Edu 335 Final 2

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Table of Contents:
Table of Contents:..................................................................................................................................................
Annotated Bibliography............................................................................................................................................
Unit Plan...................................................................................................................................................................
Lesson Plan 1: Introduction.....................................................................................................................................
Lesson Plan 2: Research Day.................................................................................................................................
Lesson Plan 3: Highlighting Day 1...........................................................................................................................
Lesson Plan 4: Highlighting Day 2...........................................................................................................................
Lesson Plan 5: Finish Highlighting/Note Taking......................................................................................................
Lesson Plan 6: Note Taking.....................................................................................................................................
Lesson Plan 7: Synthesize Speeches......................................................................................................................
Lesson Plan 8: Timeline...........................................................................................................................................
Lesson Plan 9: Synthesize Speeches/Writing Paragraphs......................................................................................
Lesson Plan 10: Speeches......................................................................................................................................
Lesson Plan 11: Pictures.........................................................................................................................................
Lesson Plan 12: Board.............................................................................................................................................
Lesson Plan 13: Finalize Board/Kahoot...................................................................................................................
Lesson Plan 14: Presenting.....................................................................................................................................
Ada Atchison’s Rubric..............................................................................................................................................
Aubree Gotto’s Rubric..............................................................................................................................................
Cordelia Shannon’s Rubric......................................................................................................................................
Kam Henry’s Rubric.................................................................................................................................................
Ted Harris’ Rubric....................................................................................................................................................
Student Summaries..................................................................................................................................................
Kam’s IDM................................................................................................................................................................
Kam’s IDM Reflection...............................................................................................................................................
Personal Reflection..................................................................................................................................................
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Annotated Bibliography
Ham, H. M. (1896). The First White Man in Iowa. In Annals of Iowa (5th ed., Vol. 11, Ser.
3, pg. 329–244). essay.
Julien Dubuque was the first white man to settle on Iowa soil. Dubuque arrived in
Iowa in the year of 1788, at the age of twenty-six. He resided in Dubuque until his
death in 1810, he was forty-eight years old. Dubuque had lived among the Indians.
Some say that he and the Indians were friends, while others say that Dubuque
terrified the Indians. He made them believe that he has magical powers and could
set the river on fire. Whatever it was that Julien Dubuque did, the Indians gave him
permission to access and mine all of their land. Dubuque was a wealthy and
successful business man, or so everyone thought. A few years before his death we
went bankrupt. Dubuque was in debt to multiple people.
Doherty, K. (2004). Chapter 6 (pg. 112–125). essay, The Oliver Press.
This chapter covers the majority of Julien Dubuque’s life. It talks about his
upbringing in life. Dubuque was the youngest of thirteen children. After his father
passes away he sets forth to explore. Dubuque eventually settles in what is now
known as Dubuque. At the time the French ruled Iowa, but only the Indians really
settled/lived in Iowa because people were forced west by the tribes. Dubuque
quickly befriended the Fox Indian Tribe. They soon made an agreement that he
could mine all the land at no charge. While Dubuque made most of his money from
the mines; he also traded other goods. He often took trips to St. Louis to trade and
sell things. The mines were referred to “the Mines of Spain”, the area was estimated
to be twenty-one miles long and ten miles wide. While Dubuque seemed to be
wealthy, he ended up going bankrupt right before his death in May of 1810.
Gibson, M. (N. D.) Dubuque, Julien. The Biographical Dictionary of Iowa. University of
Iowa. http://uipress.lib.uiowa.edu/bdi/DetailsPage.aspx?id=102
This website has a detailed biography of Julien Dubuque. It shares information

about his whereabouts through his life and his trades. It also gives you
information about the land he mined that is now called Mines of Spain.
History of the Mines of Spain. (N.D.) Mines of Spain.

https://www.minesofspain.org/history/
This is the official website for the Mines of Spain. It provides information on the
history of the land, Julien Dubuque, the Mesquakie, and Edwin B. Lyons. The website
also has more information on the land in the present day.
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Julien Dubuque First White Settler on West Bank of Mississippi. (1933, August 6).
Center for Dubuque History.
This article provides a short summary of Julien Dubuque life. It goes into detail about
when Dubuque first came to Dubuque, the relationships he made, his trading business,
and the mine he discovered.
[Julien Dubuque Folder F1]. (N.D.)
This article states that after eighty-seven years Julien Dubuque was reburied because
locals thought that he needed a proper monument. Dubuque was dug up and placed under
a monument that was made out of limestone. This monument looked like a castle. Before
he was moved, Dubuque was buried with two Indians.
[Julien Dubuque Folder F6]. (N.D.) (pg. 1–8)
Julien is the son of Noel-Augustin and Marie Dubuque. He was born on January 10,
1762. He was the youngest of at least ten siblings. Dubuque was well educated. He was
fluent in English and French. Dubuque left home and worked as a clerk for Indian trade.
When Dubuque moved to Dubuque he became friendly with the Indian tribes around the
area. After getting permission to mine the land, he became a wealthy businessman.
According to records, he sold hundreds of thousands of lead at five cents per pound
annually. Which meant that he was getting an annual income of about $20,000 from just
mining alone. Dubuque also made money from farming and fur trade. While he was
known to be a successful business man, he was almost always in debt from 1802 till his
death in 1810.
[Julien Dubuque Folder F6]. (N.D.) (pg. 1–2)
This article provides a short summary of Julien Dubuque once he got to Dubuque. Once
Dubuque got to Dubuque he set out to make friends with the Indians. There was the Fox
tribe on the west side of the Mississippi River and Winnebagoes on the east side. He
established a home on Catfish Creek, where he built a house, stables, a warehouse, and a
cabin for his workers. It also discusses the controversy of Dubuque and his wife and if he
ever had one. People believe that he was married to Potosa, daughter of the great chief of
the Fox tribe. Dubuque died March 24, 1810. Years after Dubuque’s death, he was reburied
and a monument was built for him.
Petersen, W. J. (N.D.). Julien Dubuque. In the Palimpsest (pg. 421–433). essay.
The Indians in the area of Dubuque always fought off or pushed white settlers west.
But for some reason when Julien Dubuque also known as “Little Night” by the Fox
tribe showed up they did not. Dubuque and the Indians became friends, and he was
soon adopted by the tribe. Dubuque showed the Fox tribe in gifts. On September 22,
1788 the Foxes granted Dubuque possession of the mines. The contract stated that
Dubuque could work at the mines and withdraw from it in any way that he would like.
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He was not required to pay the tribe, but he could not sell the land. Dubuque hired
ten white men to help him mine the land. Dubuque became wealthy fast, but soon
went bankrupt a few years before his death.
Schermer, S. J. (2008). The Archaeology of the Mines of Spain: The Meskwaki and Julien
Dubuque. In the Wisconsin Archeologist (pg. 132–149). story.
This article goes over the archeologist of Mines of Spain. This would include the
Meskwaki Indians and Julien Dubuque. Dubuque was drawn to this area because of
its location. It is right on the Mississippi River, which was good for trade, especially
fur trade. Dubuque could use the river for trapping animals along with using it for
transporting the goods. Dubuque quickly realized the benefits of land for more than
just trade. He was able to mine lead out of the ground. Dubuque had many mine pits
throughout the land that is known as Mines of Spain.
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Unit Plan
Time
Unit 10 Weeks
Length 17 Classes
Standards
Literacy Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
Standards the basis for the answers. (RL.3.1) (DOK 1,2,3)
(Iowa 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 Inquiry Anchor Standard

