iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers: Kylie Walker (Taylor Williams and Kayla
Carlton co-teachers)

Subject: 5th Grade History

The Bombing of Hiroshima

Common Core State Standards:

Strand 2 Concept 1 PO 4: Locate information using both primary and secondary sources.
3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. a. Orient the reader by establishing a situation
and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations. c. Use a variety of
transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete
words and phrases and sensory details to convey experiences and events precisely. e. Provide
a conclusion that follows from the narrated experiences or events. (5.W.3)

Objective (Explicit):
Students will be able to use primary sources to develop a narrative about WWII.
Evidence of Mastery (Measurable):
100% of students will turn in completed DBQs with thoughtful answers.
100% of students will write a three paragraph letter, using prior knowledge and primary resources, to President Truman
persuading him to either drop or not drop the atomic bomb.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to answer data based questions (DBQs).
Students will be able to write out thoughtful sentences and paragraphs.
Students will be able to use critical thinking and past knowledge to come to conclusions about WWII and the dropping
of the bomb on Hiroshima.

Key vocabulary:
Primary source

Materials:
Journey box
Lined paper
Pencils

Opening (state objectives, connect to previous learning, and make relevant to real life)
Ask students to recall how they reacted to the story from the previous days lesson
Tell students that the reactions of the people of that time are considered primary sources

Instructional Input

Teacher Will:

Student Will:

Make students aware that they are

expected to sit quietly, track the
speaker, and raise their hand if they
have a question
Explain to students that a primary
source is anything that centers
around an event that was created or
found during the time of the event
Describe and list examples of
primary sources
Pictures
Eyewitness accounts
News articles
Government documents
Letters

Sit quietly, track the speaker, and

raise their hand if they have a
question
Provide information if/when called
upon

Interviews
Any first-hand accounts
Show examples of primary
sources from Pearl Harbor to give
students a sense of what they
include/ what you can learn from
them

Co-Teaching Strategy
Co-teachers will roam around answering any questions and helping to
maintain good behavior in the classroom while the lead teacher for this
section is instructing.

Differentiation Strategy
If students are struggling to understand how to pull information from a
primary source, they will be instructed to work with their assigned partner
quietly

Guided Practice

Teacher Will:

Student Will:

Create 9 stations around the room

and place one primary source and
the corresponding questions from
the journey box at each station
Split the class into 9 groups and
have one group start at each station
Allow students to have 5 minutes
at each station to analyze the
sources and answer the questions
on a piece of paper as a group
Rotate each group through all nine
stations

Listen quietly during explanation of

activity
When directed, move to the source
their group will be analyzing first
Work as a group to answer the
questions for each source
Rotate to a new station when
directed

Co-Teaching Strategy
Co-teachers will roam around answering any questions and helping to
maintain good behavior in the classroom.

Differentiation Strategy
Students will be working in groups to allow for collaboration and
assistance within their peers
If they are struggling as a group, students are able to ask for help and
prompting from the teacher(s)

Independent Practice

Teacher Will:

Student Will:

Teacher will instruct students to

write a letter to President Truman
stating whether or not he should
drop the bomb based on the primary
sources they looked at.
Teacher will require students to
write at least three paragraphs
persuading the president.
Teacher will remind students of the
format of the letter.
Teacher will walk around and
answer any questions the students
have.

Students will write a letter to

President Truman persuading him to
either drop the bomb or not drop the
bomb.
Students will use information from
their primary resources.
Students will work independently.
If letter is not finished in class, it will
be completed for homework.

Co-Teaching Strategy
Co-teachers will roam around answering any questions and helping to
maintain good behavior in the classroom.

Differentiation Strategy
Students who need help with spelling, or ideas are encouraged to utilize a
dictionary and their peers to help bounce ideas back and forth

Closing/Student Reflection/Real-life connections:

Have a couple students share their letters only if they are comfortable doing so
Relate these letter to primary sources by explaining that if they were kids in 1945, the letters they wrote would
be considered primary sources