Elementary Education Program

Department of Teacher Education & Learning Sciences

Design Document for Lesson Plan

Name: ​Katy Chappell and Brooke Gupton

Grade Level: ​3
Concept/Topic: ​Diverse historical figures and their narratives
Length of Lesson (in minutes): ​120

Learning Objectives​: ​What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)

Students will be able to name three key figures in their region’s history.

Students will be able to explain in writing how events, people, and places have changed
throughout history because of the discussed historical figures (Clara Barton, Harriet Tubman,
and the Wright Brothers).

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local
communities and regions over time.
3.H.2.1 Explain change over time through historical narratives. (events, people and places)

Key Tasks/Activities​: ​What are the key activities or tasks that you plan to use?
● We would read aloud one historical narrative
● The students would then break out into stations and would partner read the second
historical narrative (Station 1)
● Read the last historical narrative independently (Station 2)
● Write letters either to or from one of the 3 historical figures, so either from their
perspective commenting on what they accomplished or asking them questions and
commenting on what they learned

What is your rationale for why you have selected these particular tasks/activities to meet your
learning objectives?

Reading the historical narratives will help students learn about historical figures through
narratives and storytelling which will help them in identifying and recalling these key figures.
Writing letters to ask questions and comment on figures’ accomplishments will be a way for
students to analyze the impacts in the world they live in that are a result of the historical figures.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

Anticipating Students’ Responses​: ​How do you anticipate that students will respond to your
planned activities/tasks? This does NOT mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of
your handwritten anticipated approaches/strategies. Be specific! Use your anticipated
responses to help you plan your questions in the lesson plan.

Students have experienced read alouds and independent reading in class, so we anticipate they
will be comfortable with the planned reading tasks. Additionally, students have had
conversations about Black History Month, so they will bring prior knowledge about Harriet
Tubman and learning about historical figures.

Responding to Students’ Responses:​ ​Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.

For students who are stuck, we will make connections to their life today and how the historical
figures have contributed to things they see or hear about in their daily life. For example, while
talking about the Wright Brothers, we will scaffold students to think about what they know about
air travel today. We will also ask good, productive questions to help guide the students in their
understanding of the content.

Development of Practices among Students​: ​Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?

Developing awareness of how the historical figures’ accomplishments impact the present. The
task of reading narratives will make students more aware.

Developing an ability to think critically about the changes that have taken place in the past. The
writing activity will help students do this.

Assessment​: ​Describe your assessment plan for the targeted learning objective(s). What
specific data/information will you use, and how will that data/information tell you that the
students have/have not met the objective?
● Entrance ticket and informal discussion as a diagnostic assessment to guide the lesson
● Formative assessment during the lesson in the form of listening to students read
narratives and discuss with each other to make sure the students are engaged and
progressing
● Summative assessment could be used to wrap up the lesson by having students choose a
method of presentation of a short biography of one of the historical figures or events
 Elementary Education Program
Department of Teacher Education & Learning Sciences

Vocabulary/Language Function​: ​Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)
● Key non-content vocabulary that is necessary to understand the task/activity
Narrative: A piece of writing written by yourself that tells a story.
Community: A group of people working together to make a difference or living together in the
same area.
Region: An area that has common features, such as, religion, government, climate, etc.

Classroom Management Plan​:​ Describe your classroom management plan. Explain how you
will motivate students to engage in the lesson, how you will set and enforce expectations, and
how you will ensure that transitions are smooth and efficient.
To motivate students to engage in the lesson, we will be reading a historical narrative as a read
aloud and having them break out into a variety of stations to explore other historical narratives
and participating in a writing exercise. We will also motivate students to engage in the lesson by
having them sit at the front of the room for the read aloud and having the opportunity to move
around as they transition from station to station. We will set and enforce expectations by
following our cooperating teachers classroom management plan “track me, one, two, three” ​clap​.
Transitions will be smooth as they go to their stations and return to their seats after the read
aloud as they have enforced expectations from our cooperating teacher that carries over into our
teaching.