Dubuque History Final Unit Plan

Dubuque History Project Unit Overview
The Five Flags and The Grand

Nina B. Schiro
Table of Contents
Annotated Bibliography...........................................................................................................................3
Unit overview..........................................................................................................................................6
Lesson Plan Day 1..................................................................................................................................13
Lesson Plan Day 2..................................................................................................................................16
Lesson Plan Day 3..................................................................................................................................19
Lesson Plan Day 4..................................................................................................................................22
Lesson Plan Day 5..................................................................................................................................25
Lesson Plan Day 6..................................................................................................................................28
Lesson Plan Day 7..................................................................................................................................30
Lesson Plan Day 8..................................................................................................................................33
Lesson Plan Day 9..................................................................................................................................35
Lesson Plan Day 10................................................................................................................................37
Lesson Plan Day 11................................................................................................................................39
Lesson Plan Day 12................................................................................................................................41
Lesson Plan Day 13................................................................................................................................43
Grading Rubric: Aria...............................................................................................................................45
Grading Rubric: Avery............................................................................................................................46
Grading Rubric: Jett...............................................................................................................................47
Grading Rubric: Paisley..........................................................................................................................48
Inquiry Design Model Template............................................................................................................49
IDM Reflection...................................................................................................................................50
Personal Reflection................................................................................................................................52
Annotated Bibliography
Theater Folder. Theater at fourth and main: a rich and vivid tradition. (n.d.). St Regis.
This primary source captures the history of the Five Flags Center. It focuses on the changes
of the theater’s name and structure over the years. This source also highlights the owners and
buyers of the theater as well as some famous performers during that period. This source is useful
in helping the students understand the true history of the Five Flags and how it came to be what
it is today. This source could specifically help them create a timeline of events related to the
history of the Five Flags and how it changed immensely over time. This article features many
facts about the specific costs of projects that were done on the Five Flags. There are also many
unique pictures of the Five Flags in this article which emphasize the significance of the theater.
An interesting fact in the article says, “Fire destroyed the Bijou Theater at Fourth and Main in
April 1910. But the owner quickly rebuilt, hiring the Chicago firm of Rapp and Rapp to design
the existing theater.” I would say the reading level of this article is advance for third graders.
Hemmer, Paul. (2017). Dubuque's Master Showman - Jake Rosenthal.
This primary source captures the history of Jake Rosenthal and his connection to the
history of the Five Flags. Rosenthal spent most of his life working in theater. In 1904, he took
ownership of the management of the Bijou Theater and introduced vaudeville to Dubuque. He
also brough many famous stars to the theater to perform. This source would be useful for
students in understanding how and why the theater came to be so popular. It may be hard for
some students to understand the history of the theater itself, so this article makes it more
personable and relatable because it includes details about Rosenthal’s life. I would say the
reading level of this article is slightly advance for third graders.
Theater F2 Folder. Grand Marks 75 Years
This primary source captures key details in history of The Grand Opera House, now
known as the Grand Theater. This source highlights how the Grand came to be so successful.
The Grand Opera was always known for it’s outstanding performances such as Shakespeare. An
interesting fact from this article is, “Eventually silent movies aided by an orchestra and sound
effects backstage found their way into the Grand.” The Grand’s interior was also torn out in 1930
and remodeled into the present movie house known as the Grand Theater. This source would be
useful for students because they can start to understand the history of the Grand and how it is
both similar and different to the Five Flags. I would say that the reading level of this article is in
between intermediate and advance for third graders.
Telegraph Herald. Jones, Tia. C. (2014, May 7). Back to the start.
This primary source is a newspaper article that highlights a little about the history of the
Grand and how its theater productions were a great thing for the community. The article talks
about the mission of the theater as well as the challenges they faced. They mainly focus on
interesting anecdotes that were popular over the years. In the article, Hemmer says, “We all work
very hard to deliver a product of quality and one that we can all be proud of and call truly
‘Grand.’” This statement emphasizes the true hard work and talent that was put into the
performances. This resource would be helpful for students because it gives them information
about why people enjoyed the Grand and how it brought entertainment to the community. I
would say that the reading level of this article is an average level for third graders because it’s
much easier to comprehend.
Theater F2 Folder. (2016). History of The Grand Opera House. Dubuque, IA.
This primary source is a pamphlet that is a general overview of the history of the Grand.
This pamphlets highlights the details of many of the performers than have performed at the
Grand. It also highlights architectural changes to the Grand over the years. This source would be
useful for students because it is short, but also contains a lot of good information and the level of
reading is at a very easy level of third graders. An interesting fact from the pamphlet is
“Annually the Grand produces 3-4 musical, comedy, drama, pops concerts, 2 ballets and
numerous touring productions and community events each year.”
Christian, Rebecca. (1994, October 20). 5th generation asked for grand hand.
This primary source is a newspaper article about a campaign that was launched in 1994, an
ambitious fund drive to raise $650,000 to renovate the Grand for the second time, the first one
being in 1930. They wanted to have the renovation completed in 1995. The article goes on to talk
about what the money will be used to restore the old house. Much of the money went into
renovating things that were functionally crucial, but don’t show. An interesting fact in the article
says, “Grand supporters may also contribute by shopping at Hy-Vee Food Store Nov. 7, 8 and 9
and turning in a special coupon so that 7 percent of their bill will be donated to the grand.” I
think this source would be useful for students because it provides detailed information about how
the Grand was renovated and how they raised it. The reading level of this source is average for
third graders, and I think they would be able to understand the key ideas.
National Register of Historic Places Registration Form. (1990). United States Department of the
Interior: National Park Service, 1–121.
This primary source contains tons of information about the Grand Opera House. The
document is very large and contains a lot of important facts and dates regarding the Grand. It
describes the exterior of the Grand and the general plans of the building. It describes the interior
layout and specifically describes each floors plan along with pictures of the floor plans. They
include a chronological list of significant changes that were made to the Grand over the years.
They include information on the business of running the Grand and people who were significant
in the running of the theater. This source would be helpful for student because it contains a lot of
useful information, but I think this source is going to be one that I will use for my reference. I
may pull certain page numbers from this text to use for the students. I would say the reading
level of this source is above average for third graders.
Lyon, R. W. (1991). Grand Opera House. In Dubuque, the Encyclopedia (pp. 181–182). First
National Bank of Dubuque.
This primary source is from the Dubuque Encyclopedia. This source outlines the very basic
knowledge of what the Grand Opera house was and is today. It includes a picture of the Grand,
details about the costs, actors that performed at the Grand and the remodeling of the architecture.
This source would be useful for the students because is short and straight to the point, so it will
help give students better understanding. An interesting fact is that the Grand Opera House is the
oldest surviving theater in the city of Dubuque. The reading level is average for third graders.
Lyon, R. W. (1991). Majestic Theater. In Dubuque, the encyclopedia (p. 285). First National
Bank of Dubuque.
This primary course is also from the Dubuque Encyclopedia. This source outlines the basic
information about the majestic theater, also known now as the Five Flags Center. It includes a
picture of the Majestic Theater and where the anchor of the Five Flags Civic Center is. It
includes details about the costs and expenses of the theater as well as details about the transition
from the Majestic to the Five Flags. An interesting fact is that the theater has the record for
having the longest history of being a theater site west of the Mississippi River. This source
would be useful for students because it is an easy read for students and holds valuable
information for their project.
Theater F2 Folder. 5 Flags. Dubuque, IA.
This source is a pamphlet about the history of why the Five Flags was built. Dubuque was
in need of a “Civic Center to serve the cultural, recreational, entertainment and convention needs
of the city and surrounding areas,” according to the source. The source explains how a plan was
proposed for the new civic center. Some uses for the Exhibition Hall were trades shows, catered
banquets and large meetings. The pamphlet explains how the economy of Dubuque areas would
benefit from the Center since the money spent would be circulated through various sectors of the
community. It would be beneficial to have more qualified professional people, business and
industry into the community. It also helped to ensure that present employers and companies
remained in Dubuque to grow and flourish. There is a lot of unique information about why the
Five Flags Civic Center was built and will be helpful for students. The reading level of this
source is above average for third graders.
Unit overview
Time
Unit Length About 8 Weeks

16 Classes
Standards
Literacy Standards (Iowa Ask and answer questions to demonstrate understanding of a text, referring explicitly to
Core) the text as the basis for the answers. (RL.3.1) (DOK 1,2,3)
With prompting and support, identify the main topic and retell key details of a text.
(RI.K.2) (DOK 1)
With prompting and support, identify the reasons an author gives to support points in a
text. (RI.K.8) (DOK 2)
With prompting and support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI.K.9) (DOK
2,3)
Social Studies Standards Inquiry Anchor Standard

(Iowa Core) SS.3.1 Identify disciplinary ideas associated with a compelling question.
SS.3.2 Use supporting questions to help answer the compelling question.
SS.3.3 Determine the credibility of one source
SS.3.3.4 Cite evidence that supports a response to supporting or compelling questions
SS.3.3.5 Construct responses to compelling questions using reasoning, examples, and
relevant details.
Behavioral Science
SS.3.8. Describe the effects, opportunities, and conflicts that happened when people from
different social groups came into contact with each other.
SS.3.9. Compare and contrast the treatment of a variety of demographic groups in the past
and present.
Civics
SS.3.11. Provide examples of historical and contemporary ways that societies have
changed.
Economics
SS.3.13. Identify how people use natural resources, human resources, and physical capital
to produce goods and services.
Geography
SS.3.20 Describe how cultural characteristics influence people’s choices to live in different
regions of the U.S.
SS.3.21 Use map evidence to explain how human settlements and movements relate to
the locations and use of various regional landforms and natural resources.
History
SS.3.22 Compare and contrast events that happened at the same time.
SS.3.23 Compare and contrast conflicting historical perspectives about a past event or
issue
SS.3.24 Infer the intended audience and purpose of a primary source using textual
evidence.
SS.3.25 Explain probable causes and effects of events and developments.
SS.3.26 Develop a claim about the past based on cited evidence
SS.3.27 Analyze the movement of different groups in and out of Iowa, including the
removal and return of indigenous people.
SS.3.28 Explain the cultural contributions that different groups have made on Iowa.
Unit Overview
Date Topic Resource Needed
2/28 Introduction  Folders

