The teacher will create a KWL chart and observe what information about George Washington the students
already know and what they want to know. After reading, the class will create a circle map and the teacher will
have different students share what information the students retained.
At the end of the lesson the students will write two sentences in their journals about what they learned about
George Washington.
Materials and Resources

George Washington Biography

Chart Paper
Writing Journals
Management of the Instructional Environment

The lesson will begin with the students on the carpet and the teacher will show a picture of a portrait of
George Washington. The teacher will ask the students if anyone knows who is in the picture. If no students
respond correctly, the teacher will tell the students that it is a picture of George Washington. The teacher will
then explain the objectives to the student, including that they will be able to write two sentences about new
information they learn about George Washington.
The teacher will then create a KWL chart to see what students think they know about George Washington.
After the students finished sharing for the K, the teacher will move on the the W portion of the chart. The
teacher will then read the biograpghy of George Washington as the students are sitting around the rocking
chair in the classroom.
After the story, the teacher will create a circle map using the big ideas of the biography with the students still
on the carpet. The students will then go to their desks and write two sentences about George Washington.
The students will then come to the carpet and share one sentence they wrote aloud with the class to be placed
on the L portion of the KWL chart.
Technology Integration

At the begining of the lesson, the teacher will show a portrait of George Washington on the smartboard

Diversity and Equity (Accommodations, Modifications, Adaptations)

ELLs wil be given sentence stems to complete sentences about George Washington
ELLS will be given a circle map created as a class to complete their sentences
Activities/Procedures

Anticipatory Set
The students will be on the carpet and the teacher will pull up a picture of a portrait of George Washington
and ask the students if they know who the man in the picture is. After the students finish answering, the
teacher will tell the students the man is George Washington. The teacher will then explain to the students that
they are going to be learning more about George Washington and be able to write two sentences of something
knew that they learned. The teacher will create a KWL chart and ask the students what they think they know
about George Washington. After the students finish sharing, the students will then share what they want to
know about George Washington

Input/Modeling
The teacher will then sit in the rocking chair and read the George Washington Biography to the students,
pointing out key points within the story.

Guided Practice
After the teacher finshes reading the biography, the teacher will create a circle map and ask the students what
are some different things they remember about George Washington. The teacher will also point out different
important aspects of the story and place them within the circle map

Independent Practice
The students will then go to their tables and write two sentences about something they learned about George
Washington.

Closure
After the students finshed writing their sentences, the students will come to the carpet and share a sentence
they wrote in their journals about George Washington to be placed on the L portion of the KWL chart.
 Reflections and Documentation/Evidence of Lesson Effectiveness
Be sure that this is specific.
Throughout my lesson, I noticed the students were excited about the topic, which showed by the amount each
students wanted to share during the lesson. There were multiple behavioral problems throughout the lesson,
which were handled, but after teaching, I realized classroom management techniques that I could have used as
a preventative measure, such as setting the expectation for the lesson prior to the teaching. However, the
students experienced a long, inactive day due to having indoor recess, with the lesson toward the end of the
day. I do believe the students learned about the topic, George Washington, after reviewing their writing
samples at the end of the lesson. The next day, the students created a craft regarding George Washington, and
the facts they were sharing reflected learning from the lesson. I believe the lesson was benefical to the
students, although there were some behavioral distractions throughout.