Studies SS.3.1 Identify disciplinary ideas associated with a compelling question.
Standards SS.3.2 Use supporting questions to help answer the compelling question.
(Iowa Core) 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.
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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 in 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 notes Highlighters, copies of sources, and note taking sheets
3/23 Taking Notes Note taking sheets and highlight
3/28 Synthesize Speeches and Timeline Timeline worksheet, sources, and notes
3/30 Synthesize Speeches/writing Timeline worksheet, sources, and notes

paragraphs
4/4 Pictures and speeches Computer
4/11 Map/ putting together the board Computer
4/13 - Trolley field trip N/A
4/18 - Testing Putting the board together Board, paragraphs, glue, pictures, scissors
4/20 - Testing Finalize Board/Kahoot Board, paragraphs, glue, pictures, scissors, computer
4/25 Practice Day/presenting lesson Board and speeches
4/27 Presentations to the class in the gym Board and speeches
5/2 Work Day - Not Meeting N/A
5/4 Presentations to the class in the gym Speeches and tri-fold board
5/9 Presentations - ACC Ballroom Speeches and Tri-Fold Board

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Lesson Plan 1: Introduction

Loras Student: Katie Krakow
Topic Area: Julien Dubuque and Mines of Spain
Date of Lesson: 2/28
Group Members
St. Columbkille Student Topic Area/Question
Aubree
Ted
Cordelia
Kam
Ada
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 small group

Vocabulary 2. Set expectations for assignment and behavior
3. Explain project
Connect: How is this lesson Introduction to a small group. This is a chance to set behavioral and
important to the overall academic expectations.
goal of the project?
Teaching Point/Skill: What Loras students will introduce themselves and model how to meet new
skill will students use? people and learn to find common ground and establish respectful
relationships.
Lesson Sequence
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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, 1. Introduce self - what will they call you?

who is doing the action, 2. Set behavior expectations (make rules)
how will it happen? a. What roles do you think we should set to be successful?
b. What roles do you guys have in class?
3. Complete “Getting to Know you worksheet”
a. Is there anything I should know about you?
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 you 1. Students have been attentive and can explain the goals of the
know if students have met project.
your objective?
Differentiation/ 1. Identify students who may need additional accommodations (talk

Modifications/ to classroom teacher)
Accommodations 2. Seat students next to teacher if they need additional help
Reflection/Notes From Lesson (describe your teaching - be specific):
My students were not shy whatsoever. Right away when we sat down they had a million
questions, whether it was about me or the project. I was excited about their ambition. But
when I told them that they would have to find the answers to their own questions they weren’t
exactly sure what to think. They wanted the answers now. I was happy about that though
because I feel as though they will be able to work together to do the work that needs to be
done. I know already that I am going to have to split Kam and Ted up and Aubree and Ada. My
students were very loud and outgoing. I am used to working with younger students who take a
while to warm up to you, so I was not expecting that. I feel as though I am going to have to
make sure that I stand my ground with them. After about 15 minutes I readjusted and the
nerves were gone. I felt more confident in what I was doing. My biggest thing is reaction time. I
feel some of the questions they ask I knew the answers to, but I wasn’t expecting them to ask
so I did not have a straightforward answer right away. I need to be prepared for those.
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Lesson Plan 2: Research Day

Date of Lesson: 3/2
Group A
Elementary Student Topic Area/Question
Aubree
Ted
Cordelia
Kam
Ada
Small Group (with teacher)

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

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

project?
Teaching C3 Inquiry Skills (C3 Framework)

Point/Skill: What 1. Questioning
skill will students 2. Selecting sources
use? 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
- Go over before you speak think sheet
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. Skills to modify -
Modifications/ reading dated material (vocabulary), understanding main idea of sources,
Accommodations 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: I think that Thursday went pretty well for how much excitement
there was and the fire alarm. I wish that I would have had documents for my students to
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write/highlight on. They were not really interested in the articles that I had brought. I went over
rules again with my students which I think was very beneficial. I need to be able to stand my
ground and authority with them or they will walk all over me.
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Lesson Plan 3: Highlighting Day 1

Topic Area: Julien Dubuque
Date of Lesson: 3/7
Group A
Ada How’d he make money? How did he lose his money?
Aubree How did he die? How did he become poor?
Kam How did he get to Dubuque? What was Dubuque like back then?
Ted What was Julien Dubuque's relationship with the Indians?
Cordelia How did he die? What was his family like?
Note: This lesson may take 1-3 sessions
Standards ● Ask & answer questions to demonstrate the understanding of a text, referring
(Common Core) 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 teaches students how to locate facts and main ideas. It is foundational in
this lesson that they will use this skill for the rest of the project. Students should be able to state the
important to the main idea of the primary source and then find details to support the topic sentence.
overall goal of the They will learn to highlight facts that are important to their topic and eventually,
project? summarize what they have read.
Teaching Students should highlight the topic sentence and restate the main idea in their own
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Point/Skill: What words. They should be able to write in their own words the topic. They should be able to
skill will students identify details that support the main idea. The next step is for the student to use
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 your
Accommodations 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?
● Note taking 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:

