Table of Contents

Annotated Bibliography...............................................................................................................................2
Unit Overview..............................................................................................................................................5
Lesson 1: Introduction.................................................................................................................................8
Lesson 2: Primary Source...........................................................................................................................10
Lesson 3: Highlighting................................................................................................................................12
Lesson 4: Highlighting Day 2......................................................................................................................14
Lesson 5: Highlighting Day 3......................................................................................................................16
Lesson 6: Note Taking................................................................................................................................18
Lesson 7: Multiple Sources........................................................................................................................19
Lesson 8: Paragraph Written.....................................................................................................................20
Lesson 9: Mapping.....................................................................................................................................22
Lesson 10: Timeline...................................................................................................................................23
Lesson 11: Photo Analysis Day 1................................................................................................................25
Lesson 12: Photo Analysis Day 2................................................................................................................27
Lesson 13: Presentation Day 1...................................................................................................................28
Lesson 14: Presentation Day 2...................................................................................................................30
Charlotte Grading Rubric...........................................................................................................................32
Siena Grading Rubric.................................................................................................................................33
Jeff Grading Rubric....................................................................................................................................34
Claire Grading Rubric.................................................................................................................................35
Paisley Grading Rubric...............................................................................................................................36
IDM Template............................................................................................................................................37
IDM Reflection...........................................................................................................................................38
Personal Reflection....................................................................................................................................40
Annotated Bibliography
Everett Newspaper Article

Everett, G. (1957, September). You’re Sure to get Your Nickel’s Worth. Railway Progress.

I think this article is a really good source for the elevator, it talks about the elevators history in depth
and touches on the present as well. This article would help students when researching how the elevator
came to be and how J.K. Graves built it. The author also talks about the struggles that the elevator has
had and all the owners. It also gave a lot of context about money and how low the cost to ride the
elevator was as society was evolving and costs of the elevator. It is a little long and the reading level
might be a little advanced but the information that is giving is worth it.

Andrew Border Article

Border, A. (2008, February 21). 4th Street Elevator.

I think this article just reiterated a lot of the information that was already stated in the previously article
and yes, this article is shorter I don’t think that it would be a good source to give to the students. This
article has different dates the newspaper article and like I said previously just listed the same things the
other newspaper did but not as in depth. The only reason I would consider giving this to the students
was because it was a lower reading level text.

Julien Journal Article

(1982, May). 4th Street Elevator Continues Tradition. Julien’s Journal.

This article was pretty similar to the second article, it was a lot shorter which is good for the students
but I do not think it has enough good information for it to be useful to the students. It did have a nice
graphic attached to it though. This was at an average reading level maybe a little bit higher than 3 rd
grade but I think they would be able to read it.

Dubuque’s Best Buy Article

Ricchiardi, S. (1975, June 22). Dubuque’s best buy: cable car ride. Des Moines Sunday Register.

This article was a little different from the other articles we have read because it focused on the time
period and money more than any of the other articles. It talked about the recession and how the
elevator withstood that time period. It is also a little bit of a shorter article which is good for the
students to read and process the information, there will definitely be words the students don’t know but
they should still be able to understand the passage.

5 Historical Landmarks Teacher Guide

Center for Dubuque History, Loras College. (2000). Dubuque's Heritage: Life in Our own
Backyard. Educational Resource Kit.

I will for sure be using this source to give to my students. It has a numbered list of facts about the
elevator, a picture, and space to write notes about the facts. This is not a primary source but it is a
source that is simple to where the student will understand the basic information about the elevator.
This source also gave the teacher information that is a little more advanced than the students and I
might even give them the teacher copy just because it has a little bit more information.

Fenelon Place Elevator Company

(1987). Fenelon Place Elevator Company.

I think this was a really good source that talked about the idea for the elevator and about the troubles. It
also mentioned the present day a little bit too. It was a good page so it was not an overwhelming
amount of information and the language is not tricky so the 2rd graders should be fine reading it. It also
has on the front of it a poster for the elevator showing a map and the rates.

Old Funicular is quaint, fun and TSA secure.

Stewart, C. (2011, November 5). Old Funicular is quaint, fun, and TSA secure. Los Angeles Times.

I would not give this to my students because I do not think what it talks about is going to answer my
students’ questions. I also did not really understand this text when I read it and I know that the 3 rd
graders will not either. It doesn’t really give a lot of background about the elevator, it just talks about
the security of it.

