Lesson Planning Template

Topic/Subject Area: Library/Research Lesson # 3 of 3

Librarian/Teacher(s): Amanda Harding
Grade Level: 5

Learning Goal (Consistent Throughout Learning Segment): understanding and using primary
and secondary sources

Lesson Objective (clearly defined, measurable): Students will be able to make a 30 second green
screen video where they present their information accurately on their topic.

Library Literacy: information literacy, visual literacy, digital literacy

Content Topics: primary and secondary sources

Connection to Common Core Standard or Illinois Learning Standard (list specific standards
addressed):
CC.5.RI.7. Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.

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.SL.2. Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.

I-SAIL Standard 1. access information efficiently and effectively to inquire, think critically, and gain
knowledge.
Library Objective 4. use primary and secondary resources.

AASL National School Library Standards

Standard/Indicator(s): I.A.1. formulating questions about a particular interest or a curricular
topic.

Standard/Indicator(s): I.B.1. using evidence to investigate questions.

Standard/Indicator(s): IV.B.1. seeking a variety of sources.

Standard/Indicator(s): V.A.1. Reading widely and deeply in multiple formats and write and create
for a variety of purposes.

Assessment Methods and Criteria: Graphic organizer addressing research topic, exit slip

Required Resources and Materials: pencils, library books relevant to topic, chromebooks, iPads,
green screen, SMARTboard/projector
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Key Academic Vocabulary: primary sources, secondary sources, define, brainstorm, research,
identify

Learner Profile (eg. #students, special needs, reading levels, etc.): 27 students (11 males, 16
females); 2 students with IEPs needing small group support and modified instruction; 1 student
with ADHD needing preferred seating and fidgets; 1 struggling reader needing extra support and
sentence starters

Special Considerations/Required Accommodations and Modifications (planned supports):

For green screen activity, graphic organizer is written in broadcast format, so that kids who need
more structure will be able to read from it while doing the green screen; for the kids who like to be
more creative and want to have more freedom, they will able to summarize their information how
they would like
Prerequisite Skills needed for students to participate in lesson: knowledge of using the
chromebook, fundamental research skills, knowledge of Green Screen app, and use of iPad

Instruction
Time Teacher Activity Student Activity
Describe, for each section, the teacher’s role, For each section, in coordination
Minutes
needed to behaviors, activity with some detail. with the teacher behavior,
complete describe expected student roles,
each
section
behaviors, responses, etc.
10 Lesson opening (advance organizer etc.)
minutes How will you start this lesson? What are your expectations for learners?
How will you introduce the new learning? What will they be doing?
How will you connect prior learning to new learning?
How will you spark student interest?

1. When students come into the library, they will 1. Students will be listening to the
sit at their assigned tables. Tell them they are demonstration and ask questions if
going to continue working on their research if needed.
they are not done, but you are going to
demonstrate the use of the green screen app for
students who are ready to record their videos.
Demonstrate the green screen app using the
projector and an iPad to show them how to find a
picture, put it in the app, and take a video.
45 Body of lesson
minutes What steps will you follow to help students learn? What are the activities, which will engage
What instructional strategies will you use? (Direct learners?
instruction, modeling & guided practice, independent
practice, sharing & reflecting)
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Opportunities for the communication skill?
What questions or feedback will you provide students?
1. While students finish their research, others
will begin the green screen activity, where they
will record a 30 second broadcast about their
extreme weather event.
5 CLOSURE
minutes How will you, as the teacher, end this lesson?
What are the key take-aways?
1. Hand out the exit slip to students, telling them
that you hoped they enjoyed the activity. Let
them know that they are expected to fill out this
exit slip, which will serve as their reminder of the
take-aways of this lesson.
1. Students will be working with
their partner or individually to
complete their graphic organizer and
be using the green screen. As
students are waiting to use the green
screen, or as they finish, they will be
able to check out library books and
read quietly at their tables.
What do you want your learners to
take-away in terms of knowledge and/or
skills?
1. Students will fill out the exit slip
individually. The exit slip will ask
them to define a primary source and
give an example, and identify a
primary source and give an example.