Table of Contents

Contents
Table of Contents........................................................................................................................................1
Annotated Bibliography...........................................................................................................................2
Unit Overview..........................................................................................................................................4
Lesson 1: Introduction & set up...............................................................................................................7
Lesson 2: Primary Sources.......................................................................................................................9
Lesson 3: Highlighting Introduction.......................................................................................................12
Lesson 4: Highlighting Continued..........................................................................................................15
Lesson 5: Note Taking............................................................................................................................18
Lesson 6: Note Taking Day 2..................................................................................................................20
Lesson 7: Creating Timelines.................................................................................................................22
Lesson 8: Synthesizing multiple sources................................................................................................24
Lesson 9: Writing Paragraphs................................................................................................................26
Lesson 10: Creating Maps......................................................................................................................30
Lesson 11: Photo Analysis......................................................................................................................32
Lesson 12: Creating the Board...............................................................................................................34
Lesson 13: Practicing Presentation........................................................................................................37
Assessment Rubrics...............................................................................................................................39
STUDENT A........................................................................................................................................39
STUDENT B.........................................................................................................................................40
STUDENT C.........................................................................................................................................41
STUDENT D........................................................................................................................................42
STUDENT E.........................................................................................................................................43
IDM........................................................................................................................................................44
Personal Reflection................................................................................................................................47
Annotated Bibliography

Dubuque Museum of Art. (n.d.). Living Landmarks Tour. Dubuque, Iowa.

This pamphlet gives a preview and some historical facts about the Dubuque County
Courthouse and the Old Jail. It has great pictures to give the students a visual of what the
buildings looked like at that time. It informs that students of when, where and who built it. I
would say the reading level is medium because it has some difficult vocabulary terms that relate
to the style of architecture and how the building was built.

Lyon, R. (1989, May). Born-Again Bell Tower [Review of Born-Again Bell Tower].
Julien’s Journal.

Randy Lyon informs the readers of the history behind city hall. He explains how the rich
community had a factor into the style and architecture that was used to build the building. This
resource is useful because it talks about the communities and the people inside that affect the
way the town works. The reading level is a little above easy, it has a nice smooth flow and pace
to it and also can be explained by the pictures.

Ferring, C. P. (n.d.). Century-Old City Hall [Review of Century-Old City Hall].

This drawing was illustrated by C.P Ferring. I used this so my students could get a clear
example of what the original city hall looked like. It also includes what people in that time period
wore and looked like and how they traveled.

Gilson, D. (n.d.). City Hall’s Bell to Ring Again [Review of City Hall’s Bell to Ring
Again]. Telegraph Herald, 1.

Donna Gilson talks about a different aspect of City Hall that is important to its history.
This article is useful to the students because it will help them understand why there is a huge bell
on top of the building and what that bell is used for. This news paper article is an easy reading
level.

Wuebker, R. (1956). Dubuque County Jail, 1–10.

This journal article provided me with critical facts and knowledge. It talks about when the
jail was made, what it is used for, and where it was built. I think this document is a little more
difficult for the students to read so I am using this just for me and my understanding of this
content.

Campbell, T., & Vondran, D. (1858). (rep.). 1857 Dubuque County Jail- Fact Sheet (pp. 1–
6). Dubuque, IA: Express Herold.

This document is really good for the students because it has the main facts about the jail
simply listed. They do not have to search all over for the key information is it all right there in
the very first page. It is also unique because it has handwritten documents from the person who
built the jail and others who contributed.

Karen Chesterman (Deputy City Clerk). (1920). Edifice Rex- Then & Now. Dubuque , Iowa.

This brochure by Karen Chesterman gives good information about city hall and the way it
was designed. It gives information about the old city chambers and compares it to the new city
hall. It describes what is inside the building and how each floor is used for something different. It
is medium to hard read.

Ryder, T. J. (1976, July 7). Artists Task: Make old Iowa jail into gallery. The Des Moines
Register, pp. 1–1.

I used this news paper article because it has a very good quality picture for the students. It
gives them a visual of what the old jail would have looked like. The article itself also has some
good information. I would say it is an easy to medium reading level.

Kendall/Hunt Publishing Company. (2022). In Encyclopedia Dubuque.

I would use the encyclopedia for all three of the buildings. This information in the
encyclopedia is small and effective. It provides the students will all the needed facts for this
project without having too much other information to distract them or make it complicated. The
reading level is easy. It also provides pictures to help the students see.

Hannan, J. (n.d.). History of the Dubuque City Hall.

