[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

Some missions although created for a two or three hour work cycle may still need addtional time and or may change based on unexpected activities/interruptions during the school day.

Students are not usually assigned homework as part of the Montessori plan at my school. Therefore some assessment/reflection activities may be done by the child during their choice time as an extension of class. 

By the end of the session students will be able to:

Analyze various types of documents related to John A. Logan (textual documents, images etc.)

Compare and contrast content from different sources related to the character of John A. Logan.

Use documents to help them gain an contextual understanding about the person for whom their school is named (Logan) 

Describe character traits of John A Logan that they see as important to share with peers.

Based on the textual information and further research, make an individual judgement, come to concensus, defend and write their own statement about the name Logan permanently remaining on the front of the building for reference or as part of the history of the building.

Create a 2 to 3 minute video (in small groups) justifying (character, constributions,  etc.) their decision to remove or keep the name Logan on the front of the school based on the information they gathered from their extended research, primary sources and class information. 


[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]

  • CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
  • CCSS.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

This is a print of the visit of Knights Templar To Washington, D.C. Large Page Includes Portraits (Bust) of Six Officers, View of Knights Templar in Parade, Drilling, And Reception. One of the Bust is of John A. Logan
Creator: Frank Leslie’s Illustrated Newspaper
Source: http://historydc.pastperfect-online.com/32595cgi/mweb.exe?request=record;id=602177B9-10D1-4942-A712-481453533174;type=101
Date: October 26, 1889

Statue of General John Logan in Logan Circle, Washington, D.C.
Creator: Christie, Peter H.
Source: http://historydc.pastperfect-online.com/32595cgi/mweb.exe?request=record;id=317442CD-211E-401B-A42E-117077293380;type=102
Date: early 1895-1905 late

Website (Wikipedia) showing a photo and giving information about John Logan.
Creator: Wikipedia
Source: https://en.wikipedia.org/wiki/John_A._Logan
Date: last modified June 30, 2013

Website giving information and photo of John A. Logan
Creator: Washington Government Printing Office
Source: http://bioguide.congress.gov/scripts/biodisplay.pl?index=L000403
Date: 1887

Website link for Logan Museum. This gives information and photos of him as a soldier, politician and family man.
Creator: Website own by Splattered Ink
Source: http://loganmuseum.org/
Date: 2011-2013

Website giving information about his burial site and memorial. His relation to Memorial Day.
Creator: Find A Grave
Source: http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=1653
Date: January 01, 2001

Article of Logan being honored.
Creator: Washington Post Staff Writer
Source: Washington Post
Date: April 24, 1933

Article about John Logan and his wife.
Creator: Washington Post Staff Writer
Source: Washington Post
Date: November 26, 1934

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]

Students will be given photos of John Alexander Logan (table or small groups) without a title and name. Students will share photos but individually write a name for the male figure and based on the photos and information about the male figure based on analzing the photos to determine what kind of man he was (is) ask students to think about if he is still alive based on information from the photos.

Have students volunteer to share out and to justify some of their answers.

News article, interview regarding General Logan. Good for debate
Creator: Washington Post Staff Writer
Source: Washington Post
Date: April 26, 1879

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

Set up stations with a variety of sources --print, news articles about Logan as family man, life as soldier, life as a poitician, including selected websites.

Discuss and remind students about character traits  and about facts and opinions (ELA standards). 

Conduct guided reading activity with the various groups using brief summary about Logan. Have student orally answer factual information based on the reading.

Let students know that the information will only be listed if they can go back within the text and show where they got the information; have them justify their answers.

List the factual information from students if they are able to use the textual information to justify their answers relating to factual information. 

Give students a list of character traits (external and internal). Have students in the group tell me two character traits that describes me as a person or teacher. Have them justify their answer. Remind them that external traits are the things the author describes (on the outside, physical features, clothes etc.) and internal they usually describe features you cannot see (you have to infer at times) caring, kind etc. Explain to students that they are going to use the sheet to list charater traits of John Logan and justify their answers with informtion form the textual documents and other sources. 

Character Traits Resource

Gives a sample list and resource site for students to choose words to describe character of Logan.

Download this file
Creator: Appalachian State University
Source: http://www.ltl.appstate.edu/reading_resources/Character_Trait_Descriptive_Adjectives.htm


[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Have students work in small groups to help each other. They will have a central place to write questions for clarification if other members in the group cannot answer their question.  

Small groups will rotate from station to station to use the information (various sources related to John Logan) to collect factual information about his family life, life as a soldier and his political life. Students will determine the type of person he was based on the information they gather from the sources. 

Students will work on completing the worksheets related to character traits and gathering factual information about the three main areas of his life. Students may add their own category if they choose that they consider interesting about Logan's character.

In small groups, students will make a decision (evaluate/synthesize) the information into giving three character traits they feel depicts John Logan and two facts related to his family life, life as a soilder and his life in politics (number of facts etc will change based on grade).  This information will be done on one sheet as a group.

Keepsake Name Sheet

This is a guide to help students make a decision on keeping the name Logan on the front of the building.

Download this file
Creator: Lesa Warrick
Source: Original work
Date: July 30, 2013


[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will individually decide based on their research, interrogating the sources related to John Logan, discussions, character trait information, group share outs, if they think the name Logan should permanently remain on the current building of the school. Students will justify their answer based on just the evidence and sources they were able to use.  This information will be written in a journal.

Students will then be broken into small groups based on how they  responded to the question. If all students decided to keep the name Logan on the building, students will get into groups to plan for their 2 to 3 minute video justifying and defending why the name Logan should remain on the building (or not).

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

Each group will share their (written script) plans for their 2 to 3 minute video clip on preserving the name Logan on the front of the building or not preserving the name based on the information they gathered and learned about John Alexander Logan the man and his character traits. 

Students and teacher decide on a date video clips need to be completed.  

Students will work on creating the actually video clip independently (they can choose this a a piece of meaningful work to put in their work plan to work on at any given time of the day with permission from their Montessori teacher). Students can get the support of the librarian, resource teacher or other adult to assist as needed.  

Students will individually reflect in their journal about the session. Students will give feedback about their most exciting thing they found out about John A. Logan and their most loved character trait.  Students will be encouraged to use Illustrations with this writing activity.