 Worksheets
3/2 Field trip to Loras  folders

 Pencils
 See, Think, Wonder Worksheets
 Primary sources
3/7 Highlighting  Highlighters

 Sources
3/9 Highlighting and note taking  Main idea & key details worksheets
 Pencils/highlighters
3/21 Highlighting and Note taking  Main idea & key details worksheets
3/23 Note taking & Synthesize  Synthesize worksheets
3/28 Synthesize speeches  Paper to write rough draft

 Start timelines  Timeline outline sheets
3/30 Synthesize speeches  Computers

 Finish timelines  Timeline outline sheets
4/4 Board speeches (continue typing paragraphs)  Computers

 Find photos
4/11 Board speeches  Computers

 Finalize photos
4/13 Trolley field trip  No lesson this day
4/18 Board speeches  Computers/printer

 Maps
4/20 Board/Speech  Poster Board

 Computers to print (if needed)
 Scissors
 Glue
 Construction paper
4/25 Finalize Board/Speech  Poster Board

 Scissors
 Glue
 Construction paper
4/27 Practice Presentation o Final Poster Board
5/2 Off day  No lesson this day
5/4 Practice Presentations  Poster Boards
5/9 Presentation (in ballrooms)  Poster Boards
Daily Plan
Day 1 Standard: N/A
Topic: Intro/set up
Small Group: make set of rules for group, explain project & topic
Seated Activity: all about me worksheet, crossword
Day 2 Standard: SS.3.1 Identify disciplinary ideas associated with a compelling question.
SS.3.2 Use supporting questions to help answer the compelling questions in an inquiry.
SS3.3. Determine the credibility of one source.
SS.3.4 Cite evidence that supports a response to supporting or compelling questions.
RI.3.1 Ask & answer question to demonstrate understanding of a text, referring explicitly to the text as
as the basis for the answers
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the
main idea
Topic: Primary Sources
Small Group: read & evaluate sources
Seated Activity: See, Think, Wonder worksheet
Day 3 Standard: Ask & answer questions to demonstrate the understanding of a text, referring explicitly to
the text as a basis for the answers (RI.3.1)
Determine the main idea of a text; recount the key details and explain how they support the main idea
(RI.3.2)
Cite evidence that supports a response to supporting or compelling questions (SS.3.4)
Topic: Highlighting
Small Group: Highlight sources together
Seated Activity: highlight independently.
Day 4 Standard: Ask & answer questions to demonstrate the understanding of a text, referring explicitly to
the text as a basis for the answers (RI.3.1)
Determine the main idea of a text; recount the key details and explain how they support the main idea
(RI.3.2)
Cite evidence that supports a response to supporting or compelling questions (SS.3.4)
Topic: Highlight (begin taking notes if done highlighting)
Small Group: Highlight sources (with partner if needed)
Seated Activity: Highlight sources
Day 5 Standard: SS.3.5 Construct responses to compelling questions using reasoning, examples, and relevant
details
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the
same topic
Topic: Note Taking
Small Group: Model note taking
Seated Activity: read sources & take notes independently
Day 6 Standard: SS.3.5 Construct responses to compelling questions using reasoning, examples, and
relevant details
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the
same topic
Topic: Synthesizing information from multiple sources
Small Group: explain how to take notes from multiple sources and create one paragraph
Seated Activity: Finish notes & begin synthesizing
Day 7 Standard: SS.3.5 Construct responses to compelling questions using reasoning, examples, and relevant details
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly
Topic: Writing Paragraph
Small Group: Explain how to write a paragraph w/ example
Seated Activity: Begin writing their own paragraph
Day 8 Standard: RI.3. Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in a technical procedure in a text, using language that pertains to time, sequence,
and cause/effect
SS.3.11 Provide examples of historical and contemporary ways that societies have changed.
Topic: Timeline
Small Group: Show an example of a timeline
Seated Activity: Work on timeline with partner
Day 9 Standard: SS.3.3 Determine the credibility of one source.

SS.3.3 Cite evidence that supports a response to support or compelling questions
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding
of the text
Topic: Photo Analysis
Small Group: Show example of Photo
Seated Activity: find their own photo and type a caption for it
Day 10 Standard: SS.3.3 Determine the credibility of one source.

SS.3.3 Cite evidence that supports a response to support or compelling questions
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding
of the text
Topic: Editing and Revising Paragraphs & Photos
Small Group: Explain revision marks on paragraphs
Seated Activity: Students revise their paragraphs and find their photo
Day 11 Standard:SS.3.4 Cite evidence that supports a response to supporting or compelling questions.
SS.3.20 Describe how cultural characteristics influence people’s choices to live in different regions of the U.S.
SS.3.21 Use map evidence to explain how human settlements and movements relate to the locations and use of
various regional landforms and natural resources.
Topic: Google Maps
Small Group: Show how to use google maps
Seated Activity: Find the Grand or Five Flags on the Map
SS.3.7 Use a range of deliberative and democratic procedures to make decisions about and act on civic
problems in their classrooms
SL.3.2 Engage effectively in a range of collaborative discussion with diverse partners on grade 3 topics and
texts, building on other’s ideas and expressing their own clearly
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details
SL.3.6 Speak in complete sentences when appropriate to task and situation, such as when performing dramatic
readings or presentations, in order to provide request detail
Topic: Finalize Boards
Small Group: Cut, glue and paste work onto board
Seated Activity: What makes a good presentation? (look at rubric)
Topic: Finalize Project
Small Group: Practice Presentations w/ teacher
Seated Activity: Review rubric & give specific feedback
Topic: Class Presentations
Small Group: Present
Seated Activity: Take Notes on other groups presentations
Topic: Class Presentations
Small Group: Present
Seated Activity: Take notes on other groups presentations
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or detail
Topic: Final Presentations (in ballrooms)
Small Group: n/a
Seated Activity: n/a
Lesson Plan Day 1
Group A
Elementary Student Topic Area/Question
Jett 5 Flags
 Name changes
 Location?
Paisley 5 flags
 ?? (absent)
Avery Grand
 Money used to build it
 Profit made
 When was it opened
Aria Grand
 Who ran/worked it
 Performers
 Performances
Lesson Title Meet & Greet
Place in Unit Day 1, Lesson 1
Standards (Common Core) N/A
Materials Needed “Getting to Know You Worksheet”

“DBQ Student Instructions Checklist”
Inquiry Project Handout
Wordfind
Glitter pens
Key concepts / Main ideas / 1. Get to know small group

Vocabulary 2. Set expectations
3. Explain project
Connect: How is this lesson Introduction to a small group. This is a chance to set behavioral and academic
important to the overall goal expectations.
of the project?
Teaching Point/Skill: What Loras students will introduce themselves and model how to meet new people
skill will students use? and learn to find common ground and establish respectful relationships.
Lesson Sequence
Engaging Students: 1. Explain to students they will participate in an inquiry project for
Invitation, connection, or Dubuque History
interesting? 2. They will research and design for their parents at Loras College
Procedures: Be specific, who 1. Introduce self - what will they call you?
is doing the action, how will 2. Set behavior expectations (make rules)
it happen? 3. Complete “Getting to Know you worksheet”
4. Go over “DBQ Student Instruction Checklist”
Additional Time
1. Inquiry Project Handout or Loras folders
2. Word search
Closure: summary, review, 1. Explain field trip to Loras

what happens next
Assessment: How will know 1. Students have been attentive and can explain the goals of the project.
if students have meet your
objective?
Differentiation/ 1. Identify students who may need additional accommodations (talk to

Modifications/ classroom teacher)
Accommodations 2. Seat students next to teacher if they need additional help
Reflection/Notes from Lesson (describe your teaching - be specific):