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I thought today's lesson went really well. I had the students read a paragraph at a time. We took
turns reading the paragraph to the group. At the end of each paragraph we talked about what the
main idea was in that paragraph. Then I had them find the information and highlight it themselves.
After we finished highlighting the whole sheet I had them write at least three sentences on the
information they learned. This really gave me an idea of where they are at their levels and who I
need to work with more. The hardest thing for me is planning on how long things will take. My
students are at different levels so it took a few students 5 minutes to write the sentence and one
almost 15.
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Lesson Plan 4: Highlighting Day 2

Date of lesson: 3/9
Cordelia How did he die? What was his family like? Did he have family?
Kam What was Julien Dubuque's relationship with the Indians?
Ted How did he get to Dubuque? What was Dubuque like back then?
Day 2 of this lesson:
Standards ● Ask & answer questions to demonstrate the understanding of a text, referring
(Common Core) 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 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 teaches students how to locate facts and main ideas. It is foundational in
this lesson that they will use this skill for the rest of the project. Students should be able to state
important to the the main idea of the primary source and then find details to support the topic sentence.
overall goal of the They will learn to highlight facts that are important to their topic and eventually,
project? summarize what they have read.
Teaching Students should highlight the topic sentence and restate the main idea in their own
Point/Skill: What words. They should be able to write in their own words the topic. They should be able
skill will students to identify details that support the main idea. The next step is for the student to use
use? highlighted information to take notes.
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a. I attached a checklist in more detail in my lesson plan 4 folder
I do, we do, you do model

1. On Tuesday we went over the Mines of Spain source together. We highlighted
and wrote 3 sentences about the information that we learned.
1. Students will have another article in their folders called Dubuque, Julien (The
Biographical Dictionary of Iowa.)
2. Ask students: Looking at the title, what do you think this will be about? What
keywords are you noticing? 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. Highlight the main idea and think aloud
about the details.
a. Take notes on this first paragraph together. (note sheet is also in folder)
6. After the first paragraph students can highlight and take notes independently.
7. Note: We don’t highlight everything!
8. If students finish that article they can go onto the next primary source/note
taking sheet.
Closing
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 your
Accommodations 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?
● Note Taking sheet for advanced students.

● Can they use the highlighted information to take notes?

BS Sub - Absent (excused)
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Lesson Plan 5: Finish Highlighting/Note Taking

Date of lesson - 3/21
Ada How’d he make money? How did he lose his

money?
Cordelia How did he die? What was his family like? Did he
have family?
Kam What was Julien Dubuque's relationship with the

Indians?
Ted How did he get to Dubuque? What was Dubuque

like back then?
Small Group
Standards SS.3.5 Construct responses to compelling questions using reasoning, examples,
(Common 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 You must choose a note taking worksheet based on your students. Include it in
your google folder.
- Note taking sheets (in google folder)
- Sources
- Highlighters
- Pencils
- Folders
Connect: How is Students must move information from highlighted sources and organize
this lesson information for writing their paragraphs.
important to the
overall goal of the
project?
Teaching Students will learn how to take notes:

Point/Skill: What ● Key phrases (not whole sentences)
skill will students ● Writing in their own words
use?
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Lesson Sequence You must fill this in based on your group.

1. Review the teaching checklist with students (establish procedures,
2. Discuss what they went over last time we met
3. Finish highlighting
a. Ask students: Looking at the title, what do you think this will be about?
What keywords are you noticing? What kinds of information will be
important?
b. Highlight the title of the source. Look for the topic sentence (show
students it is usually the first sentence in a paragraph).
4. Start or continue taking notes
a. Restart that when we take notes we are writing down the main/key
ideas.
b. We are writing our sentences in complete sentences.
c. Sentences should be in our own words, not copying the sentences.
Closing
a. Note taking or starting paragraphs (depending on student)
Differentiation/ You must fill this in based on your group.

Modifications/ ● Reading aloud paragraph - stopping at unfamiliar vocabulary (can write the
Accommodations definition on sheet). Ask, do you know what this means, can you tell me in your
own words).
students together.
● Check work often - show me what you did, how do you know? Are they doing it
correctly?

● Complete sentences that are in the students own words (not copying sentences
from sources).

Today’s session went really well besides that I had 2 of my 5 students missing. Everyone was
really engaged in finishing up highlighting and taking notes. I had each of them look at their
topic/question and take notes over the things they have found. Ted was working really hard to
find all of his information. He was eager to learn all about Julien Dubuque. He kept asking more
questions and wanted to know the answer to everything. Ada had a hard time staying focused
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towards the end. I have noticed with her she works hard, but then needs a little break and then
she will get back to work and focus. Aubree wasn’t as interested in finding her information. I sat
by her and motivated her to keep reading/ taking notes. I noticed when I sit by her and push her
to work she does well.
I will have to get Kam and Cordiela up to speed. I am a little worried about Codilela because she
easily gets off task and cannot focus. I need to make sure to give her breaks, but also keep her
on task.
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Lesson Plan 6: Note Taking

Date of lesson: 3/23

money?
have family?

Indians?

like back then?
Small Group
RI.3.9 Compare and contrast the most important points and key details presented in
two texts on the same topic
Materials You must choose a note taking worksheet based on your students. Include it in
your google folder.
- Note taking sheets (in google folder)
- Sources
- Highlighters
- Pencils
- Folders
Connect: How is Students must move information from highlighted sources and organize information
this lesson for writing their paragraphs.
important to the
overall goal of the
project?
Teaching Students will learn how to take notes:

Point/Skill: What ● Key phrases (not whole sentences)
skill will students ● Writing in their own words
use?
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Lesson Sequence You must fill this in based on your group.

