Ben Franklin Opening Lesson
Lesson Objective: Students will become familiar with Ben Franklin and his
inventions.
Time: 1 period
Lesson Strategies:
Introducing Ben Franklin Activity:
1. Picture on the board or in the front of the room somewhere with
Franklin’s picture on it saying, “Have you seen this man?” (Teacher will
address the picture later in the lesson.)
2. Teacher shows students a variety of pictures via
overhead/PowerPoint/Smart Board (Pictures of items include, but are not
limited to: electricity, bifocals, lightening rod, a grabber, Gulf Stream,
daylight savings time, odometer, fire department, and library)
 Teacher asks students “Has anyone ever used or heard of any of
these devices?”
 “Can you believe one man worked, invented, or learned how to use
these things?! Does anyone have an idea of who this person is?”
“Have you ever seen this man before?” (points to portrait of
Franklin) “Does anyone in here know this man’s name?”
 “It’s Ben Franklin! Let’s complete a Circle Map to list all of the
things we know about Ben Franklin.”
Pre-Reading Activity:
1. “We are going to read (insert appropriate book for class level) to learn
more about Ben Franklin, what he accomplished in his life and what his
accomplishments mean to us today.
 “Let’s examine the front cover of the book. What is the title?
What do you think the book is going to be like based on the cover?
Why?”
 Assign reading.
Products:
- Circle Map
Assessment:
- Participation in class discussion.
Ben Franklin Gallery Walk Lesson
Lesson Objective: Students will expand their knowledge of Franklin’s inventions by
corroborating what they have read in their books with factual information.
Time: 2-3 periods
Lesson Strategies:
Corroboration:
1. “We have learned about many of Ben’s inventions as we’ve been reading.
Sometimes books include a lot of information and are factual (the
information is true) and sometimes some of the information may be based
on true events but in the story the author makes up part of it (fiction) to
make it funny or interesting. What do you think is the case in the book
we are reading?”
2. “Today we are going to ‘corroborate’ what we have read about Ben’s
inventions. To corroborate is to verify or check if something is true or
correct. You are going to do this by going on a Gallery Walk.”
Gallery Walk:
1. Strategically place placards with images and narrative of Ben’s inventions
around the room. [If using Ben trunk, also place appropriate artifacts
near the corresponding placards.]
2. “Have you ever been to an art gallery or a museum? What do you do
there? What are the rules when you are at a gallery or museum?” (try to
elicit answers in which students set down rules like walk quietly from one
exhibit to another, don’t talk loudly, take turns looking at something…)
Write the rules on the board and tell students they are going to follow
them as they do this classroom Gallery Walk.
3. Give students Ben Frankin – Inventor Fact Sheet student note-taking
page. Have them start. May need to time them so they keep moving with
purpose.
Discussion:
1. Have students share the information they wrote in their Ben Frankin –
Inventor Fact Sheet (students should correct any misinformation).
2. “How similar or different was the information you learned in the gallery
walk from what you read in the book? Why do you think that is the case?”
3. “You are going to write an expository essay on what you think are the 3
most important inventions Ben made.”
Assessment:
- Expository Essay (rubric provided)
Name: _________________________
Date: _________
Rubric
Expository Essay: What were Ben Franklin’s three most important inventions?
CATEGORY
4
3
2
1
Introduction
(Organization)
The introduction is
inviting, states the
main topic and
takes a position
(states the 3 most
important
inventions).
The introduction
clearly states the
main topic and takes
a position (lists 3
inventions).
The introduction
states the main topic,
but does not take a
position (may not have
3 inventions).
There is no clear
introduction of
the main topic or
position
Focus on Topic
(Content)
There is one clear,
well-focused topic.
Position stands out
and is supported by
detailed
information.
Main idea is clear
but the supporting
information for the
position is general.
Main idea is
somewhat clear but
there is a need for
more supporting
information fort he
position.
