Lesson Plan

Title: Historical Figure Research and Poem

Grade: 3

Curriculum Area: Language Arts and Social Studies

Time Frame: 3 hours

Developed By: Jennifer D. White & B.J. Herndon

CCGPS Standards
ELAGSE3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about
a text, using terms such as chapter, scene, and stanza; describe how each successive part
builds on earlier sections.
ELAGSE3RF4: Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings.
ELAGSE3W4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
ELASGE3SL5: Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to emphasize or
enhance certain facts or details.
ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic quickly and efficiently.
ELAGSE3RI7: Use information gained from illustrations (e.g., maps, photographs) and the
words in a text relevant to a grade 3 topic or subject area.
SS3H2: The students will discuss the lives of Americans who expanded peoples rights and
freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B.
Anthony (womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt
(New Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights),
and Cesar Chavez (workers rights).
Standards for the 21st Century Learner
1.1.2: Use prior and background knowledge as context for new learning.
1.1.6: Read, view, and listen for information presented in any format (e.g. textual, visual,
media, digital) in order to make inferences and gather meaning.
1.1.9: Collaborate with others to broaden and deepen understanding.
1.2.3: Demonstrate creativity by using multiple resources and formats.
1.3.1: Respect copyright/intellectual property rights of creators and producers.
1.3.5: Use information technology responsibly.
2.1.2: Organize knowledge so that it is useful.
2.1.6: Use the writing process, media and visual literacy, and technology skills to create
products that express new understandings.
2.2.4: Demonstrate personal productivity by completing products to express learning.
3.1.3: Use writing and speaking skills to communicate new understanding effectively.
3.1.4: Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess.

3.1.6: Use information and technology ethically and responsibly.
3.2.3: Demonstrate teamwork by working productively with others.
I Can Statements
When writing or speaking about a text, I can use the terms chapter, scene, and
stanza.
I can read poetry orally with accuracy, appropriate rate, and expression.
I can write until I can complete a piece for different tasks, audiences, and
purposes.
I can create an engaging audio recording of a poem that demonstrates how
well I read.
I can use text features and search engines to find relevant information.
I can use the information from my research to complete a writing piece.
I can discuss the lives of Americans who helped expand the peoples rights and
freedoms.
Opening (Lesson Synopsis) - Day 1
The teacher will introduce the lesson and its purpose.
The media specialist will open the lesson with a discussion on text features,
research, and note taking skills. The media specialist will also discuss copyright laws,
plagiarism, and paraphrasing.
Work Session - Day 1
Students will be placed in groups of 5 to research Frederick Douglass and Paul
Revere. The students have previously studied these two historical figures in their
social studies class.
There will be 3 research centers set up in the classroom. Each group will visit
each center for 10 -15 minutes. In Center 1, students will use Chromebooks to review
web resources from a curated list or students may search for their own information. In
Center 2, students will review informational text books about the two historical figures.
In Center 3, students will gather information from encyclopedias.
The students will review the resources. Each student will take notes on the
historical figures so they will have information to use to write a poem about one of the
historical figures.
Closing Activity - Day 1

Each group will share two facts about the historical figures.
The ticket out the door will be the page of notes.

Opening (Lesson Synopsis) - Day 2

A sample poem will be read aloud to the the class. The poem is about Susan
B. Anthony and is titled Vote!. The poem is from Close Reading with Paired Texts by
Lori Oczkus and Timothy Rasinski.
There will be a class discussion to refresh the students on parts of a poem
such as rhythm, rhyme, stanza and lines.

Work Session - Day 2

Students will be randomly paired with a partner.
Each group will choose one historical figure and write a poem about that
person. The students will use their research from the previous day to help guide the
poem.
The poem must be two stanzas and have some rhythm and rhyme.
The teacher and media specialist will walk around the room to help the
students as they write their poems.
Closing Activity - Day 2

The ticket out the door will be the completed poem.

Opening (Lesson Synopsis) - Day 3

The media specialist will begin class by giving a tutorial of how to use the Voki
tool. The media specialist will use the smartboard to show the students how to create
a Voki character.
Work Session - Day 3
The media specialist will direct students to www.voki.com and explain to them
how to log in to the Voki Classroom that was setup for this lesson.
The students will work with their partner and begin creating their Voki
character. The will choose a character and customize it.
While students are creating their character, the media specialist will help each
group record their poem in the Voki tool. In each group, one member will read one
stanza and the other member will read the remaining stanza.
Students will submit their Voki when complete.
Closing Activity - Day 3
The media specialist will share each groups Voki with the class. The Vokis will
be shown on the smartboard.