1. Review the teaching checklist with students (establish procedures,
3. Start or continue taking notes
a. Restart that when we take notes we are writing down the main/key
ideas.
Closing
a. Note taking or starting paragraphs (depending on student)
Differentiation/ You must fill this in based on your group

Accommodations definition on sheet). Ask, do you know what this means, 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? Are they doing it
correctly?
● Get students that were absent on Tuesday caught back up (finish highlighting)

● Complete sentences that are in the students own words (not copying sentences
from sources).

At the beginning of the lesson my students were all in different spots. Two of them were still
highlighting because they were absent on Tuesday. The other three were taking notes or
finishing up taking notes. Ted, Aubree, and Ada started working on their paragraphs by the end
of the class time. Aubree was the first to start her paragraph. This really motivated the other
students. They were eager and wanted to start on theirs. This was great at first, but then some
of them started getting sloppy with their work because they wanted to move on. I had to remind
the students that they are all in different spots of their research and that others will finish things
before them, but that is okay. I think today went really well. I am excited about the potential of
this group. As long as they are staying on task and focused they all really want to learn,
especially Ted.
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Krakow 23
Lesson Plan 7: Synthesize Speeches


money?
have family?

Indians?

like back then?
Small Group
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_PHZTQY
u-oJ2Ce0GU3_WvUJ_8g/edit?usp=sharing
Or
● Any graphic organizer you feel is appropriate.
Connect: How is When students take notes from multiple sources, often the information will
this lesson overlap. They will need to synthesize that information into one paragraph.
important to the
overall goal of the
project?
Teaching Students will learn how to combine information from multiple sources into one
Point/Skill: What paragraph.
skill will students
use?
Krakow 24

3. Finish up note taking
a. Restate that when we take notes we are writing down the main/key
ideas.
4. When students are finished (Aubree, Ted, and Ada will start with this) note
taking they will move on to synthesizing their sources.
5. Students can move onto paragraphs when finished with their synthesizing
worksheet.
Closing
a. Finish synthesizing or/and starting paragraphs (depending on
student)
Differentiation/ ● Kam and Cordiela will finish note taking

Accommodations definition on sheet). Ask, do you know what this means, can you tell me in
your own words).
students together.
● Check work often - show me what you did, how do you know? Are they doing
it correctly?
Assessment ● Complete sentences that are in the students own words (not copying
sentences from sources).
● Correct sources with the right information
I felt like before today my students were all in very different spots. Today we finished up note
taking and started writing or typing up their paragraphs. I think that typing is going to take longer
than I thought, but we will work through it! I found it better when students wrote their paragraphs
then typed them rather than typing up from their notes. I had Ted and Aubree do the timeline
today. I thought this went really well and they took accountability and worked together to find
what they needed to. I was unsure how those two would work together, but it went well. They
were both happy to do “more work” as what Ted called it. Having computers is going to be a
challenge. I need to make sure I am watching everyone's screen and making sure they are
Krakow 25
staying on task. (So sorry for all the anxiety we give you when our computers are open when
you are trying to teach. Finally understand your frustration lol)
Krakow 26
Lesson Plan 8: Timeline


money?
have family?

Indians?

like back then?

Standards RI.3. Describe the relationship between a series of historical events, scientific ideas
(Common Core) 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 ● Students are being asked to place events sequentially on a timeline. It
this lesson provides evidence of change over a specific topic over time.
important to the
overall goal of the
project?
Teaching ● Note Taking

Point/Skill: What ● Sequencing
skill will students ● Timelines
Krakow 27
use? ● 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/ ● Students who want to/ are ahead on their work

Modifications/
Accommodations
Assessment ● Dates are right

● Dates are in order
● Students are looking through their sources to find this information
Reflection/Notes From Lesson: Reflection is on the other lesson (synthesizing multiple sources
and note taking). I did these two lessons at the same time with different students.
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Lesson Plan 9: Synthesize Speeches/Writing Paragraphs

Group Members

money?
have family?

Indians?

like back then?
Lesson Title Paragraph
Place in Unit Writing paragraphs
Standards (Common Core) SS. 3.5. Construct responses to compelling questions using reasoning,
examples, and relevant details.
SS.3.11. Provide examples of historical and contemporary ways that

societies have changed.
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.
Materials Needed ● Pencil

● Paper
Key concepts / Main ideas / ● Paraphrasing notes into a paragraph

Krakow 29
Vocabulary
Connect: How is this lesson ● Students will be able to turn this paragraph into a speech that
important to the overall they will give during their presentation to their classmates and
goal of the project? parents.
Teaching Point/Skill: What ● To paraphrase and write sentence in their own words
skill will students use? ● Finding key ideas/ main ideas to present
3. Write paragraphs and then type the paragraphs in the computer
4. Closing
Procedures: Be specific, ● Individually all students will write their own paragraphs
who is doing the action, ● Paragraphs needs to be 5-7 sentences long
how will it happen?
Closure: summary, review, Closing

what happens next 1. Bring students back together and review what they learned.
a. Finish up paragraphs and start typing
3. Check and correct work - give students specific feedback about what
they did right and changes they need to make.
Assessment: How will ● Complete sentences, in their own words

students know if they have
met your objective?
Differentiation/ ● Sit students closer to the teacher if they need additional support or
Modifications/ pair students together.
Accommodations ● Check work often - show me what you did, how do you know? Are they
doing it correctly?
My students started typing their paragraphs that will go on the board. I tried bouncing around
to every student for a couple of minutes. If I waited too long to go to a student it seemed that
they were just staring at their screen or messing with the font of the paragraph. Today talking
was kind of an issue. They were not on task as much as they normally are. I just have to keep in
mind that computers can be a problem and I need to watch all 5 students at once.
Krakow 30
Lesson Plan 10: Speeches

Date of lesson: 4/4
Group Members
have family?