I think that overall, the introductory lesson went well for my group. I began the lesson
by introducing myself and asking the students to introduce themselves. Then I gave a very brief
discussion about what we were going to be doing for our project. Looking back on it now, I wish
I would’ve given more details about the project before doing the “All about me” worksheets
instead of after. I gave students a lot of time to work on the “All about me” worksheets. I think
that giving them enough time on the worksheets kept them engaged and excited to start
working on the project. As students filled it out, I interacted with each of them by making
positive comments or asking them questions to show my interest in learning about them. After
each student was finished, I looked over their sheet and pointed out some interesting things I
noticed. I tried my best to connect with them so that I can start to form a close relationship
with them.
Two of my students finished before the other two students, so I let them start their
word search worksheet until the other two were finished with their worksheets. Once everyone
was finished, I had my group come up with a list of group rules. I think this was very effective
because it made it more engaging for the students and allowed them to think about what I
expect out of them. I was very impressed with the list of rules they came up with! Next, I had
them fill out the survey sheets to rank themselves for each topic area. At this point, the
students had a lot of questions, so I took turns with each student and helped them fill it out.
After my students finished that worksheet, I gave them time to work on their word search until
it was time to rap up. The students loved the word search and didn’t want to stop! After the
word search, I told them that they would be coming to Loras on Thursday and about what we
would be doing. I ended with answering any questions they had.
After the first day, I know a lot about my students. I learned who can get off task easily, I
learned who struggles and needs more scaffolding, I learned who is quiet and who is actively
engaged and I learned who is more advanced. I feel that meeting the students went better than
I thought it would and I am excited to see what my students can do.
Lesson Plan Day 2
Group A
Jett 5 Flags
 Name changes
 Location?
Paisley 5 flags
 ?? (absent)
Avery Grand
 Profit made
 When was it opened
Aria Grand
 Performers
 Performances
Standards (Common Core) SS.3.1 Identify disciplinary ideas associated with a compelling question.
SS.3.2 Use supporting questions to help answer the compelling
questions in an inquiry.
SS3.3. Determine the credibility of one source.
SS.3.4 Cite evidence that supports a response to supporting or
compelling questions.
RI.3.1 Ask & answer question to demonstrate understanding of a text,
referring explicitly to the text as as the basis for the answers
RI.3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea
Materials  Loras folders

 Student packet
o See, Think, Wonder guide sheet
o See, Think, Wonder worksheet
o Analyze a Written Document guide sheet
o Written document analysis worksheet
o Inquiry project: My observations and Wondering
o Note taking sheet (lined)
o Note taking sheet (boxes)
 Teacher packet (same as student with teaching guides)
 Primary sources (DBQ Center)
Connect: How is this lesson This lesson serves as the foundation for the unit. Columbkille students
important to the overall goal of the have identified their topic areas of interest. Guided by their Loras
project? teachers, they will begin to research their subject area and develop a
question they want to answer.
Teaching Point/Skill: What skill will C3 Inquiry Skills (C3 Framework)

students use? 1. Questioning
2. Selecting sources
3. Gathering information from sources
4. Evaluating sources
5. Using evidence
Lesson Sequence 12:00ish - Loras teacher will meet in the ballroom to set up their space
12:30 - Columbkille students will arrive. Students will be seated in small
groups with their students
12:30-1:30ish - Students will work in their small groups with Loras
teachers
C3 Framework: Dimension 1: Developing Questions and Planning

Inquiries
 Columbkille students will be encouraged to look through the
primary sources
 Loras students will help to teach the difference between a
primary and secondary source (they will specifically point out the
origin and use)
 Complete: “See, Think, Wonder” worksheet (use guide as
reference)
C3 Framework: Dimension 2: Applying Disciplinary Tools & Concepts

 They will identify one or more sources they would like to work
with
 Students will analyze the primary sources using “Analyze a
Written Document” as a guide
 Possible worksheet: “Written Document Analysis Worksheet” or
“Photo Analysis Worksheet”
C3 Framework Dimension 3: Evaluating Sources & Using Evidence

 Students will begin to develop a broad inquiry question they are
interested in
 Complete “Inquiry Project: My Observations & Wonderings”
1:30-1:45 Columbkille students will leave
Differentiation/ Modifications/ If needed, students will be walked through the guided worksheets.
Accommodations Skills to modify - reading dated material (vocabulary), understanding
main idea of sources, developing questions.
Students are also being provided with note taking worksheets if they are
ready to move ahead. Two different types - lined and boxed for support
Assessment Completed worksheets to guide next research session:
 See, Think, Wonder
 Analyze at least one document (worksheet or verbal)
 Inquiry Project: My Observations and Wonderings
Reflection/Notes From Lesson:

Today, the students came to Loras and when they got here, they were all very excited
for this field trip. I set up their folders beforehand in a specific seating chart so the two that love
to talk were separated from each other. I started by asking how their day was and if they wanted
to share anything with the group before we got started. (Then the fire alarm goes off) When we
got back inside, I started by giving the students instructions on what we would be doing today.
After giving instructions, I started giving them primary sources to look at. Some students were
excited to look at them and others weren’t. I started by giving them sources that were easier
level text so that I wouldn’t overwhelm them at first. I had them take out the “See, Think,
Wonder” sheet to take notes on the sources they were looking at. I was very impressed by the
things they found.
As students continued to look at the sources, I went around and helped them if they
were stuck. I would prompt them by pointing out parts of the text that contained useful
information. I tried to give the students positive feedback when I noticed something good. I
would say things like, “Great job finding information in that source.” or “That is a good question
to ask.” “You are all taking very detailed notes, keep up the hard work!” I did not have copies of
the sources for the students today, but I am glad that I didn’t because I think that the students
would have been slightly overwhelmed with learning how to highlight too. The students learned
a lot just from today and it gave them a better idea of what they want to learn more about.
Next time, I am going to prepare myself better by planning out exactly how I am going to
teach highlighting and note taking. I may give an example to show students how it should look.
I am going to reread through some of the sources that the students are using to make sure I am
able to answer the students' questions when they arise. Overall, I think that the students
listened and followed directions and they worked very well together. I am hoping that next week
will go just as well.
Lesson Plan Day 3
Group A
Jett 5 Flags
 Name changes
 Location and structure of building
Paisley 5 flags
 How many plays were at the theater?
Avery Grand
 How old is the Grand?
 Profit made
Aria Grand
 Performers/performances
Note: This lesson may take 1-3 sessions
Standards (Common Core)  Ask & answer questions to demonstrate the understanding of a text, referring
explicitly to the text as a basis for the answers (RI.3.1)
 Determine the main idea of a text; recount the key details and explain how
they support the main idea (RI.3.2)
 Cite evidence that supports a response to supporting or compelling questions
(SS.3.4)
Materials  Highlighter
 Primary source example to do together
 Primary source to do independently
 Note taking sheet
 Main idea strategy - https://teachingmadepractical.com/teaching-main-idea/
 HIghlighting strategy -
https://www.adlit.org/in-the-classroom/strategies/selective-highlighting
Connect: How is this lesson This lesson teaches students how to locate facts and main ideas. It is foundational in
important to the overall goal that they will use this skill for the rest of the project. Students should be able to state
of the project? the main idea of the primary source and then find details to support the topic sentence.
They will learn to highlight facts that are important to their topic and eventually,
summarize what they have read.
Teaching Point/Skill: What Students should highlight the topic sentence and restate the main idea in their own
skill will students use? words. They should be able to write in their own words the topic. They should be
able to identify details that support the main idea. The next step is for the student to
use highlighted information to take notes.
Lesson Sequence 1. Review the teaching checklist with students (establish procedures,
accountability, transitions, etc.)
I do, we do, you do model
1. Pass out a common primary source to all the students (highlighters & primary
source).
2. Ask students: Looking at the title, what do you think this will be about? What
keywords are you noticing? Are their pictures? What kinds of information
will be important?
3. Highlight the title of the source. Look for the topic sentence (show students it
is usually the first sentence in a paragraph).
4. Skim-read the source: What kinds of information are you seeing? What do
you think this will be about?
5. Read the first paragraph together (or whatever part you are using). Highlight
the main idea and think aloud about the details.
6. Continue reading the paragraph, highlighting details.
7. Have students read the next paragraph: What would we highlight? What
details support the main idea? Note: We don’t highlight everything!
8. Either continue to work with students, or let them try independently.
9. When students understand, have them highlight their own source, but check
with you after each paragraph.
Closing
1. Bring students back together and review what they learned.
2. Set goals for the next date.
3. Check and correct work - give students specific feedback about what they did
right and changes they need to make.
Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary (can write the
Modifications/ definition on sheet). Ask, do you know what this means, can you tell me in
Accommodations your own words).
 Sit students closer to the teacher if they need additional support or pair
students together.
 Check work often - show me what you did, how do you know?
 Notetaking sheet for advanced students.
Assessment  Highlighted sheet - looking for phrases, not all highlighted

 Can they use the highlighted information to take notes?
Reflection/Notes From Lesson - Tuesday 3/7:

For today’s lesson, I started by asking if any of them knew how to highlight or if they have
highlighted before and they all said no. So, I explained to them that we were going to be highlighting the
key details of our sources. I explained how the main idea of a paragraph is usually the first sentence. I
told them that we do not highlight everything because that defeats the purpose of highlighting the
important facts and details. I made sure to tell them that we would be taking notes after highlighting, so it
was important to highlight the important things.
I gave each student the same source and I read the first paragraph out loud and then we went back
through and highlighted together. Instead of telling the students what to highlight, I asked them what they
think we should highlight. Some of the students caught on right away, but a couple of them struggled with
the concept of highlighting. I had to remind the students that we are only highlighting the important facts
several times throughout the lesson. I had each student read a paragraph out loud and we highlighted it
together. Then I had the students begin highlighting on their own. The two girls who were going to focus
on the Grand were working together and continued reading out loud. The other two read silently as they
highlighted.
Overall, I think that this lesson went well, but I feel that I did not get as much done as I wanted
to. I think I took too much time at the beginning because they didn’t have enough time to independently
highlight. The students still don’t have their topic finalized, so I think they were sorta confused on what
they were looking for. Thursday, I plan to have them pick their topic/question and continue highlighting
sources.
Lesson Plan Day 4

