USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 4th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
What misconceptions might
students have about this
content?
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Name: ___Amber Scott__________________
Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020
Part 1: Lesson Content
Primary vs. Secondary Sources
How does this lesson connect to the interests and cultural backgrounds of your students?
Students may have seen primary sources from family members such as old pictures, books, etc. Students
may have been exposed to these authentic pieces of family history and don’t realize they are primary
sources. Students could also have been exposed to secondary sources and assumed they were original.
How does this lesson connect to/reflect the local community?
Students have grown up in the Seffner area so they have heard stories or seen historic places. I want to
expose students to primary and secondary sources because they could explore the Seffner area and learn
more about their community.
SS.3.A.1.1—analyze primary and secondary sources
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
SS.2.A.1.1—examine primary and secondary sources
Students should have been exposed to primary and secondary sources. During 2 nd grade students are
looking at primary and secondary sources and discusses what they can look like.
Trace the standard to the next grade level. What will students learn next related to this standard?
SS.4.A.1.1—analyze primary and secondary resources to identify significant individuals and events
throughout Florida history.
Students will be exposed to primary and secondary resources that relate to Florida history. During 4 th
grade students will specifically look at resources that have a reoccurring theme—Florida history.
Students will be able to see how primary and secondary resources can be used for specific topics and see
how they are used to depict history.
Students might think that secondary sources are not reliable.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
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Name: ___Amber Scott__________________
Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately differentiate between primary and secondary sources
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ___Analysis_______________
Which level(s) of thinking is/are called for in your objective? ___Analysis_______
Why did you choose this level(s) of thinking?
Students will be able to differentiate between primary and secondary sources, which makes this a higher
level thinking skill. This lesson would require students to examine various images and sort them based
on their traits. Students need to be able to know what makes up a primary and secondary source.
Describe your assessment plan:
 K-W-L chart (preassessment): I will have students use the K-W-L chart throughout the small
group lesson to monitor student learning. We will work on the K section as a preassessment or
review based on what they learned from 3rd grade. Next, I will transition the students into what
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
3
Name: ___Amber Scott__________________
Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020
they would want to learn from the lesson—I would use that section as a way to add the objective.
When we are done with the lesson, we will work on the L part. This will show what students have
learned (could be misconceptions) from the previous grade and what they learned with me.
 Exit ticket: At the end of the lesson, I will have task cards that explain a source. Students will have
to figure out if the source is primary or secondary and explain why. Students should use phrases
or words from the source sheet to help elaborate/explain why they think it is primary or
secondary. I will know the students understand primary and secondary sources when they can
accurately identify it.
Is your assessment formative or summative? Why did you make that assessment decision?
 This is a formative assessment because we are reviewing what students learned/remembered
from 3rd grade, which will be a preassessment (K-W-L chart). The K-W-L will give me an idea on
what the students learned and I will be able to adjust my lesson to make sure students know
what primary and secondary sources are before they can differentiate between the two.
 The exit ticket at the end will be a formative assessment because they will still be learning about
primary and secondary sources during day 2. The exit ticket will provide information as to
whether or not they can differentiate between the two sources. Students need to understand this
before continuing to day 2.
How does it align with your objective?
This assessment aligns with my objective because I am using the K-W-L chart to monitor student
learning throughout the lesson. I will be able to modify my lesson to meet the learning needs of my
students depending on the information they put in the K section of the chart.
I will not be using a rubric to score students on this assessment. Students will be participating in a small
group and we will work on the K-W-L together. I will be observing and assessing students based on their
participation—are the students answering questions, completing the K-W-L?
The exit ticket will be out of 3 points. I will be looking at the students answer and their reasoning. I am
expecting students to use their source sheet as a tool to help them identify the source and to support
their reason why.
Did the student answer the task card correctly? Is Did the student explain their reasoning for why it
it primary or secondary? is primary or secondary? Did they use phrases
from the source sheet to elaborate?
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
4
Name: ___Amber Scott__________________
Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020
2 pts for correctly answering 1 pt for supporting evidence
1 pt for answering incorrectly 0 pts for no supporting evidence
0 pts for not completing it
Part 2: Lesson Implementation
 Students will be sitting in a small group of 3—we will be in a corner of the classroom. Students
will stay in the small group for 30 minutes, this is one of the guided reading rotations.
 I will use attention getters to pull the students back to me (such as waterfall waterfall: shhh; class
class: yes yes). The students are already aware of these attention getters and are used
throughout the day.
 I will modify the classroom CHAMPS to set my expectations for the small group. I will go over the
CHAMPS at the beginning of the lesson when the students are in the small group. I will refer to
the CHAMPS throughout the lesson if students are not following the rules (my friends, what
conversation level should we be at?)
 I will use positive praise if students are not meeting my expectations. I will also reinforce
classroom rules/CHAMPS to help guide the students and bring them back to the lesson. I do not
think there are specific students that will require an extensive management plan.
 Students will not complete the task early, we will be working together in a small group. I will be
keeping track of time during our rotation and make sure we are on track to ensure we finish the
lesson.
Primary vs secondary sources sheet
K-W-L chart
Primary and secondary images
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Include any resources you used.
This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
5
Name: ___Amber Scott__________________
Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020
Exit ticket—task card
Pencils
CHAMPS expectation papers
AVID binder w/ green folder
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
As we are filling out the K-W-L chart, if students cannot share any information about primary or
secondary sources then I will adjust my content. Instead of jumping into sorting images, I will go
over what a primary and secondary source is and how they are used. I feel that it is important for
the students to know what a primary and secondary source is before they can sort images.
Which specific students will benefit, and why?
I believe this would benefit the students because they would not be able to complete the picture
sort or task card if they did not know what a primary and secondary source is. I rather take time
out of my day 1 lesson to introduce the sources to the student so they can be familiar with the
terms.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: use visuals to help students comprehend
 Early Production Level: allow students to answer questions (short responses/phrases) while
working in small groups to communicate
 Speech Emergence Level:
 Intermediate Fluency Level: develop academic language and use graphic organizers (K-W-L,
sorts, T chart)
What accommodations will you make for students who have an IEP or 504 plan?
N/A
What accommodations will you make for students identified as gifted and have an EP (education
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
6
Name: ___Amber Scott__________________
Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020
plan)?
N/A
Online for primary and secondary images
Supervisor for exit ticket advice
1. What is the content area for this lesson? ____Small Group—Social Studies ______
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ___guided______
3. Step-by-step plan:
Time: Action Steps:
2 min. Students will be sitting at the table with me for one of the small group rotations.
Students will have their AVID binders, which will have the social studies folder. I will go over the
expectations and goal for the small group lesson. I will also incorporate CHAMPS
 “Today we will look at various images/ so that we can identify primary and secondary
sources”
 “CHAMPS: we will be at a conversation level 2, you will raise your hand to speak, we are
working in small groups, you will stay in your seat, and we are participating for success!”
5 min. Today we are going to review primary and secondary sources. Students should
have learned this during 3rd grade. This is a review because we will be using primary and
secondary sources throughout out social studies small group. I will introduce the lesson by doing
a K-W-L—this will serve as a preassessment to see what the students remember from 3 rd grade
 “Today we are going to talk about primary and secondary sources. Can you tell me what
you learned or think a primary and secondary source is? (use this information to fill in
the K section) Now that we reviewed what primary and secondary sources are, lets add to
it. What else can we learn about these sources? (I will guide the students discussions to
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amber Scott__________________