Indians?

like back then?
Lesson Title Paragraph
Place in Unit Writing paragraphs
Standards (Common Core) SS. 3.5. Construct responses to compelling questions using reasoning,
examples, and relevant details.
SS.3.11. Provide examples of historical and contemporary ways that

societies have changed.
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.
Materials Needed ● Pencil

● Paper
Key concepts / Main ideas / ● Paraphrasing notes into a paragraph

Vocabulary
Krakow 31
Connect: How is this lesson ● Students will be able to turn this paragraph into a speech that they
important to the overall will give during their presentation to their classmates and parents.
Teaching Point/Skill: What ● To paraphrase and write sentence in their own words
skill will students use? ● Finding key ideas/ main ideas to present
3. Type the paragraphs in the computer
4. If finished with paragraph they can look for a photo (do caption and
source)
5. Closing
Engaging Students: ●
Invitation, connection, or
interesting?
Procedures: Be specific, ● Individually all students will write their own paragraphs
who is doing the action, ● Paragraphs needs to be 5-7 sentences long
how will it happen?

a. Finish paragraphs if haven’t already
b. Photos
3. Check and correct work - give students specific feedback about what
they did right and changes they need to make.
Assessment: How will ● Complete sentences, in their own words

students know if they have
met your objective?
doing it correctly?

Krakow 32
Today went really well! I had my students finish up their paragraphs. They all finished typing
and I read the paragraph with them and we re-edited what we thought was needed. When the
students were done I had them move on to their photoes. They had to find a photo that went
with their paragraph. They then wrote a caption to go along with it. The students worked hard
to finish their paragraphs. I was a little worried about them google searching pictures, but they
all did very well and did what they were told/supposed to do.
Krakow 33
Lesson Plan 11: Pictures

Date of lesson: 4/4
Group A

money?
have family?

Indians?

like back then?

Standards SS.3.3 Determine the credibility of one source.
(Common 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
● Computer
● Pencil
● Folders
Connect: How is Students will pick pictures to put on their board. They must include a caption with
this lesson information regarding the picture.
important to the
overall goal of the
project?
Teaching Observation, making sense of primary sources, collecting evidence

Point/Skill: What
skill will students
Krakow 34
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/ ● Sit students closer to the teacher if they need additional support or pair
Modifications/ students together.
doing it correctly?
● Students who haven’t finished will work on paragraphs
Assessment ● Picture matches their topic

● Caption is in complete sentence, in their own words
Reflection/Notes From Lesson: On above lesson - did this on the same day.
Krakow 35
Lesson Plan 12: Board

Group Members

money?
have family?

Indians?

like back then?
Lesson Title Boards
Place in Unit Boards
Standards (Common Core)

SS.3.2. Use supporting questions to help answer the compelling
question in an inquiry.
SS.3.4. Cite evidence that supports a response to supporting or

compelling questions.
SS.3.6. Identify challenges and opportunities when taking action to

address problems, including predicting possible results.
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
Materials Needed Tri-fold board, paragraphs and pictures (printed), construction paper,
glue, and scissors
Krakow 36
Key concepts / Main ideas / Putting the display board together

Vocabulary
Connect: How is this lesson This will be the board that they present to their parents/classmates, so
important to the overall they can present their project
Teaching Point/Skill: What Communication - need to talk with each other and collaborate to put the
skill will students use? board together
3. Get materials ready to put on board and then glue it onto board
4. Closing
Procedures: Be specific, Students are working together to put the board together. They will have
who is doing the action, to discuss and communicate where they think things should go
how will it happen?

a. Finish board
3. Check and correct work - give students specific feedback about
what they did right and changes they need to make.
Assessment: How will - Working together to get things done

students know if they have - Staying on task
met your objective?
doing it correctly?
Reflection/Notes From Lesson (describe your teaching - be specific)
Today we started by reading our paragraphs to make sure that we made no mistakes or missed
anything. After this, we cut and glued all of our pictures and paragraphs. The group then picked
where they wanted things on the board and the order. I described how the display should look
and what I thought would be good ideas to put together. I then sat back and let them
communicate and work together to let them decide where things needed to go on the board. A
few times I had to cut in and make sure they were staying on task and being responsible with
Krakow 37
their materials (like gluing their hands together). The group's behavior was a little out of control
today. Students were being mean and making fun of others for their discussions/suggestions.
We had to talk about the importance of being kind and respecting others' ideas. We also talked
about the material on our board and why it was on the board. For example, the boys wanted to
add a picture of Seth Curry, but we talked about the reasons why each piece was on the board.
I think this was really good because it gave the kids a deeper understanding of presenting only
the material needed.
Krakow 38
Lesson Plan 13: Finalize Board/Kahoot

Group Members
have family?

Indians?

like back then?
Lesson Title Finalizing board and Kahoot
Place in Unit Finalizing boards
Standards (Common Core)

SS.3.2. Use supporting questions to help answer the compelling
question in an inquiry.
SS.3.4. Cite evidence that supports a response to supporting or

compelling questions.
SS.3.6. Identify challenges and opportunities when taking action to

address problems, including predicting possible results.
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
Materials Needed Computer, board, scissors, glue, and materials that go on the board
Key concepts / Main ideas / Communication - need to talk with each other and collaborate to put the
Krakow 39
Vocabulary board together

Doing what they are supposed to on the computer
Connect: How is this lesson This will be the board that they present to their parents/classmates, so
important to the overall they can present their project. Reviewing information that is on the board
goal of the project? and that they have learned this semester
Teaching Point/Skill: What Communication/listening to group members - need to talk with each other
skill will students use? and collaborate to put the board together
Computer/ technology skills
3. Finish up finalizing the board
4. Kahoot
5. Closing
Procedures: Be specific, Students are working together to put the board together. They will have to
who is doing the action, discuss and communicate where they think things should go
how will it happen?

a. Practice speeches
3. Check and correct work - give students specific feedback about
what they did right and changes they need to make.
Assessment: How will ● Staying on task to get the board finished

know if students have meet ● Staying on kahoot and not going to other browsers on their
your objective? computer
● Working together to communicate with classmates
doing it correctly?
Reflection/Notes From Lesson (describe your teaching - be specific)
Today we made final touches to our board. After the board was completed we reviewed
information that was on the board with each other. My students have been working really hard
by getting everything done. I reward them with Kahoot. It was really fun to see this side of
Krakow 40
them. We did a Kahoot that went over all the information that they have learned this semester
and that they will present to their classmates and parents. The Kahoot brought out a different
side of them. They were a little wild and very competitive. I had to remind them that others
were working, therefore we needed to keep our voices down. I think that this activity was a
nice little break that they needed, especially with testing this week. It was fun to interact with
them in a way that we could have fun, but we were still learning. This really showed their
personalities!
Krakow 41
Lesson Plan 14: Presenting

Group Members

money?
have family?