The last article I chose gives good background information. It provides details of what city
hall was like before 1858. It gives background detail on the person who built it, the reason
behind the style of the building and more. I think it would be a good resource for the students. It
is a medium reading level.
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: all about me worksheet, dqb history

instructions sheet

3/2 Research day at Loras Primary sources, blank paper for notes

3/7 Highlighting Copies of sources, highlighters

3/9 Highlighting Copies of sources, highlighters

3/21 Note Taking Highlighted sources, note taking worksheet

3/23 Note taking Highlighted sources, note taking worksheet

3/28 Synthesize speeches Notes, sources

3/30 Synthesize speeches Notes, sources, computers

4/4 Board or speeches (everyone needs to be Computers, construction paper & notes
typing speeches)

4/6 LORAS EASTER BREAK NO CLASS na

4/11 Photos Computers, construction paper

4/13 Trolley Field Trip na

4/18 Board & Kahoot Computers & all printed materials

4/20 Finalize board & practice Glue, printed materials & speeches
 4/25 Gym Presentation Board & speeches

4/27 NO CLASS na

5/2 Gym Presentation Board & speeches

5/4 presentations Board & speeches

Lesson 1: Introduction & set up

Loras Student: Becca Conlisk
Topic Area: City Hall, Courthouse & Old Jail
 Group Members

St. Columbkille Topic Area/Question

Student

Student A City Hall

Student B Old Jail

Student C Old jail and courthouse

Student D Old jail and courthouse

Student E City hall

Lesson Title Meet & Greet

Place in Unit Day 1, Lesson 1

Standards (Common Core) N/A

Materials Needed “Getting to Know You Worksheet”

“DBQ Student Instructions Checklist”
Inquiry Project Handout
Wordfind
Glitter pens

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

Vocabulary 2. Set expectations
3. Explain project

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

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

Lesson Sequence
1. Introduce myself to the students
2. Explain Rules and Expectations
3. Describe this project
4. Get to know the students more by filling out and discuss the getting to know you
worksheet
 Engaging Students: Invitation, 1. Explain to students they will participate in an
connection, or interesting? inquiry project for Dubuque History
2. They will research and design for their parents at
Loras College

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

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

happens next

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

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

Accommodations accommodations (talk to classroom teacher)
2. Seat students next to teacher if they need
additional help

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

I feel like I was a little nervous so I was more hesitant to talk and structure the students. As time
went on it got better and I began to set rules and expectations for them and things went
smoothly. I asked them to describe to me what appropriate and bad behaviors are. After going
over the rules, we filled out the getting to know you sheet. This took them a while and we
discussed it afterwards, I also answered some questions so they could get to know me. At the
end we talked about what we are doing throughout this semester and what this project is. After
this first meeting I was able to gain some idea of what the student’s personality were going to
be like. This helped me learn what students are going to need more help with and what
students should and should not sit and work with each other.

Lesson 2: Primary Sources

 Group A

Elementary Student Topic Area/Question

Student A What is a courthouse?

Student B When was it built and why?

Student c How was it built?

Student D Why was it remodeled?

Student E What is a city hall? Why is it needed?

Small Group (with teacher)

Standards (Common SS.3.1 Identify disciplinary ideas associated with a compelling
Core) question.
SS.3.2 Use supporting questions to help answer the compelling
questions in an inquiry.
SS3.3. Determine the credibility of one source.
SS.3.4 Cite evidence that supports a response to supporting or
compelling questions.
RI.3.1 Ask & answer question to demonstrate understanding of a
text, referring explicitly to the text as as the basis for the
answers
RI.3.2 Determine the main idea of a text; recount the key details
and explain how they support the main idea

Materials  Loras folders

 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)

Connect: How is this This lesson serves as the foundation for the unit. Columbkille
lesson important to the students have identified their topic areas of interest. Guided by
overall goal of the project? their Loras teachers, they will begin to research their subject
area and develop a question they want to answer.