Grade Level Being Taught: 4th Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020

room doing? How are they learn more about the characteristics/qualities—how do we know what a primary and
supporting students’ learning? secondary source is? How can we tell?)”
10 min. After working on the K-W-L chart, I will have students do a picture sort. Students
will be given multiple images. They will have to sort the images into primary and secondary
sources.
5 min. Once the students are done sorting, I will give them a resource sheet that provide
characteristics/qualities that will help students know if something is a primary or secondary
source.
 Based on the new information (resource sheet), I will give students the opportunity to
change their sort—if they think it is necessary.
2 min. If the students got any of the images wrong in the sort, I will explain why the
image is either a primary or secondary source. I will use the sheet to show students how the
information from it supports my reasoning.
6 min. To wrap up the lesson, I will review the objectives and how we met them. Then,
students will add to the L section of the K-W-L chart based on the new information they learned.
Then I will give students a task card that has a source. Based on the information provided on the
task card, students will have to guess if it is a primary or secondary source. Students will also
have to explain why, they should use their source sheet as a reference to support their reason.
 “So today we reviewed what primary and secondary sources are. We learned some traits
that help us differentiate between a primary and secondary source. Who can tell me some
traits of a primary source? Who can tell me some traits of a secondary source? What were
some things that you learned today? So now that we know what we did, I want you to
show me what you know! I am going to give each of you a task card. This card will explain
a source, but you will have to determine if it is primary or secondary. Once you figured
out what type of source it is, I want you to explain why. Remember, you can use your
source sheet to help explain.”

7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amber Scott__________________

Grade Level Being Taught: 4th Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020

Primary vs. Secondary Sources

Creator actually A source that analyzes,
witnessed event, interprets, or
participated in it, or synthesizes info about
lived at the time it a historical event
happened
Created when events One-step removed;
happened, or just after reporting usually by
someone who wasn’t
there
Variety of formats: Sample formats:
 Photos  Textbook
 Diaries  Encyclopedia
8  Letters
 Clothing
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amber Scott__________________

Grade Level Being Taught: 4th Subject/Content: Social Studies Group Size: Small Group Date of Lesson: 9/8/2020

I have three sets of task cards that will

be used as an exit ticket. Set A is about
George Washington; Set B is about
pilgrims; and Set C is about Pocahontas