Indians?

like back then?

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 or cla
Materials Oral Presentation Rubric:

https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
Krakow 42
Connect: How is C3 Framework: Dimension 4 - Communicating Conclusions

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

Point/Skill: What https://www.readwritethink.org/sites/default/files/30700_rubric.pdf
skill will students https://www.readwritethink.org/classroom-resources/printouts/oral-presentation-
use? rubric
Lesson Sequence You will need to tailor this to your group, but consider the following:
1. Remind students of the DBQ presentations 4/26

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. Scripts
a. Determine the order of presentation
b. What makes a good script
c. Determine how you will practice
4. Practice speeches to themselves and then practice as a whole group
5. Team up with Becca’s group
a. Each group presents
b. Give feedback (good thing and things we need to work on)
Accommodations ● Check work often - show me what you did, how do you know? Are they doing it
correctly?
Assessment Work with your teacher - next time

One group presents, the other group listens and provides recommendations
Today went very well. We spent the time going over what makes a good presentation and what
we need to do during/to prepare for our presentation. The kiddos worked togethers to discuss
what the best order would be for them to present. This was very impressive because they
picked the exact order I would have and had all the reasons as to why they should go in this
order. We practiced our speeches and went over unknown words. We also discussed the
importance of what we need to do while others are presenting. When we were done practicing
we ended up teaming up with Becca’s group and presented our boards. After presenting we had
a whole group discuss things to improve and what things went well. This was great feedback for
Krakow 43
my students. They are really excited and a little nervous to give their speeches. Seeing them
excited to share the material/content that they have learned over the semester was really
exciting for me. All the hard work and stressing has finally paid off. I have really enjoyed working
with these third graders. I never thought that I would like working with this high of a grade level. I
have always aimed for lower grade levels, but I really liked working with this level and third
grade.
Krakow 44
Ada Atchison’s Rubric
Item on Board Score Notes
Highlighting/Note Taking 7/10 points - Highlighted whole

● Not highlighting all the paragraphs
information
● Complete sentence
● Accurate information
● Spelling, grammar,
punctuation
Map 10/10 points - Map of Mines of Spain

Participation 7/10 points - Easily got off topic

● On task, following and had to be
directions and redirected
expectations - Talked out of turn and
● Listening to peers and to others when it was
teacher independent work
● Positive attitude
Board 10/10 points

● On task, working well
with group members
for the layout
● Correct information
and punctuation
Picture 10/10 points - Picture went with

● Accurate information paragraph
● Caption with correct - Caption explained
elements picture with correct
grammar and spelling
Paragraph 45/50 points - Detailed and well

● Topic sentence written out sentences.
● Key words/vocabulary See below for rubric for - A few
● Correct spelling, writing score grammar/spelling
grammar, punctuation errors
● 5-7 sentences
Krakow 45
Aubree Gotto’s Rubric
Highlighting/Note Taking 8/10 points - Did not always use complete

● Not highlighting all the sentences
information
punctuation
Timeline 10/10 points

● Dates in correct order
punctuation
Picture 10/10 points - Picture went with paragraph

● Accurate information - Caption explained picture with
● Caption with correct correct grammar and spelling
elements
Participation 7/10 points - Did not always contribute to

● On task, following group discussions
directions and
expectations
● Listening to peers and
teacher
Board 10/10 points

with group members for
the layout
● Spelling, grammar, and
punctuation
Paragraph 43/50 points - Basic words/language

● Topic sentence - Few spelling/grammar errors
● Key words/vocabulary See below for rubric for writing
● Correct spelling, score
grammar, punctuation,
● 5-7 sentences
Krakow 46
Cordelia Shannon’s Rubric
Highlighting/Note Taking 10/15 points - Didn’t write in

● Not highlighting all the complete sentences
information when asked
● Complete sentence - A few spelling and
● Accurate information grammar errors
punctuation
Participation 12/15 points - Always participated

● On task, following - Was easily off task
directions and
expectations
teacher
Board 10/10 points

with group members
for the layout
and punctuation

Paragraph 40/50 points - Few spelling and

● Topic sentence grammar errors
● Key words/vocabulary See below for rubric for - Could have used
● Correct spelling, writing score better word choice/
grammar, punctuation more detailed
● 5-7 sentences sentences
Krakow 47
Kam Henry’s Rubric
Highlighting/Note Taking 8/10 points - Did not always use

● Not highlighting all the complete sentences
information
punctuation
Board 10/10 points

with group members
for the layout
and punctuation
Map 10/10 points

Picture 10/10 points

● Caption with correct
elements
Participation 5/10 points - Negative at times,

● On task, following brought other group
directions and members down
expectations - Got others off task
● Listening to peers and - Had to be reminded to
teacher stay on task
● Positive attitude frequently
Paragraph 45/50 points - Few spelling and

● Topic sentence grammar errors
● Key words/vocabulary See below for rubric for
● Correct spelling, writing score
grammar, punctuation
● 5-7 sentences
Krakow 48
Ted Harris’ Rubric
Highlighting/Note Taking 10/10 points

● Not highlighting all the
information
punctuation
Timeline and Map 10/10 points

● Dates in correct order
punctuation
Participation 8/10 points - Sometimes got out of