Quinlivan, W. (1964). Way Back When (Photograph). Center for Dubuque History.

This photo is a good one to see what it looked like when the elevator was just recently built and it shows
the steepness of the bluff. This photo was also taken before the really nice houses were built so it shows
exactly why the elevator needed to be built.

Take a Ride 5c Fenelon Place Elevator (Photograph). Center for Dubuque History.

This photo is a drawing/ photograph of the area where the elevator takes place, how big the houses are
on the bluff gives context to how the elevator was built.

Fourth Street Elevator (Photograph). Center for Dubuque History.

This is another photo that is good for the 3rd graders to see what the elevator looked like closer to the
time it was built it also has details in it like a horse and carriage that signify the time it was taken. It will
be good visuals for the students to use.
Unit Overview
Time

Unit Length ___10___ Weeks

___17___ Classes

Standards

Literacy Ask and answer questions to demonstrate understanding of a text, referring

Standards (Iowa explicitly to the text as the basis for the answers. (RL.3.1) (DOK 1,2,3)
Core) 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 Inquiry Anchor Standard

Standards SS.3.1 Identify disciplinary ideas associated with a compelling question.
(Iowa Core) 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 Packet

3/2 Research Day Primary sources

3/7 Highlighting Day 1 Highlighters and copies of sources

3/9 Highlighting Day 2 Highlighters and copies of sources

3/21 Finish up highlighting & taking Highlighters, copies of sources, and note taking
notes sheets

3/23 Taking Notes Note taking sheets and highlight

3/28 Synthesize Speeches and Timeline worksheet, sources, computers, and

Timeline notes

3/30 Synthesize Speeches Timeline worksheet, sources, computers, and

notes

4/4 Board Speeches and map Computer

4/11 Board Speeches Caption worksheet, pictures, and computers

4/13 - not Trolley field trip N/A

meeting

4/18 - HF testing Board Speeches Glue, scissors, paragraphs, pictures, paper, and
presentation

4/20 - HF testing Finalize Board/Speeches Glue, scissors, paragraphs

4/25 Finalize Board/Speeches Paragraphs, board

4/27 Practice Day Board, paragraphs, Dubuque History Packets

5/2 Practice Day N/A

5/4 Practice Day Dubuque History Packets

5/9 Presentations - ACC Ballroom Board, Paragraphs

Lesson 1: Introduction
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
Purple Folders

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

Vocabulary 2. Set expectations
3. Explain project

Connect: How is this lesson Introduction to the small group. This is a chance to set
important to the overall goal of the behavioral and academic expectations.
project?

Teaching Point/Skill: What skill will Loras students will introduce themselves and model how to
students use? meet new people and learn to find common ground and
establish respectful relationships.

Lesson Sequence

Engaging Students: Invitation, 1. Explain to students they will participate in an inquiry

connection, or interesting? project for Dubuque History
2. They will research and design for their parents at Loras
College

Procedures: Be specific, who is 1. Introduce yourself - what will they call you?
doing the action, and how will it 2. Set behavior expectations (make rules)
happen? 3. Complete the “Getting to Know you worksheet”
4. Go over the “DBQ Student Instruction Checklist”
Additional Time
1. Inquiry Project Handout or Loras folders
2. Word search

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

happens next

Assessment: How will know if 1. Students have been attentive and can explain the goals
students have meet your objective? of the project.

Differentiation/ Modifications/ 1. Identify students who may need additional

Accommodations accommodations (talk to the classroom teacher)
2. Seat students next to the teacher if they need
additional help
This lesson went well for the most part. I introduced myself and told them what we were here for and
then I had them fill out the all about me sheet. While they were doing this they were pretty talkative.
After we all shared our papers I had them think about and write down rules to follow on a sheet of
paper. After coming up with these rules I made them sign the paper so I could show it to them if they
need to follow the rules. This was not a very informational session because I was just trying to get an
idea of who they are and how they act with the people that are in the group.

Lesson 2: Primary Source

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

Materials
Connect: How is this lesson
important to the overall
goal of the project?
Teaching Point/Skill: What
skill will students use?
Lesson Sequence
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
 Loras folders
 Pencils
 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)
This lesson serves as the foundation for the unit. Columbkille students
have identified their topic areas of interest. Guided by their Loras
teachers, they will begin to research their subject area and develop a
question they want to answer.
C3 Inquiry Skills (C3 Framework)
1. Questioning
2. Selecting sources
3. Gathering information from sources
4. Evaluating sources
5. Using evidence
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/ If needed, students will be walked through the guided worksheets.