Group A
Jett 5 Flags
 Name changes
 Location and structure of building
Paisley 5 flags
 How many plays were at the theater?
Avery Grand
 How old is the Grand?
 Profit made
Aria Grand
 Performers/performances
Standards (Common Core)  Ask & answer questions to demonstrate the understanding of a text, referring
explicitly to the text as a basis for the answers (RI.3.1)
 Determine the main idea of a text; recount the key details and explain how
they support the main idea (RI.3.2)
 Cite evidence that supports a response to supporting or compelling questions
(SS.3.4)
Materials  Highlighter
 Primary source example to do together
 Primary source to do independently
 Note taking sheet
 Main idea strategy - https://teachingmadepractical.com/teaching-main-idea/
 HIghlighting strategy -
https://www.adlit.org/in-the-classroom/strategies/selective-highlighting
Connect: How is this lesson This lesson teaches students how to locate facts and main ideas. It is foundational in
important to the overall goal that they will use this skill for the rest of the project. Students should be able to state
of the project? the main idea of the primary source and then find details to support the topic sentence.
They will learn to highlight facts that are important to their topic and eventually,
summarize what they have read.
Teaching Point/Skill: What Students should highlight the topic sentence and restate the main idea in their own
skill will students use? words. They should be able to write in their own words the topic. They should be
able to identify details that support the main idea. The next step is for the student to
use highlighted information to take notes.
Lesson Sequence 1. Review the teaching checklist with students (establish procedures,
I do, we do, you do model
1. Pass out a common primary source to all the students (highlighters & primary
source).
2. Ask students: Looking at the title, what do you think this will be about? What
keywords are you noticing? Are their pictures? What kinds of information
will be important?
3. Highlight the title of the source. Look for the topic sentence (show students it
is usually the first sentence in a paragraph).
4. Skim-read the source: What kinds of information are you seeing? What do
you think this will be about?
5. Read the first paragraph together (or whatever part you are using). Highlight
the main idea and think aloud about the details.
6. Continue reading the paragraph, highlighting details.
7. Have students read the next paragraph: What would we highlight? What
details support the main idea? Note: We don’t highlight everything!
8. Either continue to work with students, or let them try independently.
9. When students understand, have them highlight their own source, but check
with you after each paragraph.
Closing
1. Bring students back together and review what they learned.
2. Set goals for the next date.
3. Check and correct work - give students specific feedback about what they did
right and changes they need to make.
Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary (can write the
Modifications/ definition on sheet). Ask, do you know what this means, can you tell me in
Accommodations your own words).
 Sit students closer to the teacher if they need additional support or pair
students together.
 Check work often - show me what you did, how do you know?
 Notetaking sheet for advanced students.
Assessment  Highlighted sheet - looking for phrases, not all highlighted

 Can they use the highlighted information to take notes?
Reflection/Notes From Lesson - Thursday 3/9:
Today, I had the students continue highlighting their sources. One student was absent, so I only
had three students today. Since we were short on time today, I had students get right to work. I had them
continue highlighting the sources that they didn’t finish on Tuesday. As the students were highlighting, I
tried giving them time to process and read on their own. A few times I asked them what they were finding
and if they found anything that was interesting to them. Some of my students said things like “I can’t read
this” or “This is too long” . I told them that I would help them through it, but I also didn’t want to do it for
them. It is hard because I gave them sources that are the easiest to read, but those are even difficult for
them. I also feel like they don’t have enough sources with good information, so I am going to go through
my folder and find more sources that are going to be useful for their topic.
I feel like I did not get much done today and I am worried that we are getting behind. Next time, I
am going to find sources that will be useful for them and as close as they can be to their reading level. I
will have to be prepared to scaffold and help them with highlighting and note taking. I also need to find a
way to motivate the students to work and stay on task. My students are pretty well behaved for the most
part, but I can tell that sometimes they get bored and want to do something else. This can affect how
much work they get done. Overall, I have a lot of preparation to do before next time, but once students
gather all of their information and take notes on their topic we will be in a good spot.
Lesson Plan Day 5
Group A
Jett 5 Flags
 How has the Five Flags changed over the years? How did it get its name?
Paisley 5 flags
 What was the theater used for then and now?
Avery Grand
 How much money was used for building and renovating the Grand? Who owned
it?
Aria Grand
 What were the most popular shows and performances at the Grand Theatre?
Small Group
Standards (Common Core) SS.3.5 Construct responses to compelling questions using
reasoning, examples, and relevant details
RI.3.9 Compare and contrast the most important points and key
details presented in two texts on the same topic
Materials  Main idea and key details worksheet
Connect: How is this lesson important to Students must move information from highlighted sources and
the overall goal of the project? organize information for writing their paragraphs.
Teaching Point/Skill: What skill will Students will learn how to take notes:
students use?  Key phrases (not whole sentences)
 Writing in their own words
Lesson Sequence Review the teaching checklist with students (establish procedures,
1. Use an example source that is highlighted and model how to
take notes using the highlighted information
2. Explain how to look at the highlighted parts (key/important
details of the text)
3. Explain to students that they should write down the main idea
of the source first.
4. Then fill in the other boxes with the key details from that
source.
5. Emphasize that they should use their own words to take notes
6. Tell students that they should be doing their best handwriting -
focus on grammar, neatness and organization (writing on the
lines)
7. After modeling it for the students, have them take out their
highlighted sources and have them begin to take their own
notes
8. Let students try it on their own.
9. If they get stuck or need help, work with students and scaffold
them by helping them find key details to take notes from the
text
10. Once students take notes on once sources have them move onto
another.
Closing:
1. Bring students back together and review what notes they took.
2. Set goals for the next day.
3. Check and correct work - give students specific feedback about
what they did right and changes they need to make.
Differentiation/ Modifications/  Sit with students and work with them one on one
Accommodations  Have students work together
 Check work while the students work and ask questions to check
for understanding
 Main idea and key details worksheet - for students who need
more structure
Assessment  Note taking sheet - look for phrases and own words
 Can they take notes from their sources in their own words?
Reflection/Notes From Lesson - Tuesday 3/21
For today’s lesson, I had students begin taking notes. I also had them highlight while
they took their notes to save time. My students were struggling with the sources that they had
originally because they were difficult to understand and provided an overwhelming amount of
information. I had to do a little research to find some new sources for my students. I found a few
simple, yet informational sources. I printed these off so late that my students saw them today for
the first time. They began highlighting them and taking notes at the same time. I found this really
effective because my students were achieving more than they were before during a lesson.
I made sure to give clear directions to the students about note taking. I told them that I
wanted them to take neat notes and use their best handwriting. At the end of the lesson, I could
tell students knew what was expected of them because their notes looked much neater than the
notes they’ve done before. Once, I let students begin looking through their sources and started
taking notes. I noticed some students struggling more than others. I repositioned myself to sit
closer to some of the students and ask them questions about their source and notes. I kept
reminding students of their topic to make sure they were taking notes related to their
topic/question. I had one student leave in the middle of the lesson. This is hard because she is
the student behind me most now, but I know next time I will just have to work with her to get
caught up.
Overall, I think this lesson went very well. I feel that I was better prepared, and the
students were very focused. Throughout the lesson, I tried my best to give students specific
feedback as well as verbal praise as a reward when they did a good job. I think praising them
helped keep them motivated throughout the lesson. I know next time I need to push my students
to work hard and finish their notes because I want them to begin writing their paragraphs next
week. I think I am still a little bit worried that my students are very behind, but once they finish
their notes I think that they will be just fine.
Lesson Plan Day 6
Group A
Jett 5 Flags
 How has the Five Flags changed over the years?
Paisley 5 flags
 How did the Five Flags get its name?
Avery Grand
 How much money was used to build the Grand? Who owned it?
Aria Grand
 Who performed at the Grand? What were the performances shown?
Small Group
Standards (Common SS.3.5 Construct responses to compelling questions using reasoning, examples,
Core) and relevant details
RI.3.9 Compare and contrast the most important points and key details presented
in two texts on the same topic
Materials  Multiple Source Worksheet:

https://docs.google.com/document/d/1_TjCp07OYwNDP4W2x_PHZTQYu-
oJ2Ce0GU3_WvUJ_8g/edit?usp=sharing
Or
 Any graphic organizer you feel is appropriate.
Connect: How is this When students take notes from multiple sources, often the information will
lesson important to overlap. They will need to synthesize that information into one paragraph.
the overall goal of the
project?
Teaching Point/Skill: Students will learn how to combine information from multiple sources into one
What skill will paragraph.
students use?
Lesson Sequence Review the teaching checklist with students (establish procedures, accountability,
transitions, etc.)
1. Review expectations and rules
2. Remind students of the end goal of the project (presentation in front of parents)
3. Show an example of the multiple source worksheet to the students.
4. Explain how when we take notes using different sources we have to synthesize (or
in other words combine) all of our information into one piece.
5. Explain that they are going to take the notes that they have written and organize
them in a way that will help them write their paragraphs.
6. They should synthesize their sources into notes that are organized and legible.
7. They should use the multiple source worksheet to organize their information.
8. Work with students if they are struggling and scaffold them by pointing to key
terms or phrases from their original notes.
Closing:
1. Bring students back together and review the notes they took
2. Explain expectations for next time we meet.
3. Check and correct work if needed - give students specific feedback
Differentiation/  Sit with students who are behind to help them catch up and finish taking notes.
Modifications/  Multiple source worksheets
Accommodations  If students are ahead let them begin their paragraph.
Assessment  Multiple source worksheet is complete

 Their notes are clear, organized and neat
 They have enough information to start writing their paragraph.
Reflection/Notes From Lesson Thursday 3/23:

Today, my lesson did not go as I planned. I wanted my students to finish their notes and
start synthesizing them and bring all of their information together. Instead, most of my students
still have more notes to take before they can start writing their paragraph. Throughout the
lesson, I went up to each student to check how their notes looked. When they were taking good
notes, I made sure to give them specific feedback. When I noticed a student not taking notes, I
asked them what they have so far and scaffolded them in writing more notes.
The one student that was gone last time did not have many notes, so I tried working with
her most of the time. She loses focus very easily and has a hard time taking notes without my
assistance. I tried so hard to sit back and let her figure it out, but it got to the point where she
would have no notes done if I didn’t help her. I helped guide her through one of her highlighted
sources as I reminded her of her question/topic. I helped her pick out the important details and
had her write the notes. She struggled with understanding how to take notes in phrases and in
her own words. I tried to explain how to take bits and pieces from a sentence by underlining the
important/key words. This helped her visually see what parts of the sentence were important
enough to write down.
Overall, I think my students are still a little bit behind. One of my students has a lot of
notes and I think next time he will be ready to start writing his paragraph. I will most likely have
him start the timeline because he is ahead of everyone else. I am hoping to have them switch
straight from taking notes to typing their paragraph. My students take a while to write and I think
it would make us even more behind if we take another whole day or two to write their paragraph
before typing it. I know writing it first would be a big step to miss because it helped the students
learn how to write a paragraph, but I may need to make these tough decisions with the strict
timeline we have.
Lesson Plan Day 7
Group A
Jett 5 Flags
Paisley 5 flags
 How did the Five Flags get its name and what was the Five Flags used for?
Avery Grand
 How much money was used to build the Grand? Who owned it?
Aria Grand
 What performances/performers played at the Grand?
Lesson Title How to write a good paragraph
Place in Unit  Day 7

 Synthesizing speeches and beginning paragraphs
Standards (Common Core) SS.3.5 Construct responses to compelling questions using reasoning, examples,
and relevant details
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly
Materials Needed  Notes

 Sources
 Paper
 Pencil
Key concepts / Main ideas / Paragraph - key concept

Vocabulary Vocab
 Topic sentence
 Conclusion sentence
 Supporting details
Connect: How is this lesson This lesson is important for the overall goal of the project because the students
important to the overall will be presenting their paragraphs in front of their classmates, teachers and
goal of the project? parents.
Teaching Point/Skill: What Students will learn how to write a structured paragraph by using the notes they
skill will students use? have taken on their sources.
Lesson Sequence
Engaging Students: 1. Ask students how they are doing, how their recess or if they did anything
Invitation, connection, or fun over the weekend
interesting? 2. Proceed to ask students if they have ever written a paragraph before.
3. Ask students what they think belongs in a paragraph.
4. After students share what they think goes into a paragraph then continue
to explain the procedures.
Procedures: Be specific, 1. Show students an example of a summary.

who is doing the action, 2. Highlight that it uses a topic sentence. Tells students that the topic
how will it happen? sentence is the main idea of the paragraph. (should be their
question/topic)
3. Then comes the sentences in the middle that support the main idea.
These sentences include the key details.
4. Then the paragraphs end with a conclusion sentence that summarizes
the topic or presents a final detail to wrap it up.
5. After explaining how to write a paragraph and using an example, have
students begin their paragraphs. (some students may need to finish up
their notes first)
6. Tell students to look at their notes and decide what information they
should include in their paragraph before beginning to write.
7. As students begin writing their paragraphs, check their topic sentences to
make sure they match their topic/question.
8. Check that students are writing in full sentences, using correct grammar,
capitalization and punctuation.
9. Prompt students when needed and give students specific feedback.
Closure: summary, review, 1. Bring students back together.

what happens next 2. Have students share what they have for their paragraphs so far.
3. Go over expectations for next time - have students make a goal for
themselves
a. Talk about who wants to do the timeline
Assessment: How will you  Paragraph

know if students have meet  Strong topic sentence
your objective?  Strong supporting detail sentences
 Strong conclusion sentence
 Along with good handwriting, punctuation and grammar
Differentiation/  If students are ahead let them start typing their paragraph or begin the
Modifications/ timeline
Accommodations  Sit with students and assist them with writing their paragraph - but don’t
do it for them!
 Read their paragraphs out loud to me or to a partner (listen for mistakes)
Reflection/Notes From Lesson (describe your teaching - be specific) Tuesday March 28th:
Today did not go as I planned. I wanted students to begin writing their paragraphs, but
only had one student begin his paragraph on his computer (and only finished the topic
sentence). I also had one student absent today. This student is already very behind and does
not have many notes. Next time, I am going to have her finish up her notes and have her
verbally say what she wants in her paragraph and I’ll type it for her. This way she will be able to
catch up to everyone else. My other students were able to finish up their last notes today and
will be ready to start their paragraphs on Thursday. At the beginning of my lesson, I explained
to the students how to write a paragraph but didn’t go into too much detail because I knew
they weren’t fully ready to write their paragraphs yet and I didn’t want to take time away from
their work time. So I kept the lesson brief and let students get right to work.
While students began to work, I realized that one of the students had a lot of notes, so I
asked him if he felt ready to move onto his paragraph. He said yes, but I didn’t want him to get
his computer out while the other students weren't ready for that step yet. I also didn’t want
him to spend time writing his paragraph because his notes were taken in mainly full sentences,
so it would have wasted a lot of time. I decided to let him start on the timeline. Although I did
not fully prepare for this lesson, I was able to make last-minute changes to meet the students'
needs. One of the other students was getting close to finishing up her notes so I had her
(Paisley) and Jett work on the timeline together. I had them take turns writing a new fact in
each box. I had to remind them that they had to include a date and make sure it went in order
by date. I think that having them work together on it went very well and I am going to have my
other two students do that for their timeline as well.
Overall, my lesson plans changed at the very last minute, but my students ended up
getting things done. I am looking forward to Thursday because I am hoping that all my students
will begin and hopefully finish their paragraphs. At the end of my lesson today, I had each
student make a goal for themselves for Thursday. I hope by setting a goal for themselves it will
lead to more motivation to complete their work.
Lesson Plan Day 8

Group A
Jett 5 Flags
Paisley 5 flags
Avery Grand
 How has the Grand changed over the years?
Aria Grand
Small Group (with teacher)
Standards (Common Core) RI.3. Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in a technical procedure in a text,
using language that pertains to time, sequence, and cause/effect
SS.3.11 Provide examples of historical and contemporary ways that

societies have changed.
Materials  Notes with dates

 Computer
 Timeline site:
https://www.readwritethink.org/classroom-resources/student-
interactives/timeline
Or
 Timeline worksheet
Connect: How is this lesson  Students are being asked to place events sequentially on a
important to the overall goal of timeline. It provides evidence of change over a specific topic over
the project? time.
Teaching Point/Skill: What skill  Note Taking

will students use?  Sequencing
 Timelines
 Computer skills
Lesson Sequence 1. Have students take notes and particularly look at dates. They can
highlight them or take notes.
2. Launch the timeline tool:
http://interactives.readwritethink.org/timeline
3. Instead of you name - school name
4. Project title: their topic area
5. Click start
6. Click on timeline to add an event
7. Type in information in label box (date: event)
8. Have students continue working on their paragraphs if they finish
their timelines
Differentiation/ Modifications/  Have students work in partners

Accommodations  Type the students handwritten timelines to save time
Assessment  Completed timeline with correct dates in chronological order

Reflection/Notes From Lesson Thursday 3/30:
Today, for my lesson I started with a review of what the students learned last time about
writing paragraphs. By doing this I was able to check for understanding and answer any
questions students still had. Aria was gone on Tuesday, so this was also a great way to have
the other students explain what she missed. I had the other three students get their computers
out and begin their paragraphs. As they were working on their paragraphs, I was helping Aria.
Aria still needed to finish taking notes, so we worked on that. As I worked with Aria, the two
other girls were asking me a lot of questions. I had to manage going between each student and
helping them. Instead of telling the students what to write I tried to remind them to look at their
notes and use them to help them write their paragraph. They needed lots of prompting
otherwise they would not type on their own. Jett on the other hand was typing his paragraph on
his own with little help from me. I was very impressed with his work.
After Aria took the rest of her notes, she began her paragraph on her computer. She
started by typing the first sentence on her own, but then I took over for her and she said what
she wanted me to type. This saved some time and caught her up to the other students. Jett
stopped working on his paragraph at the end to finish up his timeline too. My goal was to have
Aria and Avery work on their timeline together as well, but we ran out of time today.
Next time, I am hoping the students can all finish up their paragraphs and finish the other
timeline. I think I definitely overestimated the student’s ability to type a paragraph in one day. I
may incorporate pictures at the end of my next lesson to give students something fun and less
stressful to look forward to. This would hopefully motivate them to finish their paragraphs as
well. Today, I wasn’t able to get a printed copy of my student's work. This is okay though since
most of them only had a few sentences at most. Next time, I will make sure to get printed copies
of all of my students' paragraphs so I can make revisions for them to fix the next time.
Lesson Plan Day 9

Group A
Jett 5 Flags
Paisley 5 flags
Avery Grand
Aria Grand
Standards (Common Core) SS.3.3 Determine the credibility of one source.
SS.3.3 Cite evidence that supports a response to support or compelling
questions
RI.3.7 Use information gained from illustrations and the words in a text to
demonstrate understanding of the text
Materials  https://www.archives.gov/education/lessons/worksheets
 https://www.archives.gov/education/lessons/worksheets/photo
 Photo analysis worksheet
Connect: How is this lesson Students will pick pictures to put on their board. They must include a caption
important to the overall goal with information regarding the picture.
of the project?
Teaching Point/Skill: What Observation, making sense of primary sources, collecting evidence
skill will students use?
Lesson Sequence Continue with typing paragraphs first