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

skill will students use? 1. Questioning
2. Selecting sources
 3. Gathering information from sources
4. Evaluating sources
5. Using evidence

Lesson Sequence 12:00ish - Loras teacher will meet in the ballroom to set up their
space
12:30 - Columbkille students will arrive. Students will be seated
in small groups with their students
12:30-1:30ish - Students will work in their small groups with
Loras teachers

C3 Framework: Dimension 1: Developing Questions and

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

C3 Framework: Dimension 2: Applying Disciplinary Tools &

Concepts
 They will identify one or more sources they would like to
work with
 Students will analyze the primary sources using “Analyze
a Written Document” as a guide
 Possible worksheet: “Written Document Analysis
Worksheet” or “Photo Analysis Worksheet”

C3 Framework Dimension 3: Evaluating Sources & Using

Evidence
 Students will begin to develop a broad inquiry question
they are interested in
 Complete “Inquiry Project: My Observations &
Wonderings”

1:30-1:45 Columbkille students will leave

Differentiation/ If needed, students will be walked through the guided

Modifications/ worksheets. Skills to modify - reading dated material
Accommodations (vocabulary), understanding main idea of sources, developing
questions.

Students are also being provided with note taking worksheets if

they are ready to move ahead. Two different types - lined and
boxed for support

Assessment Completed worksheets to guide next research session:

 See, Think, Wonder
  Analyze at least one document (worksheet or verbal)
 Inquiry Project: My Observations and Wonderings

Reflection/Notes From Lesson:

To begin the day the students were already very hyper so it was a little difficult to draw their
attention in and then the fire drill did not help. I explained to them what the point of today was
and how valuable these documents were. I started by doing an example worksheet and article
together. I felt this helped my students understand better what to do. We read the article, one
student reading a few sentences or paragraph at a time. I asked them to look at the pictures and
write in things for the See, think, wonder worksheet. I learned that two of my students will need
extra help and I need to pay attention to them to keep up their work. I saw that some of the
students did not write in complete sentences and proper handwriting so I will need to go over
that again next week.
Lesson 3: Highlighting Introduction
Group A Group B

Elementary Topic Area/Question Elementary Topic

Student Student Area/Question

Student A What is a court house?

Student B When was it built and why?

Student C How was it built?

Student D Why was it remodeled?

Student E What is a city hall? Why is it

needed?

Note: This lesson may take 1-3 sessions

Standards (Common  Ask & answer questions to demonstrate the understanding of a
Core) text, referring explicitly to the text as a basis for the answers
(RI.3.1)
 Determine the main idea of a text; recount the key details and
explain how they support the main idea (RI.3.2)
 Cite evidence that supports a response to supporting or
compelling questions (SS.3.4)

Materials  Highlighter
 Primary source example to do together
 Primary source to do independently
 Note taking sheet
 Main idea strategy -
https://teachingmadepractical.com/teaching-main-idea/
 HIghlighting strategy -
https://www.adlit.org/in-the-classroom/strategies/selective-
highlighting

Connect: How is This lesson teaches students how to locate facts and main ideas. It is
this lesson important foundational in that they will use this skill for the rest of the project.
to the overall goal of Students should be able to state the main idea of the primary source
the project? and then find details to support the topic sentence. They will learn to
highlight facts that are important to their topic and eventually,
summarize what they have read.

Teaching Point/Skill: Students should highlight the topic sentence and restate the main idea
What skill will in their own words. They should be able to write in their own words
students use? the topic. They should be able to identify details that support the main
 idea. The next step is for the student to use highlighted information to
take notes.

Lesson Sequence 1. Review the teaching checklist with students (establish

procedures, accountability, transitions, etc.)

I do, we do, you do model

1. Pass out a common primary source to all the students
(highlighters & primary source).
2. Ask students: Looking at the title, what do you think this will be
about? What keywords are you noticing? Are their pictures?
What kinds of information will be important?
3. Highlight the title of the source. Look for the topic sentence
(show students it is usually the first sentence in a paragraph).
4. Skim-read the source: What kinds of information are you
seeing? What do you think this will be about?
5. Read the first paragraph together (or whatever part you are
using). Highlight the main idea and think aloud about the
details.
6. Continue reading the paragraph, highlighting details.
7. Have students read the next paragraph: What would we
highlight? What details support the main idea? Note: We don’t
highlight everything!
8. Either continue to work with students, or let them try
independently.
9. When students understand, have them highlight their own
source, but check with you after each paragraph.

Closing
1. Bring students back together and review what they learned.
2. Set goals for the next date.
3. Check and correct work - give students specific feedback
about what they did right and changes they need to make.

Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary

Modifications/ (can write the definition on sheet). Ask, do you know what this
Accommodations 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?
 Notetaking sheet for advanced students.

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

 Can they use the highlighted information to take notes?