The main idea is
not clear. There
is a seemingly
random collection
of information.
Support for
Topic (Content)
Relevant, telling,
quality details give
the reader
important
information that
goes beyond the
obvious or
predictable.
Supporting details
and information are
relevant, but one
key issue or portion
of the storyline is
unsupported.
Supporting details
and information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting
details and
information are
typically unclear
or not related to
the topic.
Accuracy of
Facts (Content)
All supportive facts Almost all
Most supportive facts
are reported
supportive facts are are reported
accurately.
reported
accurately.
accurately.
NO facts are
reported OR most
are inaccurately
reported.
Conclusion
(Organization)
The conclusion is
strong and leaves
the reader with a
feeling that they
understand what
the writer is
"getting at."
The conclusion is
recognizable and
ties up almost all
the loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the
paper just ends.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes
more than 4
errors in grammar
or spelling that
distract the
reader from the
content.
Ben Franklin Poor Richard’s Almanack Lesson
Lesson Objective: Students will learn about Ben Franklin printer and author by
working cooperatively to interpret and illustrate some of his adages/maxims from
Poor Richard’s Almanack.
Time: 2 periods
Lesson Strategies: (this lesson should be completed when students read the
section of the book that covers Ben’s Poor Richard’s Almanack)
1. Give students a brief explanation of what an adage/maxim is [an old
saying that has gained credit by long use and expresses a common
experience or observation] Let them know that Ben Franklin wrote many
words of wisdom. He used his printing press to share his wisdom with his
fellow Americans. He hoped that his wise sayings would give people
guidance for living their daily lives.
2. Model for students how to interpret one of Ben’s adages (do as whole
class) and include an illustration. You may show students that they should
write the adage at the top of the page, draw an illustration in the center
of the page, and what it means on the bottom.
3. Divide students into groups (there are 26) and tell them they are going to
read some of Ben’s adages themselves and write out the adage, create an
illustration that represents the adage, and write out the meaning of the
adage. Give to each group a strip of paper with their assigned adage.
4. Students present their work to the class. Post around the room when
done.
5. Possible extension: Have students give an example of any of the adage
from their own life, or ask students to write down 3 things they can do to
in their own lives that will allow them to apply the wisdom of the adage.
6. Discussion or written Response: “Do you think Ben followed his own
advice? Why or why not? What does his advice tell us about the time in
which he lived?”
Assessment:
- students may be assessed based on class participation, accuracy and
creative effort
- If doing a written response to the closing question, that may be used for
grading
Supplies: list of adages cut into strips, drawing paper (or premade worksheet),
colored pencils, dictionaries
Looking at Political Cartoons Lesson
Objective: Students will study two political cartoons and explain what opinions
they believe are being expressed.
Time: 1 period
Lesson Strategies: (this lesson should be completed before students read the
section of the book that covers the beginnings of the Revolution; Ben and Me is the
only book that does not specifically refer to the Stamp Act.)
1. Handout the Looking at Political Cartoons Worksheet to students. Read
the introduction together (it explains the purpose of political cartoons).
[You may choose to show students a simple modern day political cartoon
and analyze its meaning together as an introduction to this lesson.]
2. Have students answer the questions.
a. Question 1: For objects or people, there is only the skull and
crossbones (objects). They should also list that there is writing.
b. Question 1a: Need to explain what a symbol is; may want to use any
symbol they may see around the school (wheelchair sign for
handicap, female/male figures representing the girls/boys
bathrooms, no smoking sign, etc).
c. Question 1b: Try to elicit the response that the skull and
crossbones traditionally is a symbol for danger.
d. Question 2: Students should write the words they see in the
cartoon.
e. Question 2a: students may identify “O! the fatal stamp” as key
words (fatal meaning the end of something/death).
f. Question 3: Students may identify the cartoon as protesting
something, specifically the Stamp Act. (they will learn more about
the stamp act in the next 2 lessons).
g. Final question: have students answer independently or brainstorm
as a group answers to the final question. Students should point out
that the actually stamps looked harmless; that the colonists were
angry about the stamp act.