Then have students find their photo either when they finish their paragraph or
need a break.
1. Scan the photograph
2. Mark the type of primary source
3. Read any text
4. List people, objects, activities
5. Discuss: Who took this photo & why? Where and when is it from? What
was happening in history at the time of the photograph?
6. Elaborate: What did you find out that you wouldn’t have found anywhere
else? How does this connect to your question?
Differentiation/ Modifications/  Students work in partners

Accommodations  Students could find more than one picture if they are done with their
paragraphs.
 Assist students with typing or searching for pictures.
Assessment Students find a picture and write a sentence or two describing the picture.
Reflection/Notes From Lesson
April 4th:
My lesson today went well. The students began working on their paragraphs. I assisted
one of the students with typing. I had one student absent, so she is going to be behind the
others next time because the other students were able to get a rough draft finished for their
paragraph. At the end, only one student was able to find a picture for the poster. I was able to
get a printed copy of their paragraphs so I will edit those and make revisions for the students to
make revisions next time. I am hoping for next time that the students can get close to finishing
their paragraphs and finalizing their photo. I will have to work with Aria to catch up on her
paragraph.
Lesson Plan Day 10

Group A
Jett 5 Flags
Paisley 5 flags
Avery Grand
Aria Grand
Standards (Common Core) SS.3.3 Determine the credibility of one source.
SS.3.3 Cite evidence that supports a response to support or compelling
questions
RI.3.7 Use information gained from illustrations and the words in a text to
demonstrate understanding of the text
Materials  https://www.archives.gov/education/lessons/worksheets
 https://www.archives.gov/education/lessons/worksheets/photo
 Photo analysis worksheet
Connect: How is this lesson Students will pick pictures to put on their board. They must include a caption
important to the overall goal with information regarding the picture.
of the project?
Teaching Point/Skill: What Observation, making sense of primary sources, collecting evidence
skill will students use?
Lesson Sequence Continue with typing paragraphs first

Have group work on the 2nd timeline.
 Create a timeline of events
 Cut them out and have students put them in chronological order.
Then have students find their photo either when they finish their paragraph or
need a break.
1. Scan the photograph
2. Mark the type of primary source
3. Read any text
4. List people, objects, activities
5. Discuss: Who took this photo & why? Where and when is it from? What
was happening in history at the time of the photograph?
6. Elaborate: What did you find out that you wouldn’t have found anywhere
else? How does this connect to your question?
Differentiation/ Modifications/  Students work in partners

Accommodations  Students could find more than one picture if they are done with their
paragraphs.
 Assist students with typing or searching for pictures.
 Fill in the blank timeline
Assessment Students find a picture and write a sentence or two describing the picture.
Reflection/Notes from Lesson April 11th:
Today, my students edited their paragraphs. I had them get started right away. I made
revisions to their paragraphs from last time. The students struggled with reading my revisions
(probably because of my horrible handwriting), so I had to help answer a lot of their questions.
As the other students were revising their paragraphs, I was helping Aria finish hers since she
was gone the last two times. Aria was able to finish her paragraph and get it printed off. Once
the students finished their revisions I had them find their photo if they hadn’t already. One
student still needs a photo, but I may find a few myself, print them off and then have her choose
from those so all of the students are on the same page. I also had Avery and Aria complete the
timeline that I made and cut out for them. They had to put each event in the correct order on the
timeline. This worked very well and saved a lot of time.
For next time, I am going to have students add their finishing touches to their paragraphs
and pictures. Then we will move onto maps and get those printed. By next time I am hoping
everything can be printed, so that the next time the students can start to assemble the board. I
struggle with making the students figure it out on their own. I need to work on not doing it for
them or helping them and make them do it on their own.
Lesson Plan Day 11

Group A

Jett 5 Flags
Paisley 5 flags
 What are the Five Flags used for?
Avery Grand
 Who runs the Grand?
Aria Grand
 Performances at the Grand
Standards (Common Core) SS.3.4 Cite evidence that supports a response to supporting or compelling
questions.
SS.3.20 Describe how cultural characteristics influence people’s choices to
live in different regions of the U.S.
SS.3.21 Use map evidence to explain how human settlements and
movements relate to the locations and use of various regional landforms and
natural resources.
Materials  Google map tutorial: https://www.edutopia.org/discussion/engaging-

students-through-google-maps
Connect: How is this lesson Students will locate their topics on a map of Dubuque, working on mapping
important to the overall goal of skills & geography.
the project?
Teaching Point/Skill: What skill  Map making

will students use?  Computer skills
Lesson Sequence Google Earth: Explore

1. Google Earth: https://www.google.com/intl/en_us/earth/education/
a. Search: type in topic
b. A window should open: click add to project
c. Click replace to add notes
d. Would need to take screenshot
Google Map: Print (My maps google: https://www.google.com/maps/d/u/0/)
1. Create a new map
2. Edit Title
3. Search for landmark - add to map
4. Click base map - change to simple atlas
5. 3 dots save or print map
Differentiation/ Modifications/  Assist students with google maps

Accommodations  Assist with printing
Assessment A complete printed sheet of the Five Flags or the Grand on the map.
Reflection/Notes From Lesson - April 18th:

Today, I started off the lesson by asking how the student’s field trip was and let them
share their favorite place they went to. Then I went into an overview of what the day was going
to look like. First, the students made final revisions to their paragraphs and made sure the font
and font size was correct. Then students finalized their picture and revised the sentence
describing what the picture was of. The students needed assistance with the technicalities of
making sure everything looked correct before printing their paragraph and picture (in color).
After they printed off their final paragraph and picture, I had them begin looking up the
Five Flags and the Grand on google maps. I showed them an example of what the map should
look like. The students enjoyed looking at the map, but some of the students got carried away
with it and began searching for other places on the map. I had to continue to remind the
students to stay on tasks and look at their topic. One of the students finished the map first, so I
gave her the task of making the title for the poster. Overall, today was productive and on
Thursday the students will start to cut out their paragraphs, timelines, maps and pictures and
glue them to construction paper. I will have them organize the layout of their board before they
start gluing them to the board.
Lesson Plan Day 12

Group A
Jett 5 Flags
Paisley 5 flags
 What is the Five Flags Theater used for?
Avery Grand
Aria Grand
Standards (Common Core) SS.3.5 Construct responses to compelling questions using reasoning,
examples, and relevant details
SS.3.7 Use a range of deliberative and democratic procedures to make
decisions about and act on civic problems in their classrooms
SL.3.2 Engage effectively in a range of collaborative discussion with diverse
partners on grade 3 topics and texts, building on other’s ideas and expressing
their own clearly
SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail
SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate
fluid reading at an understandable pace; add visual displays when appropriate
to emphasize or enhance certain facts or details
SL.3.6 Speak in complete sentences when appropriate to task and situation,
such as when performing dramatic readings or presentations, in order to
provide request detail
Materials Oral Presentation Rubric:

https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
Connect: How is this C3 Framework: Dimension 4 - Communicating Conclusions

lesson important to the D4.3.K-2 Present a summary of an argument using print, oral, and digital
overall goal of the project? technology
D4.6.K-2 Identify and explain a range of local regional, and global problems,
and some ways in which people are trying to address these problems
Teaching Point/Skill: What See oral presentation rubric:

skill will students use? https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
https://www.readwritethink.org/classroom-resources/printouts/oral-
presentation-rubric
Lesson Sequence 1. Create Poster board - cut, glue and organize

2. Remind students of the DBQ presentations 4/26
3. Share rubric with students (either paper version or summarize)
a. What makes a good presentation?
b. Discuss the characteristics of the rubric (delivery,
content/organization, enthusiasm/audience awareness)
4. Scripts
c. Determine the order of presentation
c. What makes a good script
c. Determine how you will practice
Differentiation/  Assist with cutting and gluing

Modifications/  Allow students to read straight off of their poster board while presenting
Accommodations
Assessment Understand the concept of organizing and placing things in the right spot on the
board.
Understanding of how to present - practice presenting/speeches next time
Reflection/Notes From Lesson April 20th:

Today, I started by giving students an outline of the rest of our time together. I made
sure they understood how many days we have left to finish our poster and practice their
presentation. I then gave them directions on cutting and gluing. I went over the layout of the
board and mentioned things such as making sure the title is at the top. Once students began
cutting and gluing, I noticed who needed assistance with cutting the right shape or gluing the
right pieces. I had a student who used so much glue the paper was soaked, so I helped her on
the next piece she glued.
The students worked very well today. They were very productive and were able to finish
cutting out all of their pieces.
I had one student absent, so we left her paragraph and picture for her to cut out and glue on her
own. At the end of the lesson, I had the student who finished first take all of the finished pieces
and start laying them out on the board. I wanted to get a rough estimate of where everything
would go on the board before the students started to glue things down. Overall, today went very
well and next time I am going to have students glue everything to the board and then begin to
practice their presentation.
Lesson Plan Day 13

Group A
Jett 5 Flags
Paisley 5 flags
 What is the Five Flags Theater used for?
Avery Grand
Aria Grand

Standards (Common Core) SS.3.5 Construct responses to compelling questions using
reasoning, examples, and relevant details
SS.3.7 Use a range of deliberative and democratic procedures to
make decisions about and act on civic problems in their classrooms
SL.3.2 Engage effectively in a range of collaborative discussion with
diverse partners on grade 3 topics and texts, building on other’s
ideas and expressing their own clearly
SL.3.3 Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail
SL.3.4 Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace
SL.3.5 Create engaging audio recordings of stories or poems that
demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or
details
SL.3.6 Speak in complete sentences when appropriate to task and
situation, such as when performing dramatic readings or
presentations, in order to provide request detail
Materials Oral Presentation Rubric:

https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
Connect: How is this lesson important C3 Framework: Dimension 4 - Communicating Conclusions

to the overall goal of the project? D4.3.K-2 Present a summary of an argument using print, oral, and
digital technology
D4.6.K-2 Identify and explain a range of local regional, and global
problems, and some ways in which people are trying to address
these problems
Teaching Point/Skill: What skill will See oral presentation rubric:

students use? https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
https://www.readwritethink.org/classroom-resources/printouts/oral-
presentation-rubric
Lesson Sequence 1. Finishing gluing everything to the board.