Reflection/Notes From Lesson: Today went better than I thought. Beforehand, all they wanted to
focus on was very specific things such as a certain prisoner but after prompting them a little bit, I
got them to ask more broad research questions and look at ideas that we could actually find the
answer to. I asked them if they knew what highlighting key information meant. They told me yes
and that they had done it for science before. We went over what is acceptable to highlight and
what you should not do like highlight more than a few sentences. I assumed the students would
want to highlight almost everything but I was surprised to find that they were good at focusing
on the main ideas. I used paragraphs from the encyclopedia which seemed to be one of the first
articles that the student could read accurately. We read it together and then I asked them to tell
me when to stop reading so we got highlight. I still struggled to get Student D to stay focused
and not distract the other students. He did do a little better but did not fully participate or
complete his worksheet like the others. For Thursday, I plan to give them their own articles to
read and highlight.
Lesson 4: Highlighting Continued
Group A

Elementary Student Topic Area/Question

Student A What is a courthouse?

Student B When was it built and why?

Student C How was it built?

Student D Why was it remodeled?

Student E What is a city hall? Why is it needed?

Note: This lesson may take 1-3 sessions

Standards (Common  Ask & answer questions to demonstrate the understanding of a
Core) text, referring explicitly to the text as a basis for the answers
(RI.3.1)
 Determine the main idea of a text; recount the key details and
explain how they support the main idea (RI.3.2)
 Cite evidence that supports a response to supporting or
compelling questions (SS.3.4)

Materials  Highlighter
 Primary source example to do together
 Primary source to do independently
 Note taking sheet
 Main idea strategy -
https://teachingmadepractical.com/teaching-main-idea/
 HIghlighting strategy -
https://www.adlit.org/in-the-classroom/strategies/selective-
highlighting

Connect: How is This lesson teaches students how to locate facts and main ideas. It is
this lesson important foundational in that they will use this skill for the rest of the project.
to the overall goal of Students should be able to state the main idea of the primary source
the project? and then find details to support the topic sentence. They will learn to
highlight facts that are important to their topic and eventually,
summarize what they have read.

Teaching Point/Skill: Students should highlight the topic sentence and restate the main idea
What skill will in their own words. They should be able to write in their own words
students use? the topic. They should be able to identify details that support the main
idea. The next step is for the student to use highlighted information to
 take notes.

Lesson Sequence 1. Review the teaching checklist with students (establish

procedures, accountability, transitions, etc.)

I do, we do, you do model

1. Pass out a common primary source to all the students
(highlighters & primary source).
2. Ask students: Looking at the title, what do you think this will be
about? What keywords are you noticing? Are their pictures?
What kinds of information will be important?
3. Highlight the title of the source. Look for the topic sentence
(show students it is usually the first sentence in a paragraph).
4. Skim-read the source: What kinds of information are you
seeing? What do you think this will be about?
5. Read the first paragraph together (or whatever part you are
using). Highlight the main idea and think aloud about the
details.
6. Continue reading the paragraph, highlighting details.
7. Have students read the next paragraph: What would we
highlight? What details support the main idea? Note: We don’t
highlight everything!
8. Either continue to work with students, or let them try
independently.
9. When students understand, have them highlight their own
source, but check with you after each paragraph.

Closing
1. Bring students back together and review what they learned.
2. Set goals for the next date.
3. Check and correct work - give students specific feedback
about what they did right and changes they need to make.

Differentiation/  Reading aloud paragraph - stopping at unfamiliar vocabulary

Modifications/ (can write the definition on sheet). Ask, do you know what this
Accommodations 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?
 Notetaking sheet for advanced students.

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

 Can they use the highlighted information to take notes?

Reflection/Notes From Lesson: Day 2 highlighting: To start the day, I reviewed what we had
discussed last time. I assigned each student one article to read and made them highlight at
least three things. After this I had each student share what they highlighted to the group. We
then went back to look at each article to see what other things were important that they may
have missed. Most of the students found good information all on their own but Student B
highlighted too much. She got too distracted and then felt behind so she just highlighted a whole
paragraph. Student D was still causing disturbance and distractions throughout so I told him I
would take a buck away and he started to stay a little more on track and not interrupt the
others. He did not want to engage in the lesson and was very hesitant to actually do the work.
Student E struggled to read his article so I sat by him to make sure he was understanding what
he was reading.
Lesson 5: Note Taking

Group A

Elementary Student Topic Area/Question

Student A What is a court house?

Student B When was it built and why?

Student C How was it built?

Student D Why was it remodeled?

Student E What is a city hall? Why is it needed?

