LESSON PLAN TEMPLATE

Your name: Mary Kelly Date: 1/20, Lesson Title: Primary Source Lesson Grade level: 5th Cooperating teacher-librarian: Linda Diekman School & City: Glen Grove, Glenview Length of lesson: 60 mins

Purpose: In conjunction with a unit on the American Revolutionary War, 5th grade students will learn how to differentiate between a primary and secondary source. Learning Outcome(s): I can tell a primary source comes from the original source or person, and a secondary source refers to the original source. Standards Common Core Standards for Math and English: CC.5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CC.5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Illinois Learning Standard(s) Addressed: 5.B.3b Identify, evaluate and cite primary sources. Standards for 21st Century Learner Addressed: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. Materials: Needed by you: The Adams-Jefferson Letters by Lester Cappon Worst of Friends by Jurmain Box of contemporary documents Worksheet Digitized John Adams and Thomas Jefferson letters Enlarged Bibliography from Worst of Friends John Adams by David McCullough Thomas Jefferson by Kevin Hayes

Needed by students: Notebook Writing Utensils

Instructional procedures: Focusing event: Start session with a question, who here knows what a primary source is?

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This question provides an opportunity to informally assess students understanding of primary documents.

Input from you: Read Worst of Friends by Jurmain to the students to provide historical context to the lesson. The story is about the friendship, falling-out, and renewal of friendship between Thomas Jefferson and John Adams. Student will examine the bibliography from Worst of Friends and identify potential primary sources. Share the Lester Cappon book, The Adams-Jefferson Letters, and discuss why this is a primary source. Share David McCulloughs John Adams and Kevin Hayess Thomas Jefferson and discuss how these authors used the Cappon book as a source. While presenting different sources, continuously check for understanding by asking, is this a primary source or a secondary source? Guided practice: On the primary source worksheet, students will select whether the contemporary document is a primary or secondary source. Share contemporary box of primary sources and have the students decide if it the document, artifact, etc. is a primary or secondary source. Closure Review the characteristics of a primary and secondary source. Assign homework: students will bring in a primary source from home to share with their classmates tomorrow. Check for understanding: Collect and grade the primary source worksheet. Homework assignment is another opportunity to check for understanding and further discussion. Whats next? Lesson 2: Review primary sources, what are the characteristics of a primary source. Students will come together to share primary sources that they found at home. Student will begin to examine primary sources found in archival collections.

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