2. Remind students of the DBQ presentations 5/9
3. Share rubric with students (either paper version or
summarize)
a. What makes a good presentation?
b. Discuss the characteristics of the rubric (delivery,
content/organization, enthusiasm/audience
awareness)
4. Scripts
c. Determine the order of presentation
c. What makes a good script
c. Determine how you will practice
5. Begin practicing speeches
Differentiation/ Modifications/  Assist with cutting and gluing

Accommodations  Allow students to read straight off of their poster board while
presenting
Assessment Understanding of how to present - practice presenting/speeches

next time
Reflection/Notes From Lesson April 25th:

Today, we finished gluing everything to the board first. After the students finished the
board, I discussed what a good presentation looks like. I went over a presentation rubric that
outlined expectations such as eye contact and tone of voice while presenting. The students and
I then discussed the order which they were going to present. We decided on the order and who
was going to present what on board.
The students practiced presenting to me for the first time today. I took notes as they
presented. They did a great job but needed to make sure to use a loud enough voice and make
eye contact with the audience. I gave them corrective and positive feedback when they all
finished. They didn’t have enough time to practice again, but I am confident that my students will
be ready to present to their class on Thursday.
Grading Rubric: Aria

The following elements should be included on your project board:
Item on Board Score Notes
Timeline 8/10 points Dates were not put in order

 Dates in correct order originally.
 Accurate information
 Spelling, grammar, punctuation
Map 10/10 points Completed

Picture 10/10 points Completed

 Caption with correct elements
Paragraph 38/50 point o Good topic & conclusion

 Topic sentence sentence
 Key words/vocabulary o Good content/examples
 Correct spelling, grammar, punctuation
o Lacks in complexity of
thought & organization.
o Use somewhat specific
varied word choice
o Demonstrates some
understanding of
concepts
o Little to no grammatical
errors
Speech 16/20 points o Good volume and tone

 Eye contact o Need to work on fluency
 Speaks Clearly
o Trouble with
 Appropriate Pace
 Appropriate gestures and body language
pronouncing some words
o Need better eye contact
Total points 82 /100 points Overall grade: B-
Summary:
Aria was absent quite a bit throughout the project which made it difficult for her to keep up with
the others. Aria gets distracted easily and needs to be redirected often. She often times would say
something was too hard or she didn’t understand what to do. I had to explain it to her multiple times,
but once she realized I was not going to do it for her she would begin to work. I had to do a lot of
scaffolding for Aria, especially when she was taking notes. I know Aria is more than capable of
successfully completing all of the things we worked on during the project, but she needs to work on
believing in herself. Aria has a lot of potential. In the future, if Aria continues to work hard and practice
doing things independently then she will go a long way.
Grading Rubric: Avery

Timeline 8/10 points Dates were not put in order

 Dates in correct order originally.


Paragraph 40/50 points o Lacks central focus and

 Topic sentence organization.
 Key words/vocabulary o Great details and
examples
o Little to no grammatical
errors
o Use somewhat specific
varied word choice.
o Demonstrates some
understanding of
concepts
Speech 17/20 points o Great tone of voice
 Eye contact o Appropriate pace
 Speaks Clearly
o Need better eye contact.
o Trouble pronouncing a
few words
o Good job answering
questions
Total points 85 /100 points Overall grade: B
Summary:
Avery caught on very fast to a lot of the skills we worked on during this project. She was
very good at highlighting and taking notes. Many times, Avery would help her groupmates when
they needed help. When it was time to write paragraphs Avery struggled to bring everything
together. I had to do a lot of scaffolding to help her. Avery’s topic changed many different times,
so her final paragraph does not fully reflect the topic that she decided to choose. She has a lot of
good evidence, but it does not all quite go with her topic. Overall, Avery is motivated to learn
and shows up with a positive attitude. For the future, Avery should specifically work on her
writing skills and continue to practice.
Grading Rubric: Jett

Timeline 10/10 points Complete timeline with Paisley.

 Dates in correct order


Paragraph 42/50 points o Good central focus and

 Topic sentence organization.
 Key words/vocabulary o Great details and examples
o Little to no grammatical errors
o Use somewhat specific varied
word choices.
o Demonstrates some
understanding of concepts
o Lacks some complexity of
thought
Speech 18/20 points o Good volume
 Eye contact o Good pronunciation
 Speaks Clearly
o Spoke a little too fast.
o Need better contact.
o Good job answering
classmates’ questions.
o Stand up tall
Total points 90/100 points Overall grade: A-
Summary:
Jett was a hard-working student. He was always the first one to finish his work. He struggled
with highlighting, but after practice he improved. He took very good notes and had a solid
understanding of his topic. His paragraph was very specific to his topic, and he used great key details to
support his topic. Jett would get off tasks sometimes especially when he was done with his work which
was distracting to his group members. I let Jett work ahead so that he would have something to do.
Overall, Jett is a good student that works hard, but in the future should continue to practice his writing
skills.
Grading Rubric: Paisley

Timeline 10/10 points Completed timeline with Jett.

 Dates in correct order
Map 10/10 points

Picture 10/10 points

Paragraph 44/50 points o Good central focus and

 Topic sentence organization. (but no conclusion
 Key words/vocabulary sentence)
o Great details and examples
o Little to no grammatical errors
o Use somewhat specific varied
word choice.
o Demonstrates understanding of
concepts.
o Good complexity of thought
Speech 18/20 points o Spoke loud and clearly

 Eye contact o Held paper in front of face.
 Speaks Clearly
o Great tone of voice
Total points 92/100 points Overall grade: A-
Summary:
Paisley is a very sweet student. She was the most engaged out of all my students. I found that
she was the most interested in the project and was eager to learn about it. Many times, Paisley was
excited to show me what pieces of information she found in her sources. She did a very good job of
synthesizing all of her sources and bringing them together. I had to find extra sources for Paisley
because her topic was about the current Five Flags Center and all of the sources she had were about the
history of the Five Flags. Paisley wrote her paragraph fully on her own and had little to no errors that
needed correction. Paisley is in a good place right now, but in the future her goal should be to start
writing about more complex topics and begin to read even more complex texts.
Inquiry Design Model Template
Inquiry Design Model (IDM) Blueprint™
Compelling What was the Five Flags Center used for?

Question
SS.3.1. Identify disciplinary ideas associated with a compelling question.

Standards
and SS.3.2. Use supporting questions to help answer the compelling question in an inquiry.
Practices
SS.3.4. Cite evidence that supports a response to supporting or compelling questions.
Staging the Discuss what theaters are used for and discuss the history of the Five Flags.
Question
Supporting Supporting Supporting

Question 1 Question 2 Question 3
What is the history of the Where did the Five Flags Theater get What kinds of performances/concerts
Five Flags? its name from? were at the Five Flags?
Formative Formative Formative

Performance Task Performance Task Performance Task
What did the students do?

 Read and  Read and highlight
 Read and highlight sources.
highlight sources. sources.
 Create a Timeline.
Featured Sources Featured Sources Featured Sources
What sources did you give

