Defining US: The American Experience
FCPS Teaching American History Grant
LESSON PLAN TEMPLATE
Subject: Famous Virginians
Grade: 4
Prepared by: Joni Coutry and Ann Godden
School: Herndon Elementary
Title or Topic: Famous Virginian Biography Project
Instructional Time: Direct Instruction: 3-4 class periods. This is an ongoing, long-term research and
writing project which will take three weeks to complete in the classroom.
PART I.-CONTEXT
1. Essential Learning: Students will be assigned a famous Virginia to research using a variety of
resources. They will prepare a written report and an oral presentation.
2. Virginia Standards of Learning (SOL):
VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by
b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis
on George Washington, Thomas Jefferson, and Patrick Henry.
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new
American nation by
a) explaining why George Washington is called the “Father of our Country” and James Madison
is called the “Father of the Constitution.
b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia
Declaration of Rights and the Virginia Statute for Religious Freedom.
VS.9 The student will demonstrate knowledge of twentieth century Virginia by c) identifying the
political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Arthur
R. Ashe, Jr., and L. Douglas Wilder.
3. Fairfax County Program of Studies (POS):
POS Standard 1
Acquire historical knowledge and understanding that result from a comprehensive study of American
history, world history, and western civilization.
Benchmark 4.1.2: Students examine the lasting contributions and achievements of individuals and
groups in Virginia history.
POS Standard 2
Conduct inquiries and research gathering, analyzing, interpreting, and communicating facts associated
with themes, movements, and general principles operating in history and civics.
Benchmark 4.2.1: Students use a variety of resources to gather information about Virginia and Fairfax
County.
Benchmark 4.2.2: Students organize, analyze, and communicate information about Virginia from the
past to the present.
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4. National History Standard
2. Historical comprehension
3. Historical analysis and interpretation
4. Historical research capabilities
5. Learning Strategy(s) Objectives:
1. Tell what you know
4. Use selective attention
5. Use resources
6. Summarize
7. Group/Classify
9. Take notes
10. Cooperate
11. Use imagery
6. Connection to TAH grant:
Content: Influential Virginians
Pedagogy: Using internet resources (Library of Congress and History Matters websites, etc.)
Introducing “heroes” in Virginia history, using visuals to present heroes, and using six trait writing.
PART II.
1. Assessment:
Teacher observation
See attached rubrics (self assessment and teacher assessment)
2. Instructional Strategies:
Opener/Teacher Presentation
It is assumed that many of these famous Virginians have previously been introduced to students in
the course of their studies of Virginia history. This project will allow more in depth research and
study of the famous Virginians.
Give each student a handout with pictures of famous Virginians that are part of the essential
knowledge for the fourth grade SOL’s.
Create class excitement by using a fanny pack with four to six items that will pertain to one of these
famous Virginians. After the teacher has shown and discussed each object in the bag, have students
guess who the famous person is. Then, conduct a lottery drawing to find out which famous
Virginian each student will research. First have students draw a number to see in which order they
will pick the name of the famous Virginian. Then have students, in number order, choose a famous
Virginian from a second lottery basket.
Student Activity:
Days 1-3: Pass out and review project guidelines with class. Students are encouraged to begin
collecting resources (books, etc.) from home and the public library to bring to class.
Day 4: Introduce websites to students in the computer lab. Allow students time to gather and
print information from the internet sources.
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Day 5: Teach note taking skills. Display an internet resource on large screen and read it with the
class. Using the overhead projector and a transparency of a note taking page from their project, model
how to take notes about content. Remind students to look for relevant facts and to record these facts as
phrases, not complete sentences. Allow students an opportunity to try taking some notes on their famous
Virginian. After 15-20 minutes have some students share their notes to check progress and address any
questions students may have on note taking.
Days 6-10: Allow class time for students to read, research, and take notes.
Day 11: Model how to write an introductory paragraph. Give students time to write a draft of
their introduction.
Day 12: Model how to use notes to write paragraphs for their report.
Days 13-17: Allow time for students to draft their report, edit with peers, teacher and revise.
Encourage students to begin collecting/making artifacts for use in their fanny pack oral presentation.
Day 20: Begin oral presentations and sharing of fanny packs.
Suggested Follow up:
 Students can create posters, portraits or puppets of their famous Virginians in conjunction with
the art teacher.
 Create a student power point presentation on Influential Virginians.
 Play “Heroes” bingo.
3. Materials/Resources to be used:
Reference materials pulled by school librarian, computers, paper, pencils, project description
handout, handout of famous Virginians.