● On task, following task when to close to
directions and certain classmates
expectations
teacher
Board 10/10 points

with group members
for the layout
and punctuation

Paragraph 47/50 points - A few spelling and

● Topic sentence grammar errors.
● Key words/vocabulary See below for rubric for
● Correct spelling, writing score
grammar, punctuation
● 5-7 sentences
Krakow 49
Student Summaries
Student Reflection/Summary of Student
Ada Atchison Ada was eager to get her work done and finish the task that was given. She
always asked questions about her work to deepen and expand her knowledge on
the topic. Ada would easily get off task and talk to/distract her group members.
Sometimes it was a social hour for Ada, but when she was on task she did very
well. Oftentimes I had to remind Ada to slow down throughout her work time. She
did a great job turning her notes into complete sentences and then into a
paragraph. I think that Ada will be a strong writer. She just needs to stay on task
and not get distracted by her peers or distracting her peers.
Aubree Gotto Aubree was very shy at the beginning of the semester. She very rarely asked for
help or assistance unless I asked if she needed help. She was quiet and did not
participate in group talk/discussions at the beginning. Once Aubree warmed up to
the group and me she was very outgoing and fun to work with. Aubree worked
hard to finish her work on time. But occasionally got off task. She often spaced
out and seemed bored. She had to be redirected to get back to work. Many times
she had to be told what to do again after telling the whole group. She seemed to
always be distracted with something else on her mind. When Audree was
attentive to her work she did well. She often asked questions to make sure she
was doing everything correctly and was eager to learn about her topic. Her
reading level was high, but she had a hard time putting her notes into complete
sentences to make a paragraph.
Cordilia Shannon Cordelia always came to class in a good mood. While she easily got off task and
took longer to do a task than the other students she always worked really hard to
finish. She had a more difficult time coming up with sentences. For her notes
when she was supposed to be using complete sentences she wasn’t. When we
switched to paragraph writing she often struggled with sentence structure: putting
a capital letter or period. She would often have run on sentences or sentences
that did not make sense. When it came to highlighting and finding information
Cordelia did a nice job with this. Her biggest struggle was staying on task and
completing the work.
Kam Henry Kam was often off task and had to be reminded to do his work. When he was on
task he always tried to rush through his work. He often had to be reminded to
slow down and try again. When he would take the time and slow down on his
work he did great. Throughout the semester he would say rude comments to his
group members. But once it came to working together to get things done he
really put on his A game and stepped up.
Ted Harris Ted was very bright. He was always eager to learn and finish the task given.
Throughout the semester he always asked questions to reassure his work. It
almost seemed like he was not confident in his academic ability. When talking
about his work with his classmates and sometimes even me he would get
nervous and rush through it. There were times throughout the semester he had
difficult staying on task because of his peers or he just seemed antsy. I think that
building Ted’s self confidence when it comes to his academics is something that
will be very important.
Krakow 50
Kam’s IDM
Inquiry Design Model (IDM) Blueprint™
Compelling
What was Julien Dubuque's relationship with the Indians?
Question
SS.3.1. Identify disciplinary ideas associated with a compelling question.
SS.3.2. Use supporting questions to help answer the compelling question in an inquiry.
Standards and SS.3.3. Determine the credibility of one source.

Practices
SS.3.4. Cite evidence that supports a response to supporting or compelling questions.
SS.3.8. Describe the effects, opportunities, and conflicts that happened when people from different social
groups came into contact with each other.
Staging the
To start I asked what he knew about Julien Dubuque and the history of Mines of Spain/Dubuque.
Question
Supporting Supporting Supporting

Question 1 Question 2 Question 3
- When and where was Julien - What Indian tribes did Julien - What was that first interaction
Dubuque's first reaction with Dubuque come in contact with in that Dubuque had with the
Indian tribes? present day Dubuque? tribes? Did it change overtime?
Formative Formative Formative

Performance Task Performance Task Performance Task
- Use the notes/highlighted

- Take notes for the information sources to write a speech to
- Highlight details about Julien
that was highlighted in the present to the class.
Dubuque and the Mines of Spain
sources
Featured Sources Featured Sources Featured Sources
1. History of the Mines of Spain - 1. History of the Mines of Spain - 1. History of the Mines of Spain -
Mines of Spain Website Mines of Spain Website Mines of Spain Website
2. The Biographical Dictionary of Iowa 2. The Biographical Dictionary of 2. The Biographical Dictionary of
- Julien Dubuque Iowa - Julien Dubuque Iowa - Julien Dubuque
Krakow 51
3. [Julien Dubuque Folder F6]. (N.D.) 3. [Julien Dubuque Folder F6]. (N.D.) 3. [Julien Dubuque Folder F6].
(pg. 1–2) (pg. 1–2) (N.D.) (pg. 1–2)
Using the primary sources, write a paragraph that contains 5-7 sentences using examples
Summative Argument
and details from sources that answers the compelling question.
Performance Task
Extension Research a well known white man that worked alongside an Indian tribe.
Understanding: Reading into information about Julien Dubuque and Mines of Spain when he was alive.
Assess: Explore specific reasons as to why Julien Dubuque became friends with the Indian Tribes and how
Taking Informed this benefited him.
Action Act: Have a guardian help you talk to staff members of the mines. Interview them about the history of
Mines of Spain.
Krakow 52
Kam’s IDM Reflection
At the beginning of the semester when we first started looking at primary
sources, Kam asked me about the Indians. He saw a picture and was eager to know
what it was like in that time period. I asked Kam if he had thought Julien Dubuque and
the Indian tribes were friends and he immediately said no. I asked him why and he said
because in other history books he had read or movies he had watched the Indians and
new settlers were never friends.
I had Kam read through articles and see if he could find anything to do with
Julien Dubuque's reactions with the Indian tribes throughout his time in present day
Dubuque. When he had found these interactions throughout the primary sources he
decided that was what he wanted his compelling question to be. His first question was
did Julien Dubuque kill off the Indians. Him and I talked about how we should see if we
could find both sides of the event. He wanted to see if the Indians had another
perspective than Dubuque. We decided together to change the question to what Julien
Dubuque’s relationship was like with the Indians? We discussed how this was more
appropriate and more detailed.
I used supporting questions by asking Kam what he had found and then asking
him his opinion on the matter. We also talked about his first interactions with Indians,
not just the Indian tribes in present day Dubuque. We wanted to get the whole
background story of his friendship with different Indian tribes. I found primary sources
that discussed Julien Dubuque's first interactions with an Indian tribe and the
interactions he had with the ones here.