Small Group
Standards (Common Core) SS.3.5 Construct responses to compelling questions
using reasoning, examples, and relevant details
RI.3.9 Compare and contrast the most important points
and key details presented in two texts on the same topic

Materials Note topic worksheet & summarizing worksheet

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

Teaching Point/Skill: What skill will Students will learn how to take notes:
students use?  Key phrases (not whole sentences)
 Writing in their own words

Lesson Sequence 1. Review the rules and procedures with students

I do, we do, you do model
1. Pass out the note topic worksheet (explain how
to do it, write in complete sentences, etc)
2. Have the student choose one article they want to
use (one that has already been highlighted)
3. Ask them to reread and review the article to see
what they remember
4. Look at the highlighted information
5. Discuss what summarizing and note taking looks
like (not to copy exactly)
6. Write one box of note together then allow them
to fill out the rest of the worksheet
 Closing
1. Bring students back together and have each
student read a note they wrote
2. Set and explain goals and lesson for the next
time
3. Check their work and see if it fit requirements
and standards, if not give feedback for what they
need to do going forward

Differentiation/ Modifications/
Accommodations · Sit jack and henry close to me

· Give both of them extra time and constant check ins

Assessment
· Note sheet- complete sentences and at least three
boxes filled

Notes are paraphrased and not copied

Reflection/Notes From Lesson: To start the day I asked the students to tell me what they knew
about note taking. They said note taking was “writing things down from a book or article so you
can remember”. I asked them if they have ever heard of paraphrasing and what it means. They
took a few guesses but did not really know. I then explained how it is taking the key information
that we highlighted and pointing into our own words. After I asked the students to pull out the
same document that we all highlighted together. We went over a phrase that was highlighted
and I asked them to cover it up and then tell me what they just read or tell me a way we can
make that information our own. Together we then wrote two sentences down. At first Student D
was a little all over the place but I reminded him of his good day last time and that if he did it
again he could get a buck. He also stayed very encouraged working later because I told him he
could do the timeline. Student E struggled to stay focused and comprehend the reading so I sat
with them to go over what the reading said and what some of the harder words meant. Student
B and student a worked very well together and got the most notes taken. Student A started by
writing poorly and then I reinforced that our notes need to be in complete sentences and our
best handwriting so it got better. Student C was kind of productive but struggles when working
individually because she really likes to talk.
Lesson 6: Note Taking Day 2

Group A

Elementary Student Topic Area/Question

Student a What is a court house?

Student b When was it built and why?

Student c How was it built?

Student d Why was it remodeled?

Student e What is a city hall? Why is it needed?

Small Group
Standards (Common Core) SS.3.5 Construct responses to compelling questions
using reasoning, examples, and relevant details
RI.3.9 Compare and contrast the most important points
and key details presented in two texts on the same topic

Materials Note topic worksheet & summarizing worksheet

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

Teaching Point/Skill: What skill will Students will learn how to take notes:
students use?  Key phrases (not whole sentences)
 Writing in their own words

Lesson Sequence 1. Review the rules and procedures with students

I do, we do, you do model
1. Pass out the note topic worksheet (explain how
to do it, write in complete sentences, etc)
2. Have the student choose one article they want to
use (one that has already been highlighted)
3. Ask them to reread and review the article to see
what they remember
4. Look at the highlighted information
5. Discuss what summarizing and note taking looks
like (not to copy exactly)
6. Write one box of note together then allow them
to fill out the rest of the worksheet
 Closing
1. Bring students back together and have each
student read a note they wrote
2. Set and explain goals and lesson for the next
time
3. Check their work and see if it fit requirements
and standards, if not give feedback for what they
need to do going forward

Differentiation/ Modifications/  Sit student d and e close to me

Accommodations  Give both of them extra time and constant check
ins
 Let student c work with someone

Assessment  Note sheet- complete sentences and at least

three boxes filled
 Notes are paraphrased and not copied
 Summarizing sheet completed

Reflection/Notes From Lesson: Today we were wrapping up our note taking worksheet. I
expressed the importance of complete sentences and not paraphrasing. The goal for each
student was to write three paragraphs worth of notes. After looking back at their highlighting
from all the articles all of my students finished their note taking sheets. Each of them wrote at
least three paragraphs of notes. Since student a and b finished their notes with time left, I let
them start their paragraph. We talked about how to correctly order the paragraph based off their
notes and how to add words or phrases into it so it would sound complete.
Lesson 7: Creating Timelines

Group A

Elementary Student Topic Area/Question

Student a What is a courthouse?