Modifications/ Skills to modify - reading dated material (vocabulary), understanding
Accommodations 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
During the second lesson, I got the kids to the table they sat down, took off their coats, and then the fire
alarm went off. I tried to keep them as calm as possible, and they were pretty well-behaved. When we
were outside I reinforced the rules with them, and instead of not having anything planned so they would
get crazy, we started playing games. We first played a little hand game, then started playing telephone.
We played a couple of rounds of telephone then after when they got back in the room they were ready
to work. I went through the expectations for the day and what we were going to do, I had them skim the
three news articles I picked for them and fill out the see, think, wonder chart. This took up a good chunk
of time then we went over the see think wonder charts together I just ask them what kind of things they
were writing down and what kind of questions they had. I told them to pick one question that their
research was going to be about and I came around and I checked everyone one question. After everyone
had their one question that they’re going to answer we went over what a primary source was. I laid the
expectations out for next time and they left.

Lesson 3: Highlighting
Standards (Common  Ask & answer questions to demonstrate the understanding of a text,
Core) 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
 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 This lesson teaches students how to locate facts and main ideas. It is
lesson important to foundational in that they will use this skill for the rest of the project. Students
the overall goal of should be able to state the main idea of the primary source and then find
the project? 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: Students should highlight the topic sentence and restate the main idea in
What skill will their own words. They should be able to write in their own words the topic.
students use? 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.

It is okay that we did not finish the source we will be continuing the source
and finishing it on Thursday.

Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary (can

Modifications/ write the definition on sheet). Ask, do you know what this means,
Accommodations can you tell me in 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?
On Tuesday 3/7
I arrived at the school and I had one kid missing so it was just me and the 4 girls. I reminded them of the
questions they came up with and passed out a main idea and details worksheet I made. Then I explained
we will be reading an article together and highlighting important facts and what applies to their specific
question. We got about halfway reading the article and after every paragraph, we read we would discuss
it to make sure we understood what the article was saying. This article was a little advanced so I wanted
to spend extra time on the discussion so they understand.

Lesson 4: Highlighting Day 2

Standards (Common  Ask & answer questions to demonstrate the understanding of a text,
Core) 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
 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 This lesson teaches students how to locate facts and main ideas. It is
lesson important to foundational in that they will use this skill for the rest of the project. Students
the overall goal of should be able to state the main idea of the primary source and then find
the project? 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: Students should highlight the topic sentence and restate the main idea in
What skill will their own words. They should be able to write in their own words the topic.
students use? 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.

Next time we will go through a different source and do a similar activity to

organize your main ideas and details for your questions.

Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary (can

Modifications/ write the definition on sheet). Ask, do you know what this means,
Accommodations can you tell me in 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?
On Thursday 3/9
I arrived at the school and I got my group together on the carpet because all I wanted to do was finish
reading the article together. Jeff was absent again which makes me worried about him being very
behind. Because we had little time we just read the article we still did the same thing with highlighting
and discussing the paragraphs and for like the last 5 minutes the girls finished their main idea and details
worksheet. I gave them this sheet to organize their thoughts about this long article.

Lesson 5: Highlighting Day 3

Standards (Common  Ask & answer questions to demonstrate the understanding of a text,
Core) 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
 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 This lesson teaches students how to locate facts and main ideas. It is
lesson important to foundational in that they will use this skill for the rest of the project. Students
the overall goal of should be able to state the main idea of the primary source and then find
the project? 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: Students should highlight the topic sentence and restate the main idea in
What skill will their own words. They should be able to write in their own words the topic.
students use? 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.

We finished up highlighting today and they started taking notes about the 2
articles we read together.

Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary (can

Modifications/ write the definition on sheet). Ask, do you know what this means,
Accommodations can you tell me in 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 or students that are ahead
because of no absences.

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

 Can they use the highlighted information to take notes?
On Tuesday 3/21

Today was our first day being back with the 3rd graders after not seeing them for a week. We needed to
read a short article before moving on to note-taking. The article only took about 15 minutes to read then
the students got free time to go through both articles we have already read and highlighted to start
taking notes about what information they can use for their questions. An issue that I am running into is
that I have a lot of absences. Jeff has only been here the first week other than today for 15 minutes and
paisley was also missing today. I am going to need to work with them both on Thursday to catch them
up and take notes.

