Lesson Overview:
Objectives/Overview: Students will use the mentor text as a format for relating non-fiction information about a noteworthy historical figure. They will make comparisons between themselves and the researched figure. And then teach their peers through the sharing of their published book.
Students will demonstrate knowledge of a noteworthy historical figure that is engaging to read using a literature - based framework. Students will acknowledge contributions of historical significance of said historical figure.
Time Needed: Between four and six 45-minute sessions
Writing skills (traits) to stress while teaching this lesson:
- Idea Development (writing with a clear, central idea or theme in mind; and putting researched ideas into one’s own words)
- Voice (conveying passion towards the message of the writing or the topic)
- Conventions (spelling skills, punctuation skills,
capitalizations skills, grammar usage and skills, Indenting and spacing)
Materials List:
Background Information:
This lesson may be used with any historical unit of study. Most students have a state standard that requires them to recognize the contributions of a historical figure.
For instance, in Nevada, a fourth grade standard requires identification of the contributions of four inventors (Thomas Edison, Alexander Graham Bell, George Washington Carver, and the Wright Brothers.) I teach these inventors imbedded in our science unit of Electricity and Magnetism. I would like students to be able to teach each other about these required historical figures as well as have the option to branch off into key scientists that relate to Electricity and Magnetism, such as Nikola Tesla, Benjamin Franklin, Alessandro Volta, and others.
Teacher Instructions:
- Introduce the mentor text once a unit of study has already begun and the students are familiar with the key historical figures of the unit. For instance, I suggest a couple of weeks into a 6 week unit. Read the story, A. Lincoln and Me, to the class first for enjoyment. Then go back and reread to the class as the students take notes as to the historical facts they learn about Abraham Lincoln. Compile class notes on a class graphic organizer. Then go back again and look at the comparisons the boy makes to Lincoln. Once again, compile class notes on the class graphic organizer. Continue to reread the book on various days, or have available for students to look at while researching and writing their own stories.
- Next, brainstorm the key historical figures in the unit of study. Have students pick a figure to research. (Numerous students may pick the same figure, because the self comparisons will all be different – hence the writing will still be engaging.)
- Share teacher sample with the class. Explain expectations and traits they are to focus on with the project. You may want to provide with a timeline and due dates, since this may be a self-paced project.
- Allow time for the students to research the historical figure through classroom, library or computer sources. Encourage students to pick key/interesting items from the historical figure’s past, in which they can make a connection/comparison to. Have students take notes and fill out the graphic organizer to help organize the information and comparisons.
- Students write their own stories using researched non-fiction facts about the historical figure. They take the writing through the writing process. Students will also score their writing on the traits of ideas and content, and voice.
- Share completed stories with each other to teach their peers about each historical figure.
Scaffolding extensions:
- Students may need steps 2 and 3 flip-flopped.
- Younger students may want to work in small groups to produce a group book on one historical figure.
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