Assessment:
- student responses to the questions
Looking at Sources Lesson
Objective: Students will study a letter and explain the difference between
primary and secondary sources.
Time: 1 period
Lesson Strategies: (this lesson should be completed before students read the
section of the book that covers the beginnings of the Revolution; Ben and Me is the
only book that does not specifically refer to the Stamp Act.)
1. Handout Looking at Sources worksheet. Read the introduction (which
explains the difference between primary and secondary sources to
students) together. Ask them if they can think of anything they create
that could serve as a primary source.
2. Read the document together as a class or have students work in small
groups. Students should look at the glossary provided in order to write
their own ‘translation’ of the document into modern English.
3. Have students answer the rest of the questions.
a. Author: Archibald Hinschelwood
b. When it was written: April 12, 1765
c. Can you tell where? (may guess Boston since it is mentioned in the
letter)
d. Primary or Secondary? Primary, written by someone at the time
who had seen the protest himself.
e. Main idea: The people in Boston are getting violent over the Stamp
Act
4. Possible extension questions/closure:
a. Ask students how this letter supports what they saw in the
political cartoons. Can the political cartoons be considered a
primary source? (can be done as whole group discussion or
individual written assignment)
Assessment:
- student responses to questions
One Day Play Lesson
Dr. Franklin Goes to Parliament
Objective: Students will act in a short play about Ben Franklin’s testimony to
Parliament about the Stamp Act in order to learn about Franklin’s role as a
diplomat.
Time: 1-2 class periods
Lesson Strategies: (this lesson should be completed before students read the
section of the book that covers the beginnings of the Revolution; Ben and Me is the
only book that does not specifically refer to the Stamp Act… please do this lesson
AFTER the Political Cartoon and Sources lessons.)
1. Review with students what they know of the Stamp Act thus far (they
should pick up on how people did not like it)
2. Tell students they are going to learn about another job Ben Franklin had,
he was also a diplomat (a person who represents his/her country and
discusses problems with other countries and helps find solutions). Also
preview other vocabulary terms such as Parliament, tax, frontier,
colonies, protection, Crown and products.
3. Assign roles for the play, there are 5 members of Parliament in addition
to Ben Franklin. Have students act out play with the rest of the class also
acting as members of Parliament.
4. At the end of the play, have students as members of Parliament (with the
exception of the one playing Ben) vote on whether to keep or repeal the
Stamp Act. Tally the results on the board (may give reasons as well).
5. Let students know that the Stamp Act was indeed repealed and the
colonists were very happy, however, more taxes came later.
6. Have students answer this question individually:
a. When Ben Franklin left England he was angry and disappointed that
the Revolution had begun. Do you think he was a success or a
failure as a diplomat?
Assessment:
- student participation in play and voting
- student responses to question
Scenes from Ben’s Life Lesson
Objective: Students will review Ben Franklin’s life by placing pictures depicting
scenes from Ben’s life in sequential order.
Time: 1 class period
Lesson Strategies: (this lesson should be completed when students finish reading
the book and have completed all of the other lessons)
1. This activity can be done as a whole class (using either placards or
SmartBoard for sequencing) or in groups. If doing the group option, have
each group present their sequence with an explanation for each placard.
Then have the class pick the sequence they feel is accurate.
a. Whether whole-class or group activity, this lesson should generate
discussion and debate amongst students over the correct
placement of placards.
2. Once a sequence is decided on, have students get out their book and/or
notes on Ben Franklin and verify if the sequence is correct.
3. Display the placards in the correct order somewhere in the room (will
help students write essay responding to the essential question.)
4. Review all they have learned about Ben Franklin and assign essay (rubric
attached).
Assessment:
- group work on sequencing
- class participation (if whole-class activity)
- essay response