Viterbo University
Lesson Plan Template
Name: Molly Backman and Megan Degrood
Date: 10/ 7/ 14 and 10/ 9/ 14
Grade Level: 5th Grade
Lesson Title: The American Revolution Personal Narrative
Time Frame: 50 minutes (2 Times)
Learner Profile and Contextual Factors: La Crosse School District, Spence Elementary, Principal: Mrs. Shirel, Mrs. Craig and Ms. Wagner (Student
Teacher), 22 Students: 12 Girls and 10 Boys, Speech: 1, HPL: 3, Autism Spectrum: 2, CD: 1, LD: 5. Look on School Profile Sheet Attached
Curriculum Standards:
Unit Goal/Central Focus
Resources
CCSS.ELA-Literacy.W.5.2 Writing:
Students will write a narrative or poem in
partners of a major historical figure from the
American Revolution with a partner.
Materials: Highlighters, Pencils,
Documents: Elements of a Narrative
sheet, Fictional Personal Narrative
Outline, Lined Paper, Narrative
Instructions, Historical Figure
Biographies, Grave Stone Poem Paper,
Definition of the American Revolution,
American Revolution History Video:
www.history.com/topics/americanrevolution/american-revolution-history
Learner Outcomes from Curriculum: Describe major
historical figures of the time and their contributions
Unit Summative Assessment
Narrative and Rubric
OR
Acrostic Poem
People: Mrs. Craig, Dr. Wenzel, Ms.
Wagner
Prior Student Knowledge:
Students will use:
Previously learned knowledge and skills to compose a narrative writing to successfully to master the goal and the objectives of the lesson.
Researching knowledge of pulling out main ideas when given a text.
Lesson Objectives:
Formative Assessment:
Given a specific biography of a historical figure from the American Revolution,
TSW compose a fictional personal narrative or acrostic poem explicitly
including at least 3 (important) details that explain the individual’s contribution
to our country.
American Revolution Note Sheet
Scale from 1-5 of group progress
Asking/ Answering Questions  See throughout lesson plan
Academic Language:
American Revolution
Parts of a Narrative: Introduction, Hook, Main Ideas, Conclusion, Plot, and Setting
Other: Colonel, General, Miss, and Compile.
INSTRUCTION
Time
Intro/Motivation/Anticipatory Set:
5-8
mins
Morning Meeting: Introducing one another in a traditional
circle fashion by modeling and projecting welcoming
statements (1-by-1 going around in the circle)

5 mins
Do you have any idea of the time period we just
introduced ourselves in? (Late 1700’s)
Go back to your seats show American Revolution History Video
Definition of the American Revolution- read a loud to the class
(student helper???)
5 mins

Can anyone think of historical figures that were active
in this time period?
Differentiation for All / Multiple Pathways/Alternative Teaching
Approaches
5 mins
Instructional Procedures/Developmental Lesson/Universal
Core:

5-8
mins
Does anyone know whom the first African author in
American was? Has anyone ever heard of Phillis
Wheatley?
Phillis Wheatley: Read the Narrative A Loud
10 mins
3 mins

We know that you all know what a narrative is. Can
anyone give us a quick reminder what a narrative is?
Project the Narrative and Highlight with the students important
details (modeling Narrative Outline worksheet) highlight the
important/ main details of her life- impact on the American
Revolution

What information tells you about Phillis Wheatley?
Personal Narrative Outline-Modification
Begin Narrative Instructions:
2 mins
1. Read aloud biography with your partner
2. Re-read and highlight key points of the persons life
3. Using Elements of a Narrative sheet and Fictional
Personal Narrative Outline start organizing ideas
Use complete sentences and be creative with writing
If you have any questions please do not hesitate to raise your
hand and ask, someone will come over as quickly as we can.
Break students into groups and give assigned biographies
Differentiated Time for Each Group- Accommodation
20 mins
Groups start working
While students are working on their Fictional Personal
Narratives Outlines Molly and Megan will be walking
around the room helping students
Individual Continuation of Work for Each Group- Accommodation
Around
8:50
Individual Closure- with each group give instructions what to
keep working on
Group Closure- work next day with Mrs. Craig and Ms. Wagner
for approximately 30 minutes
Closure:
Day 1: Review/ Recap, Where are you? (5-done 1-havent
started writing the narrative), Go over the instructions to
continue work time Megan and Tara talk about this, tell them
what’s next
Narrative/ Poem- Accommodation
Are there any questions?
Day 2:
** Changed Lesson Goal/ Objective: write narrative poems
from research biographies but still need to include main
characteristics of the person**
Do not have to share if groups do not want to- Modification
OR
Present (Read A Loud) Fictional Personal Narratives/ Poems
Share with one other group- Accommodation
IEP Requirements
3 Students will not be in the room –specific but not given information because we will not interact with them
For the 5 Students in the room with LD, goal is to write in complete sentences, extended time on homework that is more than a paragraph in length,
modified writing length, sit in the front of the room, extra prompting, assistance by teachers in the room
Rationale/Theoretical Reasoning/ Research:
Collaborative Learning: Students learn best when they are actively involved in the process (Beckman, 1990) & Setting a purpose for reading aids
comprehension (Kintch and Van Dijk, 1978)
Active Learning: Students who write about what they are reading comprehend and remember more than students who merely read (Myers, 1984)
Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

Classroom Management:
Hand Raising
Seat Work and Group Rules  Refer to Chart in the Room (back of the room)

Safety:
Behavior / Good Group Work  Refer to Chart in the Room (back of the room)
Asking to Leave Desk/ Work Areas