Understand history tells the story of people and events of other times and places.
| Name |
Description |
| A Picture Book of Benjamin Franklin: Lesson 2 Going Back in Time | In this lesson, part of a text unit utilizing David A. Adler’s A Picture Book of Benjamin Franklin, students will be transported back in time by taking a picture walk and creating an environment like Benjamin Franklin’s era. Students will be reminded that Benjamin Franklin is the main topic of the unit, so it is important to understand the time period he lived in. Students will identify differences they see in the pictures as compared to things they see in today’s world. As they notice the differences, the vocabulary from the text will be introduced.
This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, and write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text. This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Inflectional Endings | This is lesson #3 in the text unit series for George Washington by Philip Abraham, focusing on pages 6, and 12-18. In this lesson, students will identify common inflections on targeted words that relate to why George Washington is recognized as an individual that represents the United States. Building upon previous lessons, students will use words that contain inflections that change a word from present tense to past tense to further understand why George Washington is a historical figure that represents the United States.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| A Picture Book of Benjamin Franklin: Lesson 4: If You Can Dream It You Can Make It | In this lesson students will connect with Benjamin Franklin using A Picture Book of Benjamin Franklin by David A. Adler for reference. Students will plan, design, and engineer an artifact that will better a task they encounter regularly. Through trial and error and free exploration, students will generate explanations about why their invention did or did not work.
This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Who Was George Washington? | In this lesson plan, students will recognize George Washington as an influential leader in the U.S. who demonstrated character, ideals, and principles. |
| Showing Respect During "The Star Spangled Banner" | In this lesson, students will learn the history behind "The Star Spangled Banner" and the respectful behaviors to display during its playing. |
| The Pledge of Allegiance | Students will learn the history of the Pledge of Allegiance, the proper behaviors to display while reciting the pledge, and the meaning behind the words. |
| A Picture Book of Benjamin Franklin: Lesson 5: Extra! Extra! Read All About Ben! | In lesson 5 of the text unit using A Picture Book of Benjamin Franklin students will apply newly learned relevant details about Benjamin Franklin’s life, which includes his contributions to society such as his innovations through science and his printing press, to write facts in the form of a newspaper article.
This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| A Picture Book Of Benjamin Franklin: Lesson1: Understanding Timelines | In this pre-reading lesson, lesson #1 of the text unit A Picture Book of Benjamin Franklin, students will be introduced to the academic vocabulary word “Timeline” as well as vocabulary words that will be learned throughout the unit. Students' will use background knowledge of our class schedule to build a timeline of our day. Students are connecting the timeline of our day to a timeline of historical events, dating back to the 1700's, that focused on the life of Benjamin Franklin. This will help students understand the concept that Benjamin Franklin, an individual who represents the United States, is a person in history from another time long ago.
This unit is focused on identifying Benjamin Franklin as the topic of the text. Civics is integrated through understanding that Benjamin Franklin represents the United States. Students will explore life in the 1700’s to gain background knowledge. Teacher will create an ongoing timeline to document the major events in Ben’s life as key details. Students will solve a real world problem through invention, create a newspaper article to spread news, write both an expository and opinion piece. The assessment for the unit will be a kite that is a graphic organizer for students to identify the topic and relevant details in a text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Looking for Lincoln Throughout His Life | In this interdisciplinary lesson by PBS Learning Media, students will participate in a variety of hands-on activities to gather facts about Abraham Lincoln. Students will match vocabulary words with pictures to piece together a timeline of Lincoln's life, gather various facts about his work as a lawyer on the prairie, and also gain insight into Lincoln through objects and artifacts of his life. Students will then select classroom objects that best tell a story about them and/or their class, later reflecting upon the timeline of Lincoln's life while creating their own personal timelines. |