Lesson 6: Note Taking

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 Note taking worksheet (attached in the drive)

Pencils
 2 sources (the articles in their folder)

Connect: How is this lesson Students must move information from highlighted sources
important to the overall goal of the and organize information for writing their paragraphs.
project?

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 1. Review the Schedule with students to show how

much time they have and need to focus
2. Review the main ideas of the 2 articles we read
3. Go over what I want them to accomplish today- finish
note-taking and be ready to write a rough draft of a
paragraph next time
4. Hand out note-taking print out and have them work
on it while I am helping catch up Jeff and Paisey
5. If Claire, Siena, and Charolette finish note taking I will
have them work on the timeline portion.
6. Start typing paragraph
7. Go over what is going to happen next week.

Differentiation/ Modifications/ Jeff and Paisley need to finish note-taking because they were
Accommodations absent a lot.

Assessment Note-taking Worksheet

3/23 Thursday

Today we finally had our whole group present this hasn’t happened since the first week we started this
project so we had Jeff and Paisely who had to catch up. I worked with Jeff a lot because he wasn’t here
for the reading of the articles so we found highlights for him and he wrote thise as his notes. We had to
tweak Paiselys question so she needed to pull out notes from the sources about that so they were both
still taking notes. Claire, Charlotte, and Siena finished up their note taking and started typing their
paragraphs.

Lesson 7: Multiple Sources

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 Computers
Sources
Pencil
Note taking sheets
 Connect: How is this lesson When students take notes from multiple sources, often the
important to the overall goal of information will overlap. They will need to synthesize that
the project? information into one paragraph.

Teaching Point/Skill: What skill Students will learn to combine information from multiple sources
will students use? into one paragraph.

Lesson Sequence 1. Review the Schedule with students to show how much
time they have and need to focus
2. Go over what I want them to accomplish today- finish
note-taking/synthesizing and be ready to have a rough
draft of a paragraph for Thursday.
3. If Claire, Siena, and Charlotte finish the rough paragraph
draft, I will have them work on the timeline portion.
4. Go over what is going to happen next week.

Differentiation/ Modifications/ Have Jeff and Paisley finish note-taking and then start on the
Accommodations paragraph.

Assessment Complete Sentences, correct information, and use own words.

3/28
Today was a little bit of a rougher day. I went over the three things needed for a paragraph a topic
sentence, the details, and the concluding sentence. Jeff and Paisley had a very hard time starting their
paragraphs because they rushed through their notes. I printed out Claire, Charlotte, and Siena’s
paragraphs and plan to make comments on those before Thursday. I will also have them do the timeline
because I will need to focus extra attention on Jeff and Siena’s paragraphs.

Lesson 8: Paragraph Written

Standards (Common Core) SS.3.5. Construct responses to compelling questions using
reasoning, examples, and relevant details.

Materials Needed Computers

Note-taking Sheets

Key concepts / Main ideas / Paraphrasing, complete sentences, and chronological order
Vocabulary

Connect: How is this lesson This is an important part of the lesson because this is what is
important to the overall goal of the going to be on the board and read aloud to present.
project?
 Teaching Point/Skill: What skill will The skills they will be using are paraphrasing, writing in
students use? complete sentences, and putting information in chronological
order.

Lesson Sequence
1. Review the Key Elements of paragraph
2. Have them work independently on their paragraphs - Jeff and Paisley still writing, and Claire,
Charlotte, and Siena revising them
3. If the girls finish then all 3 work on the timeline
4. Have others print their paragraph
5. Talk about the schedule for next week and the rest of the year

Engaging Students: Invitation, Connection- They will have to write lots of paragraphs this is
connection, or interesting? one of the firsts.

Procedures: Be specific, who is Each student will be individually working on typing their
doing the action, how will it paragraphs.
happen?

Closure: summary, review, what You should have finished a rough draft of your paragraph today.
happens next Over the weekend I will be looking through and making
corrections to your paragraphs so next Tuesday we can edit
them.

Assessment: How will know if They will write in complete sentences, paraphrased the sources
students have met your objective? used, and write in chronological order in their paragraphs.