4. Differentiation: Differentiation will occur naturally as students read and write at their own levels of
ability.
ESOL: Obtain appropriate level resources for ESOL students to use for research.
GT: GT students will be expected to write a more in depth research paper.
5. Attachments: (Include copies of assessments, rubrics, handouts that support this lesson.)
Biography Project Description (Note taking pages courtesy of Susie Orr)
Biography Project Self Assessment
Biography Project Assessment
Pictures of influential Virginians courtesy of Judith R. Villedrouin, posted by Kevin Simpson on the
FCPS Social Studies Teacher Exchange Website.
6. Annotated Bibliography:
Recommended Websites:
Library of Congress
http://www.loc.gov/
Great resource for written information, pictures and sounds related to history. This is a
comprehensive site.
History Matters
http://www.historymatters.gmu.edu
The site has screened websites for accuracy and is a gateway to other websites. It contains
excellent history resources for students and teachers.
America’s Library
http://www.americaslibrary.gov/cgi-bin/page.cgi
This is a child-friendly section of the Library of Congress website.
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Awesome Library
http://www.awesomelibrary.org/Classroom/Social_Studies/Biographies/Biographies.html
This site contains biographical information listed alphabetically. It is a good site for child
research.
American Memory
http://memory.loc.gov/ammem/
This is another direct link to a section of the Library of Congress website.
MarcoPolo Search
http://www.marcopolosearch.org/mpsearch/basic_search.asp
This is a great search engine for educational resources.
White House Home Page
http://www.whitehouse.gov/kids/presidents/index.html
This website contains presidential biographies. This is another child-friendly site.
Grolier online
http://auth.grolier.com/cgi-bin/authV2?bffs=N
This is an online encyclopedia which will be useful for researching famous people.
Maggie Lena Walker
http://www.fcps.k12.va.us/LeesCornerES/students/famousva/walker/mainpa.html
This website contains biographical information on Maggie Lena Walker. It was created
by Lees Corner Elementary School.
Maggie Lena Walker
http://www.nps.gov/malw/index.htm
The National Park Service website will help students learn about Maggie Lena Walker using
“place.”
Harry F. Byrd, Sr.
http://www.fcps.k12.va.us/LeesCornerES/students/famousva/byrd/hbback.htm
This site contains useful biographical information on Harry F. Byrd.
http://www.educationalsynthesis.org/famamer/Byrd.html
This is a link to different sites about Harry F. Byrd.
James Armistead Lafayette
http://www.intelligence.gov/2-overyears_b.shtml
This site briefly discusses James Armistead Lafayette’s role as a spy.
Coutry-Godden extended lesson plan 2004
Name______________________
Biography Project
Description: Each student has been assigned a famous Virginian to
research. Students will take notes on a note taking organizer and
write a one page paper (six paragraphs) about this famous
Virginian. All writing will be completed in class. The final paper
will be typed on classroom computers and in the computer lab.
The paper should include the following information:
Introductory paragraph: Introduce your person, and include
a sentence about what made this person so famous and important
to Virginia history. Mention which time period in Virginia history
this person lived.
Second paragraph: Discuss where your Virginian was born,
when he lived and died, special things about his childhood, any
interesting facts about early life, and important places your person
lived.
Third paragraph: Discuss the person’s family. This can
include his/her family growing up, whom he/she married, and any
children he/she had. You can mention important family members
here.
Fourth paragraph: In detail, discuss accomplishments and
why this person is important to Virginia history and to the history
of our country. Describe some of his/her most important
historical contributions.
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Fifth paragraph: You may discuss interesting facts that you
learned about this famous Virginian. Maybe you have learned some
things most people don’t know.
Sixth paragraph: This is a summing up (concluding) paragraph
containing two or three sentences. Include your opinion of the
person you researched.
Sources: You must use at least three sources. One source may be
your social studies text book and one source may be the Internet.
You must use at least one other printed source. Try looking in
encyclopedias, books, and magazines. You must list your sources
you used to help you research your person. You may list your
sources on your note taking organizers.
Format: Your research project must be typed and one page long.
The font size should be at least size 12 or 14. You may choose
which font to use as long as it is a printed font that is easy to
read. You must use correct capitalization so you’ll need to use
upper and lower case. Preferable fonts are Times New Roman or
Comic Sans. The title of your report is the name of your famous
Virginian. Your name should go at the bottom left side of the
paper. When you hand in your report, you must hand in your note
taking organizers, a hand written rough draft with editing marks,
and two typed copies of your report. In your final report you are
expected to type complete sentences with proper capitalization,
punctuation, and spelling. Each paragraph should be indented.