them?
Wikimedia Foundation. (2022, February
History. Five Flags Center Official Site.
Lyon, R. W. (1991). Majestic 1). Five Flags Center. Wikipedia.
(n.d.). Retrieved March 21, 2023, from
Theater. In Dubuque, the Retrieved March 21, 2023, from
https://www.fiveflagscenter.com/p/info/hist
encyclopedia (p. 285). First https://en.wikipedia.org/wiki/Five_Flags_
ory
National Bank of Dubuque. Center
Summative Argumen Student was responsible for writing a paragraph about the use of the Five Flags
t Theater, finding a picture of the Five Flags Theater, finding the theater on the
Performanc
map and creating a timeline of events. Paisley worked with another student on
e Task
the timeline.
Extensio Presentation in ballrooms
n
Taking
N/A
Informed
Action
IDM Reflection
At the beginning of the project, I saw that Paisley had a lot of interest in our topic. On the
first day when I had the students begin looking through the sources, I saw Paisley taking a lot of
notes. I told the students that they would be developing their own compelling question to
research and write a paragraph to answer their question. Paisley was interested in what the Five
Flags Center was. She said she had heard of it before and wanted to learn more. Her original
question was, “How many plays were at the theater?” This question was very narrow and would
not have provided her with enough information to write a whole paragraph, so I helped her
modify it to match the resources I had provided for her.
Eventually she finalized her question to be, “What is the Five Flags Center used for?”
Her question provided more depth and more opportunity to research different areas to write
about. Throughout the project I had to find other sources to help Paisley find answers to the
supporting questions which led to helping her answer her compelling question. The first
supporting question I used was about the history of the Five Flags. I used the encyclopedia
source to give Paisley some background on her topic and to get her familiar with how the Five
Flags started and where it came from. This source was also helpful in the making of her timeline.
The next supporting question I used was about how the Five Flags Theater got its name?
This question does not necessarily relate directly to the compelling question, but it provided an
interesting fact about the name of the Five Flags and helped Paisley understand more of the
history of the theater. The source I used for this question was helpful in answering this question
as well as providing many significant pieces of evidence related to her topic. The last supporting
question I used was about what performances and concerts were at the Five Flags. This question
was useful in understanding the specific shows that were at the Five Flags throughout the years.
The source I used for this question provided a list of all the concerts/shows that have been shown
at the Five Flags since its opening day. Paisley found this source very interesting and used it to
help her write her paragraph.
If I were to work with Paisley again, I would first have done some more research myself
on the Five Flags Theater. My knowledge about the theater lacked more than it should have. If I
had been more knowledgeable on the topic, I would have been able to find better recourses for
my students and have been able to answer more of their questions. I think one thing that went
particularly well was finding sources that aligned with Paisleys topic. Although I didn’t find
good sources until a couple weeks into the project, they still provided a lot of great information.
The sources were also easy to read and comprehend. For Paisley, she needed something that was
easy to read and straight to the point. I think overall, I did a good job of catering to Paisley’s
learning level and ability and incorporating it into my instruction.
One thing that was surprising to me was seeing how much Paisley could do on her own
without my help. I was prepared to scaffold and support her throughout the project, but the more
I sat back and observed her the more I realized that she was more than capable of completing the
tasks on her own without my help. Overall, I have learned that students all have their own unique
and individual needs. Each student requires different levels of support and guidance from their
teacher to help them reach their goals. I know that as a future teacher, I need to continue to
evaluate students’ specific needs and use that knowledge to help them reach their furthest
potential.
Personal Reflection
I have learned a lot about myself as a teacher and about my teaching style throughout this
project. Looking back at the beginning of this project, I can say that I have grown a lot. I came
into this project very nervous and unsure of what to expect, but nonetheless I persevered and
learned how to plan, teach and mentor students. Throughout the project, I set goals for the
students based on their ability. Some of the goals were successful and some were not so
successful. These goals were in place to help keep the students accountable and to help them
succeed in the project.
One goal that was most successful for my students was being able to collaborate and
work together as a team. I had a total of four students and two different topics, so I split them up
into partners for each topic. This goal required them to work together throughout the project and
challenged them to problem solve together. One reason that this goal was successful was because
of each students’ individual characteristics. I partnered the students up based on their initial
personalities and levels. I split up the students who seemed to be more advanced and outspoken
with the students who seemed to struggle and need more assistance. This way the students would
be able to ask each other questions and learn from each other. Another reason this goal was
successful was because of my instructional strategies. I had to plan according to each group’s
needs and implement new ways of teaching each lesson. For example, one of the groups was
falling behind and didn’t have time to create a whole timeline, so I came up with one and put
each date in a random order to have them put them in the correct order. This saved time, but also
allowed students the opportunity to meet the standard. Overall, the students developed good
teamwork skills and were very successful in their project because of it.
Another goal that I set for my students was to keep a positive attitude even when things
got hard and stressful. Positive thinking can make it easier for students to focus on the task at
hand and overall make work more enjoyable. There were some days when my students were
tired from a long day of testing or were not feeling well, but I always emphasized having a
positive attitude. When my students said something negative, I would remind them to stay
positive. As time went on throughout the project, students developed more and more positivity.
This positivity greatly influenced their confidence in themselves and in the work, they were
doing. One reason this goal was successful was because I led by example. There were some days
when I didn’t want to show up, but I had to be there for my students and put a smile on my face.
My positive energy led to higher levels of positivity among the students and in return better work
ethic and higher quality work. Another reason this goal was successful was through my
instructional strategies. Anytime I noticed students being positive and working hard I would
reinforce them with verbal praise. This reinforced their positive behavior and led to more
positivity all around.
One goal for which my students were the least successful was staying on task and
focused. My students were quick to get off task and lose focus. I had to redirect their behavior
many times and remind them to focus on their task. We set this goal as a group, so that
assignments would get done on time and they could stay on schedule. This goal was unsuccessful
because the students loved talking to each other, which was easily distracting for their group
members. I had to rearrange their seating chart to eliminate off task behavior. Reflecting on this
goal, I could have incorporated some other kinds of behavior management strategies to help with
student behavior. This lack of focus among the group led to students falling behind and in turn
producing less quality work.
Another goal that my students were the least successful in was finishing assignments on
time and managing time well overall. Every day I would have students set a goal for themselves
for the end of the time we had together or a goal for the week. Many times, these goals students
made were not met. For example, a student’s goal would be to finish their paragraph by the end
of the day, but at the end of the day they were only halfway done. One reason I think this goal
was not fully met was due to a lack of structure. I believe that the way that I taught was not very
structured, which led to more student behavior. I believe students took advantage of me because
I was too understanding. If I were to teach this again, I would have set higher expectations and
stricter rules from the beginning. My lenience as a mentor created a laid-back environment
which was not my intention. Overall, the students struggled with meeting their daily goals and
completing their tasks on time, but once I stressed the importance of the project and the deadline
they would start to work hard.
Throughout this project I have grown a lot as a teacher. I have learned what to do and
what not to do. I have learned how to be flexible and cater to students’ specific needs. For next
semester I hope that I can take what I’ve learned with me and continue to learn and grow as a
teacher. One goal I have for myself for next semester is to learn how to set expectations for
students and hold them accountable for their actions. I will meet this goal by observing my
cooperative teacher during student teaching and practicing myself. I know that I personally will
benefit from seeing how another teacher creates a successful learning environment through rules
and expectations and by putting it into practice myself. I am hoping that student teaching will
help me find my “teacher voice” and boost my confidence in teaching and managing a whole
classroom.
Another goal I have for myself for next semester is to improve my ability to create and
implement effective lesson plans to meet the individual needs of diverse learners. Throughout
this project I had to develop quality lesson plans for each day and successfully teach them. I feel
that I have a lot of room for improvement when it comes to creating lesson plans and carrying
them out in the classroom. Through my student teaching experience, I hope to gain more
knowledge and experience in creating lesson plans that are specifically made to meet the needs
of the students. I also hope to learn how to differentiate my instruction and diversity my teaching
strategies. Meeting this goal would give me more confidence in the classroom and boost my
performance as a teacher. Overall, I look forward to student teaching and all of the things that I
am going to learn from the experience.

Dubuque History Final Unit Plan

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Dubuque History Final Unit Plan

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Dubuque History Project Unit Overview

The Five Flags and The Grand

Hemmer, Paul. (2017). Dubuque's Master Showman - Jake Rosenthal.

Theater F2 Folder. Grand Marks 75 Years

Theater F2 Folder. 5 Flags. Dubuque, IA.

Unit Length About 8 Weeks

Social Studies Standards Inquiry Anchor Standard

Date Topic Resource Needed

2/28 Introduction  Folders

3/2 Field trip to Loras  folders

3/7 Highlighting  Highlighters

3/23 Note taking & Synthesize  Synthesize worksheets

3/28 Synthesize speeches  Paper to write rough draft

3/30 Synthesize speeches  Computers

4/4 Board speeches (continue typing paragraphs)  Computers

4/11 Board speeches  Computers

4/18 Board speeches  Computers/printer

4/20 Board/Speech  Poster Board

4/25 Finalize Board/Speech  Poster Board

4/27 Practice Presentation o Final Poster Board

5/2 Off day  No lesson this day

5/4 Practice Presentations  Poster Boards

5/9 Presentation (in ballrooms)  Poster Boards

Day 9 Standard: SS.3.3 Determine the credibility of one source.

Day 10 Standard: SS.3.3 Determine the credibility of one source.

Elementary Student Topic Area/Question

Lesson Title Meet & Greet

Place in Unit Day 1, Lesson 1

Standards (Common Core) N/A

Materials Needed “Getting to Know You Worksheet”

Key concepts / Main ideas / 1. Get to know small group

Closure: summary, review, 1. Explain field trip to Loras

Differentiation/ 1. Identify students who may need additional accommodations (talk to

Reflection/Notes from Lesson (describe your teaching - be specific):

Elementary Student Topic Area/Question

Materials  Loras folders

Teaching Point/Skill: What skill will C3 Inquiry Skills (C3 Framework)

C3 Framework: Dimension 1: Developing Questions and Planning

C3 Framework: Dimension 2: Applying Disciplinary Tools & Concepts

C3 Framework Dimension 3: Evaluating Sources & Using Evidence

1:30-1:45 Columbkille students will leave

Reflection/Notes From Lesson:

Elementary Student Topic Area/Question

Assessment  Highlighted sheet - looking for phrases, not all highlighted

Reflection/Notes From Lesson - Tuesday 3/7:

Lesson Plan Day 4

Elementary Student Topic Area/Question

Assessment  Highlighted sheet - looking for phrases, not all highlighted

Elementary Student Topic Area/Question

Materials  Main idea and key details worksheet

Elementary Student Topic Area/Question

Materials  Multiple Source Worksheet:

Assessment  Multiple source worksheet is complete

Reflection/Notes From Lesson Thursday 3/23:

Elementary Student Topic Area/Question

Lesson Title How to write a good paragraph

Place in Unit  Day 7

Materials Needed  Notes

Key concepts / Main ideas / Paragraph - key concept

Procedures: Be specific, 1. Show students an example of a summary.

Closure: summary, review, 1. Bring students back together.

Assessment: How will you  Paragraph

Lesson Plan Day 8