Differentiation/ Modifications/ See where Jeff and Paisley are at with the paragraphs and if
Accommodations they need to take another day that is fine. I will have Claire,
Siena, and Charlotte work on the timeline and possibly the
photos.
3/30

Today was a little bit of a mess just because I had all of my students at different spots. Charlotte finished
her paragraph and revises it, Siena had very few revisions, Claire had quite a few revisions, paisley had 2
sentences down and Jeff had about 3 sentences down. I really needed to help paisley and Jeff with their
paragraphs. I had Charlotte and Siena work on the timeline and then when Claire was done she helped
too. The rest of the time I had my attention on Jeff and Paisley. I do feel like we accomplished what we
needed too but it was hectic.
Lesson 9: Mapping
Standards (Common SS.3.4 Cite evidence that supports a response to supporting or compelling
Core) 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 Students will locate their topics on a map of Dubuque, working on mapping
lesson important to the skills & geography.
overall goal of the
project?
 Teaching Point/Skill:  Map making
What skill will students  Computer skills
use?

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/ Jeff and Paisley will be doing this while the other girls are working on the
Modifications/ timeline. I am going to have them share 1 computer.
Accommodations

Assessment They will put the map on a Google doc and if the screenshot is good and
you can see the elevator company then they knew the assignment.
4/4
Today was a little chaotic but it was productive. We finished the timeline because we did not do it online
it was just on a paper copy. The girls finished this while I was helping Paisley and Jeff with the
corrections I made to their paragraphs. After everyone finished we did the map all together on one
computer. I had them play around with google maps and made them find the elevator on the map
without typing it in. There were a lot of people working on one computer (5), so if I were to do it again I
would probably use two computers and have them play around with it and then have both computers
do the Google map part.

Lesson 10: Timeline

Standards (Common RI.3. Describe the relationship between a series of historical events,
Core) 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.
 SS.3.22 Compare and contrast events that happened at the same time.

Materials  Notes with dates

 Computer
 Timeline site: https://www.readwritethink.org/classroom-
resources/student-interactives/timeline
Or
 Timeline worksheet

Connect: How is this  Students are being asked to place events sequentially on a timeline.
lesson important to It provides evidence of change over a specific topic over time.
the overall goal of the
project?

Teaching Point/Skill:  Note Taking

What skill will students  Sequencing
use?  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)

Differentiation/ I am going to not have them do the online activity and just have them do it
Modifications/ on paper and I will transfer it over. Charlotte, Claire, and Siena are going to
Accommodations finish the timeline today. While this is happening Jeff and Paisley are going
to be working on the map.

Assessment If the timeline has the important and correct information with the correct
dates.
4/4

Today was a little chaotic but it was productive. We finished the timeline because we did not do it online
it was just on a paper copy. The girls finished this while I was helping Paisley and Jeff with the
corrections I made to their paragraphs. After everyone finished we did the map all together on one
computer. I had them play around with google maps and made them find the elevator on the map
without typing it in. There were a lot of people working on one computer (5), so if I were to do it again I
would probably use two computers and have them play around with it and then have both computers
do the Google map part.
Lesson 11: Photo Analysis Day 1
Standards (Common SS.3.3 Determine the credibility of one source.
Core) 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 Students will pick pictures to put on their boards. They must include a
lesson important to caption with information regarding the picture.
the overall goal of
the project?

Teaching Point/Skill: Observation, making sense of primary sources, collecting evidence

What skill will
students use?
 Lesson Sequence 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/ Watching Paisley and Jeff more carefully because they tend to need extra
Modifications/ help.
Accommodations

Assessment Making sure they can write their captions.

Your group was a little squirrely today with the warm weather.

We went over the photo worksheet together and talked about what would make a good photo for
someone who didn’t know the material. I didn’t have time to print out the worksheet, so we reviewed it
together.

We went to Encyclopedia Dubuque and each picked a photo – I showed them how to save and write a
caption – everyone’s first photo is from that site. It took me a second to figure out how to cut and paste
on their computers – no right-clicking.

We went to google images and found at least two more and wrote captions. They had trouble saving
the photos and writing the caption, so it was slow going. I will work with your group when we meet
again. It was too much for them to put their links, so I made them show me their captions and we
started to edit them and add the links. They aren’t formatted – I can help with that. I had them verbally
tell me why they were good pictures.