Krakow 53
Kam was easily off task, but when he was really trying to find information he was
eager to read and learn more. I think that next time I would have him look for more
specific details because he did really well when he was focused and looking for
something. Something I used to my advantage was ignoring Kam. He often asked out
and wanted my attention. If I did not react to what he was doing he would quickly stop
and get back on task. There were times I had to intervene and get him back on task. I
think at the beginning I was too nice. I was not really sure what I was doing and I
wanted to make a good impression. I think the first few weeks Kam kind of walked all
over me because I was unsure what to do with him. If I was to work with Kam again I
would start off by making strict boundaries and rules.

Krakow 54
Personal Reflection
At the beginning of this semester I was really unsure about my teaching ability. I
had been in the classroom, but I had never done it all by myself. I was scared and quite
frankly did not think I could do it. But this semester has helped me grow in many ways.
It has prepared me for things I never thought I needed to work on. It gave me the
opportunity to learn my teaching style and the things I need to fix or improve to be the
best teacher I want to be.
The first few interactions with my third graders were a little rocky. While I was
prepared, I did not trust myself and my ability to teach them. Because of this sometimes
it got a little chaotic. Throughout the semester I gained confidence in myself and this
really pertained to my teaching. Once this happened the students realized I was a
teacher, not their friend.
At the beginning of the semester my students did not really understand the
topic and what we were doing because they had never done anything like it before.
Once I made the connections and relationships with my students things became a lot
easier. They started to trust me. Having them trust me definitely helped me grow and
become more comfortable and confident with my ability to teach them. While my
group could pick on each other and name call at times; they worked really hard when
they had to work together. Sometimes it was more of a debate, but we talked about
the importance of hearing everyone's opinion. I think talking about everyone’s
opinion and why it matters really benefited my group. This helped them trust each
other and bounce ideas off of one another. This helped them grow as learners. I
think the hardest part was making sure that they stayed on task. At the beginning of
Krakow 55
the semester they did not trust me. But once they did they worked really hard to
finish the task. I felt like towards the end of the semester they almost saw our time
together as a social hour. It was time for them to escape and get a break from their
routine in their primary classroom. While I loved that I could be something different
for them and a fun thing to do, sometimes it got out of hand. They would want to do
other things than our project. I felt like it became long and boring to them because
they were such experts by the end. We really had to dial into the importance of our
time together.
Throughout the semester I have learned to trust myself. I am a very planned
ahead person. I had to learn to not rush things. If things did not get done it was okay.
We would finish it the next class. A goal of mine is learning how to pace units. A big
goal of mine is trusting and having faith in myself. I think my biggest struggle as a
teacher is having confidence in myself. When I have confidence in myself I am a
better teacher, my students will believe in me and perform better. I will work on these
by always being prepared and knowing the materials. If I have questions I will find
the answers to better prepare myself and teach my students. Another goal of mine is
finding my way to manage a classroom and finding my classroom philosophy. I think
that this is really important, but something I have not really focused on because I
have not had a classroom to myself. I will do this by trying new skills and fixing things
that do not work in the classroom with my students.
I personally think that over the span of the semester I have learned a lot about
myself and have grown in more ways than one. Seeing my students succeed and
grow is very important to me. But I also want to make connections and relationships
Krakow 56
with them. By doing this it helps them trust me and feel confident about my teaching.
I think that there's a certain time and place for this though. Making connections with
my students is so important, but knowing when it is appropriate is also important. I
want to be their teacher, not their friend.

Edu 335 Final 2

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Krakow 1

Doherty, K. (2004). Chapter 6 (pg. 112–125). essay, The Oliver Press.

This website has a detailed biography of Julien Dubuque. It shares information

History of the Mines of Spain. (N.D.) Mines of Spain.

[Julien Dubuque Folder F1]. (N.D.)

[Julien Dubuque Folder F6]. (N.D.) (pg. 1–8)

[Julien Dubuque Folder F6]. (N.D.) (pg. 1–2)

Petersen, W. J. (N.D.). Julien Dubuque. In the Palimpsest (pg. 421–433). essay.

Social Inquiry Anchor Standard

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

3/23 Taking Notes Note taking sheets and highlight

3/30 Synthesize Speeches/writing Timeline worksheet, sources, and notes

4/4 Pictures and speeches Computer

4/11 Map/ putting together the board Computer

4/13 - Trolley field trip N/A

4/25 Practice Day/presenting lesson Board and speeches

4/27 Presentations to the class in the gym Board and speeches

5/2 Work Day - Not Meeting N/A

5/9 Presentations - ACC Ballroom Speeches and Tri-Fold Board

Lesson Plan 1: Introduction

St. Columbkille 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

Procedures: Be specific, 1. Introduce self - what will they call you?

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

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

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

Lesson Plan 2: Research Day

Elementary Student Topic Area/Question

Small Group (with teacher)

Materials ● Loras folders

overall goal of the

Teaching C3 Inquiry Skills (C3 Framework)

- Go over before you speak think sheet

C3 Framework: Dimension 1: Developing Questions and Planning Inquiries

C3 Framework: Dimension 2: Applying Disciplinary Tools & Concepts

C3 Framework Dimension 3: Evaluating Sources & Using Evidence

1:30-1:45 Columbkille students will leave

Assessment Completed worksheets to guide next research session:

Lesson Plan 3: Highlighting Day 1

Elementary Student Topic Area/Question

Ada How’d he make money? How did he lose his money?

Aubree How did he die? How did he become poor?

Ted What was Julien Dubuque's relationship with the Indians?

Cordelia How did he die? What was his family like?

Note: This lesson may take 1-3 sessions

I do, we do, you do model

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

Reflection/Notes From Lesson:

Lesson Plan 4: Highlighting Day 2

Elementary Student Topic Area/Question

Ada How’d he make money? How did he lose his money?

Aubree How did he die? How did he become poor?

Kam What was Julien Dubuque's relationship with the Indians?

Day 2 of this lesson:

I do, we do, you do model