Note: Most of this report will be done in class. We will have
opportunities to work in the computer lab and also to use the
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computers in our classroom. However, due to time constraints,
some research may need to be done at home. Parents may help
with research but it is important that students do the writing in
the classroom.
Parent Support: Parents may help students find appropriate
research sources such as internet print-outs and books. If
necessary, some research notes may be made at home. Parents
should help their child gather appropriate items for the oral
presentation component, and children should practice the oral
presentation at home. Remember, there is a two minute time limit.
Biography Person: When the writing is complete, you will make a
construction paper biography person of your famous Virginian. This
will be made in art class. You may bring in additional materials
(yarn, buttons, etc.) to be used in creating your person, although
we will have materials available at school. The report will be
pasted inside the biography person.
Oral Presentation: Student will share a shoebox or fanny pack
filled with 4-6 items relating to or describing the famous Virginian.
These items may be handmade. Student will be expected to give a
2 minute presentation describing the significance of the contents
of the shoebox or fanny pack. Have fun and use your imagination.
Project Timeline:
April 20
April 21
April 27
Project assigned
Begin collecting resources
Begin using resources to take notes
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May 4
Begin drafting biography
May 11
Complete first draft. Begin work on final report.
May 18
Final report and self assessment due
May 19, 20, 21 Oral Presentations.
---------------------------------------------------------------Cut on dotted line. Signature slip due April 22, 2004
I have read these directions and shared this project assignment
with my parents.
Student Signature:
Parent Signature:
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Note taking Organizer for the Biography Report
Name:
Famous Virginian:_______________________
Childhood/Early Life
Source(s):_________________________________________
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Notes:____________________________________________
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Note taking Organizer for the Biography Report
Name:
Famous Virginian:_______________________
Family/children
Source(s):_________________________________________
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Notes:____________________________________________
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Note taking Organizer for the Biography Report
Name:
Famous Virginian:_______________________
Accomplishments/Contributions
Source(s):_________________________________________
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Notes:____________________________________________
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Note taking Organizer for the Biography Report
Name:
Famous Virginian:_______________________
Interesting Facts
Source(s):_________________________________________
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Notes:____________________________________________
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Biography Project Self Assessment Rubric
Name_________________________
Date_____________
Reading Comprehension
Note taking organizers
 Childhood/early life
 Family
 Accomplishments/contributions
 Interesting facts
16-15 A
14-11 B 10-7 C 6-4 D
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
Total Points:____ Grade____
Written Communications
 Wrote draft with editing
 Wrote 6 paragraphs
 Information relevant to the topic
 Used proper capitalization
 Used proper punctuation
 Most words spelled correctly
 Wrote in complete sentences
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
28-25 A 24-20 B 19-14 C 13-7 D Total Points:____ Grade____
Oral Communication
Spoke loudly
Made eye contact
4
Explained significance of each object
12-11 A
10-8 B 7-6 C
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5-3 D
4
3
4
3 2
2 1
3 2
1
1
Total Points:____Grade_____
Biography Project Grading Rubric
Name_________________________
Date_____________
Reading Comprehension
Note taking organizers
 Childhood/early life
 Family
 Accomplishments/contributions
 Interesting facts
16-15 A
14-11 B 10-7 C 6-4 D
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
Total Points:____ Grade____
Written Communications
 Wrote draft with editing
 Wrote 6 paragraphs
 Topic sentence for each paragraph
 Used proper capitalization
 Used proper punctuation
 Most words spelled correctly
 Wrote in complete sentences
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
28-25 A 24-20 B 19-14 C 13-7 D Total Points:____ Grade____
Oral Communication
Spoke loudly
Made eye contact
4
Explained significance of each object
12-11 A
10-8 B 7-6 C
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5-3 D
4
3
4
3 2
2 1
3 2
1
1
Total Points:____Grade_____
Abraham Lincoln
George Mason
James Madison
Arthur Ashe
George Washington
John Brown
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Christopher Columbus
Harry F. Byrd, Sr.
John Smith
James A. Lafayette
L. Douglas Wilder
Maggie Lena Walker
Robert E. Lee
Pocahontas
U.S. Grant
Nat Turner
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Powhatan
Harriet Tubman
Patrick Henry
Stonewall Jackson
Thomas Jefferson