We took a break and some of them started to cut out their paragraphs and glue.
Lesson 12: Photo Analysis Day 2
Standards (Common SS.3.3 Determine the credibility of one source.
Core) 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 Students will pick pictures to put on their boards. They must include a
lesson important to caption with information regarding the picture.
the overall goal of
the project?

Teaching Point/Skill: Observation, making sense of primary sources, collecting evidence

What skill will
students use?

Lesson Sequence 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/ Watching Paisley and Jeff more carefully because they tend to need extra
Modifications/ help.
Accommodations

Assessment Making sure they can write their captions.

4/18

Today the students finished writing their captions for their pictures. I had a very frustrating time with
Paisley writing these captions because she said she did not know how which I know was false because
she has written a sentence before. It was a little crazy making sure everyone was on the same page
today, especially after being gone. Dr. Smith helped me get up to speed which took up more time than I
thought. We did not get anything on the board today which I wanted to get to but it is okay. We cut
almost everything out and glued it onto the green construction paper.

Lesson 13: Presentation Day 1

Standards (Common SS.3.5 Construct responses to compelling questions using reasoning,
Core) 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 discussions 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 the task and
situation, such as when performing dramatic readings or presentations, in
order to provide the requested detail or cla

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 D4.3.K-2 Present a summary of an argument using print, oral, and digital
the overall goal of technology
the project? 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: See oral presentation rubric:

What skill will https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
students use? https://www.readwritethink.org/classroom-resources/printouts/oral-
presentation-rubric

Lesson Sequence You will need to tailor this to your group, but consider the following:

1. Remind students of the DBQ presentations 5/9

2. 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)
3. Show a presentation about good and bad poster boards and ask about
them.
4. Scripts
a. Determine the order of presentation
b. What makes a good script
c. Determine how you will practice

Differentiation/ For this lesson, I’m going to focus on the organization board and that part of
Modifications/ the presentation. I am going to make sure that everyone is included on how
Accommodations they want the board to look and vote.

Assessment Work with your teacher - next time

One group presents, and the other group listens and provides
recommendations
Today went really well! We discussed good and bad poster boards and started gluing everything on our
poster. There was very little arguing about where everything should go which was a relief and if they
were arguing they would look at me but I would tell them they needed to figure it out because this was
their project, not mine.
Lesson 14: Presentation Day 2
Standards (Common SS.3.5 Construct responses to compelling questions using reasoning,
Core) 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 discussions 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 the task and
situation, such as when performing dramatic readings or presentations, in
order to provide the requested detail or cla

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 D4.3.K-2 Present a summary of an argument using print, oral, and digital
 the overall goal of technology
the project? 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: See oral presentation rubric:

What skill will https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
students use? https://www.readwritethink.org/classroom-resources/printouts/oral-
presentation-rubric

Lesson Sequence You will need to tailor this to your group, but consider the following:

1. Remind students of the DBQ presentations 5/9

2. Share rubric with students (either paper version or summary)
a. What makes a good presentation?
b. Discuss the characteristics of the rubric (delivery,
content/organization, enthusiasm/audience awareness)
3. Scripts
a. Determine the order of presentation
b. What makes a good script
c. Determine how you will practice

Differentiation/ I want the students to be able to read their paragraphs, if they need help they
Modifications/ can ask for it.
Accommodations

Assessment Listening to the other students and providing meaningful feedback that shows
they were paying attention.
4/25 Sub Notes

We talked about order. They had really great conversations and discussions about the order and came
to an agreement all by themselves. One of the girls wrote down the order.

We identified what a “good speaker does”

We practiced and just ran through it – made modifications as we went.

They whisper read to themselves

We practiced again together and worked on the whole order (pictures, maps, and timeline too!)
Charlotte Grading Rubric
Item on Board Score: Notes

Note Taking/ Synthesizing 15/15 points Great job highlighting and

 Bullet points synthesizing the information!
 Accurate information
 Spelling, grammar,
punctuation

Timeline 10/10 points

 Dates in correct order
 Accurate information
 Spelling, grammar,
punctuation

Map 10/10 points

 Accurate information

Bibliography 5/5 points

 Correct resources

Picture 10/10 points

 Accurate information
 Caption with correct
elements
Paragraph
 Topic sentence
 Key words/vocabulary
 Correct spelling, grammar,
punctuation
50/50 points
See below for rubric
for writing score

