F.+Educator+Teaching+Materials

=__//**Lesson One - 3rd Grade**//__=

Objectives:

 * Students will complete the "Who Is This Person?" worksheet.
 * Students will read their chosen books and write any additional information they learn about their famous person on a separate worksheet.
 * Students will meet in groups, based on their book choices, and create an informational document about their famous person. They will include an idea for presenting this information in a future project.
 * Students will offer written and oral feedback about the lesson.

Lesson Materials:

 * Previously chosen picture books (books are on the back table labeled with each student's name)
 * Who Is This Person? worksheet
 * What Did I Discover? worksheet
 * Learn More About... worksheet
 * Feedback sheet

Lesson Plan:
Hand out "Who Is This Person?" worksheet; use the overhead of the worksheet to work through each question as a class. Use the example of Anne Frank. Give students who are struggling more time after modeling the activity, to ensure the worksheet is completed correctly.

Give students time to read their chosen books. Tell them that as they finish, they should complete the "What Did I Discover?" worksheet. Model how to use the worksheet to record research findings. As students read, walk around to keep them on task; consider asking support staff to read with students who find this aspect of the assignment challenging.

Divide students into groups based on their chosen picture books. Ask each group to choose a student to be the "recorder," to write down any necessary information. Use the projector to display a sample biographical entry from Kids Search (INSPIRE database) to model the structure of an informational document about a famous person. Ask the students to discuss what to include in their documents, then help the group recorder write it down on the "Learn More About..." worksheet. Tell the students to decide as a group how to present the information; give suggestions such as: Encourage groups to come up with new ideas as well.
 * Type written document
 * Record document orally
 * Create a poster with illustrations

After all groups have finished, collect all papers. Hand out feedback sheets and facilitate a class discussion about the lesson. Record responses for lesson improvements. Keep worksheets for the next lesson in the unit.

=__//**Lesson Two: 10th Grade**//__=

Objectives:

 * Students will complete the "Tell Us About Your Speech" worksheet.
 * Students will create a persuasive piece supporting or not supporting the historical significance of the speech.

**Lesson Materials:**

 * Tell Us About Your Speech worksheet

Lesson Plan:
Hand out "Tell Us About Your Speech" worksheet; use the overhead of the worksheet to model how to complete the worksheet. Use the Sojourner Truth "Ain't I A Woman?" speech as an example. Students should complete the worksheet using their previously chosen speeches and research; students can use Inspire databases for further research. Give students who are struggling more time after modeling the activity, to ensure the worksheet is completed correctly.

Students should use the information on their worksheets to write a persuasive piece supporting or not supporting the historical significance of their chosen speeches. The piece can be an essay, fictional newspaper or magazine article, a fictional script, or another style. Display Karen Davis article to model how a speech and speaker can impact others.

As students complete their pieces, they should complete the feedback worksheets. Facilitate brief closing discussion about the lesson and use feedback to make improvements.

=**__Lesson Three__— Contributed by P. Frederick**=

Lesson Time: 55 minutes (research will require more than one 55-minute period)
Academic Standard Addressed: 8.1.28 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.

Students will research a quote/ famous person of interest and be able to identify the context in which the quote was delivered.
 * Lesson Objectives:**

Computer & projector Movie: [] Handout with the 25 famous quotes from the movie Student handout with research questions Student computers for research
 * Lesson Materials:**

Explain to students that during this unit on Famous People Famous Words, they will have an opportunity to select famous words that interest them. Begin the lesson with the movie “Great Quotes from Great Leaders” ([]). After viewing the movie (approximately 4 minutes in length), distribute the handout listing the famous quotes & people. Invite students to ask questions about quotes or famous people. Refer to the handout or replay the movie and stop at quotes that contain challenging vocabulary and/or concepts. Discuss meaning. Ask students to pick a quote because it resonates with them or because they are interested in the person who delivered the quote.
 * Lesson Plan:**

Explain to students that they will be researching the famous person and the context of the quote to determine its historical significance. Distribute a research handout that’s titled “What’s the Context” that contains the following questions: Famous quote __Delivered by____ When was the quote delivered? What was going on in the world during that time that may have influenced the person in speaking or writing those words? Why is this person famous? Who or what did they impact? Why are these words important? How might these words be applied today?

The teacher or media specialist selects one of the famous quotes and models for students how they might begin their Internet research by using an approved search engine and placing the famous quote in quotation marks. Identify challenges students might face and help them troubleshoot. Share bookmarked websites that will help them with their research.

Note: following class periods will be used to conduct research and work on a final product. If students have selected the same quote, they may work collaboratively. Students will need several class periods to conduct their research. When research is complete, the expectation is that students share their information in either a visual or written product.

=__//**Lesson Four - 11th Grade -**//__ **Contributed by Clint Claypool**=

Lesson Time: Two class periods

 * Indiana Academic Standards: 11.4.1; 11.4.2; 11.5.9**

__**Objective:**__ Students will write an editorial that conveys a well-defined perspective and a tightly reasoned argument.

__**Lesson Plan**__: After reading such documents and speeches as Chief Joseph's //I Will Fight No More Forever, The Declaration of Independence,// and Patrick Henry's //Speech to the Virginia Convention// (...give me liberty or give me death!), students will analyze the types of arguments used in these speeches (logical and emotional appeals) and ultimately create an editorial piece of their own on a topic of their choosing. This project incorporates the use of tone, author's purpose, concrete and anecdotal evidence, and rhetorical devices such as parallelism and analogy in a student-created essay. Students should include a thesis statement, background information on their topic, opinion statements, documented evidence as well as personal experience, statistics, and a thoughtful conclusion while composing their editorials. Essays should be 250-350 words in length, and could also be submitted to the student or local newspaper after completion. Teachers may also decide to incorporate persuasive speeches into this unit by having students present their findings to the class.