Siena Grading Rubric

Item on Board Score Notes

Note Taking/ Synthesizing 13/15 points Great job highlighting and

 Bullet points synthesizing the information!
 Accurate information
 Spelling, grammar,
punctuation

Timeline 10/10 points

 Dates in correct order
 Accurate information
 Spelling, grammar,
punctuation

Map 10/10 points

 Accurate information

Bibliography 5/5 points

 Correct resources

Picture 10/10 points

 Accurate information
 Caption with correct
elements
Paragraph 50/50 points
 Topic sentence
 Key words/vocabulary See below for rubric
 Correct spelling, grammar, for writing score
punctuation

Jeff Grading Rubric

Item on Board Score Notes

Note Taking/ Synthesizing
 Bullet points
 Accurate information
 Spelling, grammar,
punctuation
12/15 points Good job synthesizing the information! I wish
there was a little more information written on the
worksheets I gave and highlights on the source.

Timeline 8/10 points

 Dates in correct order
 Accurate information
 Spelling, grammar,
punctuation

Map 10/10 points

 Accurate information

Bibliography 5/5 points

 Correct resources

Picture 10/10 points

 Accurate information
 Caption with correct
elements
Paragraph 46/50 points Good paragraph! Just a few errors.
 Topic sentence
 Key words/vocabulary See below for
 Correct spelling, rubric for
grammar, punctuation writing score

Claire Grading Rubric

Item on Board Score Notes

Note Taking/ Synthesizing 13/15 points Great job highlighting and

 Bullet points synthesizing the information!
 Accurate information
 Spelling, grammar,
punctuation

Timeline 10/10 points

 Dates in correct order
 Accurate information
 Spelling, grammar,
punctuation

Map 10/10 points

 Accurate information

Bibliography 5/5 points

 Correct resources

Picture 10/10 points

 Accurate information
 Caption with correct
elements

Paragraph 48/50 points A little repetitive but overall very

 Topic sentence good!
  Key words/vocabulary See below for rubric
 Correct spelling, grammar, for writing score
punctuation

Paisley Grading Rubric

Item on Board Score Notes

Note Taking/ Synthesizing
 Bullet points
 Accurate information
 Spelling, grammar,
punctuation
13/15 points Good job note-taking! Highlighting and
synthesizing had a good start but needs to
be stronger.

Timeline 7/10 points

 Dates in correct order
 Accurate information
 Spelling, grammar,
punctuation

Map 10/10 points

 Accurate information

Bibliography 5/5 points

 Correct resources

Picture 10/10 points

 Accurate information
 Caption with correct
elements

Paragraph 46/50 points Good paragraph, just a few of grammar

 Topic sentence errors. Wish there was a better variety of
 Key words/vocabulary See below for sentences.
 Correct spelling, rubric for writing
 grammar, punctuation score

IDM Template
Inquiry Design Model (IDM) Blueprint™

Compelling Claire
Question Why were there multiple fires?

Standards and SS.3.5. Construct responses to compelling questions using reasoning, examples, and relevant
Practices details.

Staging the
Why were these fires so significant and why were there so many?
Question

Supporting Supporting Supporting

Question 1 Question 2 Question 3

Read source and highlight

Formative Formative Formative

Performance Task Performance Task Performance Task

Write a paragraph that explains the

information about your question
from the source you highlighted.
 Featured Sources Featured Sources Featured Sources

You’re Sure to get Your Nickel’s

Worth. (1957, Railway Progress)

Summative Argumen Claire helped glue everything down and wrote her paragraph. She also helped
t make points on the timeline.
Performance
Task Extension 3rd Grade Presentations

Taking
N/A
Informed Action

IDM Reflection
Claire is a very smart and delightful student. She was one of the quietest ones in my group but I

had to keep my eye on her and intentionally look for her so her voice could be heard in the beginning of

this project. She was very unsure of herself when answering questions but her answers were right. I

wanted to build some confidence in her throughout the semester and towards the end she was much

more outspoken and actually took on some leadership when putting the board together. While we were

in the ballrooms looking at sources, the fires at the elevator kept drawing her attention. However, when

I asked students what their question was she wanted to ask about why the elevator was built. It is a very

valid question to ask but another student was already going to answer that. Instead we looked at her

See Think Wonder chart and I asked her what else was really interesting to her that she has written

down. She has on the worksheet why would it have a fire, I told her that is a very good question. After

hearing that I had to prompt her a little more just to change the wording to Why was there a fire. I

prompted her by asking if the wording of her question was best, she responded with her question now.

With the knowledge that there were multiple fires she was interested to see why they kept recurring

that so that was something she wrote down to answer when she was reading the sources. While we
were reading, highlighting the sources, and taking notes she got done really quick. Looking over her

worksheets she was just mentioning the fires, I asked her how the fires happened. She told me in

conversation and I just looked at her and she asked if she should write that down and I just nodded my

head. After that she flourished, she was using all the sources I gave her organizing her note taking sheets

to the three separate fires and telling me how they were all started.

I think I did very well on not giving students answers. I realized throughout this entire semester

that as teachers the students teaching does reflect us to some extent but we also have to give them

tools and teach them to use the tools but we cannot do it for them. I would however make some adjusts

to the way I started the project with them. I was very worried about not having enough time and rushing

through some of the important aspects like getting a good question, highlighting the text, and note

taking. Looking back, I could have taught a little bit more about highlighting and notetaking rather than

just jumping in and doing it with the students. I think this technique would have been beneficial for

Claire to make her note taking a little bit easier and it would have helped the rest of the group as well.
Personal Reflection
This semester has taught me so much about myself as a teacher. I was very hesitant about going

into the classroom and having to teach a group of students because this was my first time ever doing

something like it. However, from the start, I knew I had to implement a standard of how I wanted the

weeks to go and how I wanted them to behave. I did a contract for their behaviors and made them sign

it on the first day and I upheld that standard when we would meet and I think that is what helped them

behave. I also always had something for them to do because I planned out my lessons well. I think all of

these things really translated well into the presentation. I also don’t think anyone else in my class did

this but right before they presented I gave them a pep talk and told them how proud I am of them for all

their hard work and that they should be confident in themselves because they know the information.

Seeing them smile before going up and presenting, I think tremendously helped them succeed during

the presentation.

I would be crazy if I were to say that this entire semester everything went exactly as planned

and that I did not have any flaws as a teacher or in my lesson plans. There were many times that I

thought I should have taught differently. I had the toughest time in my paragraph-writing lessons. I did

not realize how much time I actually had and I wish I taught them more about sentence structure and
how to write a good sentence. Some students in my group knew how to write a good sentence but

others had trouble and I wish I went over it altogether. This was something that I did not have success

with. I also had difficulty having everyone contribute equally to the timeline and map. Everyone was in

different spots due to unexpected absences and I wish that there was something I could have given the

other girls who were ahead to work on while the rest get caught up that wasn’t the timeline.

The goals I had for my students differed because they were all on different levels academically. I

had to work with Jeff and Paisley a lot more than the other girls because they were both absent more

than twice and it was hard to get them to catch up. It was difficult to navigate what to do with the other

students and the ones who were absent. Charlotte was very independent and did not need as much help

as others so I was able to put more attention on other students however, I think I did a good job of not

dismissing her completely. Siena was also independent however needed more help than Charlotte. Then

Claire needed help getting started, she was the student who had the most trouble coming up with a

question. I had success with the group when I explicitly showed them what a good presentation was and

what a bad one was with the PowerPoint. That way they were able to see exactly what was expected.

Another way I had success was by letting the students solve issues on their own. They would ask me

about every single little detail when it came to the presentation. A specific issue was about the color of

the construction paper we were going to use. I told them when they asked me that it was not my

presentation and they need to figure it out themselves. I set a timer for 5 minutes and I said after 5

minutes, I want you all to agree on one color. They did after some arguing but hearing their discussion

was great to see and I definitely want to incorporate more problem-solving skills like that without so

much of my input as a teacher.

I was very proud of how this semester went with the students. I was able to keep them well-

behaved during the fire at Loras, while in the ballrooms, and in the classroom. We were able to play
games and get to know each other all while learning about the elevator. It also made me feel very good

that they missed me when I was absent. I plan to implement more multisensory lessons in the future

and more practice with feedback from me. I will do this by making it a mission to have more than one

sensory output in my specific lessons. This is very important to me because I don’t expect my students

to sit at a desk all day and focus on every single minute they are in school. Also going further in my

career, I want more practice for my students in some capacity when they can receive feedback from me.

I think this individualized strategy will help students focus on what they are struggling with.