Student b When was it built and why?

Student c How was it built?

Student d Why was it remodeled?

Student e What is a city hall? Why is it needed?

Small Group (with teacher)

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
lesson important to the timeline. It provides evidence of change over a specific topic
overall goal of the over time.
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/  Have student d work with others to keep him on track

Modifications/  Sit students closer to me
Accommodations

Assessment  Timeline complete for each building with at least four dates
 Nice and neat handwriting

Reflection/Notes From Lesson: Today I had the students work on a timeline for each building.
To start we discussed what went into a timeline. They told important dates and important parts
about what happened to something. I assign d and a to do the timeline about the old jail. They
started by going through all their sources and starred anytime they saw a date. They then went
back and decided which ones were the most important. Student d read to a what the date was
and what happened while student a wrote it down. I assigned student b to make the timeline
about the courthouse. She did a very good job by herself and was able to complete it in one
day. Lastly student e and c worked on the timeline for City Hall. They struggled to complete it
because they kept arguing what was important versus what was not.
Lesson 8: Synthesizing multiple sources

Group A

Elementary Student Topic Area/Question

Student a What is a court house?

Student b When was it built and why?

Student c How was it built?

Student d Why was it remodeled?

Student e What is a city hall? Why is it needed?

Small Group
Standards SS.3.5 Construct responses to compelling questions using reasoning,
(Common examples, and relevant details
Core) 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_PHZ
TQYu-oJ2Ce0GU3_WvUJ_8g/edit?usp=sharing
Or
 Any graphic organizer you feel is appropriate.

Connect: How When students take notes from multiple sources, often the information will
is 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
Point/Skill: one paragraph.
What skill will
students use?

Lesson 1. Review teacher check list

Sequence 2. Go over what we did last time
3. Finish up note taking if needed
4. Start synthesizing
5. Start paragraph after

Differentiation/  Allow students to finish notetaking if needed

Modifications/  Check work often
Accommodatio  How do you know
 ns

Assessment Complete sentences

Correct sources with right information
Paraphrasing in own words

Reflection/Notes From Lesson: Today we went over all our information from our notes. We
talked about how it important to use all of our sources to write our paragraphs. I ask them why
that would be important. They told me it was so all the information could be given and told
through their paragraphs. They were a little confused on how to use more than one sources to
make it because combining all the information seemed wrong and out of place. So, I met with
each student individually and talked about the order of events and information we looked over in
their notes. Prompting them with questions, we then numbered their notes from 1-7 to get the
order they were going to write their paragraph in.
Lesson 9: Writing Paragraphs

Student What is a court house?

a

Student When was it built and why?

b

Student How was it built?

c

Student Why was it remodeled?

d

Student What is a city hall? Why is it

e needed?

Lesson Title Typing paragraphs

Place in Unit Paragraphs

SS.3.5. Construct responses to compelling questions

Standards (Common Core)
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 · Loras folder

· Completed note sheet and highlighted sources

· Pencils

· notebook paper

· computers

 Paraphrasing
Key concepts / Main ideas /  Complete and proper sentences
Vocabulary  Chronological order

Connect: How is this lesson This lesson is very important to the overall presentation of this
important to the overall project and it shows how the students can wrap up everything
goal of the project? they have learned. Based on their note taking and highlighted
information, I will guide the students on how to write the
paragraph in a structured order.

Teaching Point/Skill: What Student will learn how:

skill will students use?
 To paraphrase and write in their own words
 To make all the information and understand the right
order of events and what makes sense

Lesson Sequence

1. Review highlighted sources

2. Review notes
3. Discuss how long the paragraphs need to be
4. Discuss how to properly prepare information in a correct sequence
5. Let students write on paper first
6. Check for errors or edits when completed with partners
7. Go over corrections with group
 8. Type paragraphs


Engaging Students:
Invitation, connection, or
interesting?

Procedures: Be specific, Individually each student will write sentences of their own to
who is doing the action, complete their paragraph. I will then have the students trade
how will it happen? paragraphs with a partner to peer review. After that we will go
over the mistakes that the partners found and correct them.

Closure: summary, review,
what happens next
-Check students' work for proper completion. Review what
paraphrasing means. Based on where students are and what
they completed that day, we will discuss the next steps. If they
have not completed it properly, they will continue it next time.
For the next time we will use the computers to find pictures
and make the map.

Paragraphs first completed on paper

Assessment: How will · Then typed out
know if students have meet Size: 5-7 sentences
your objective?

Differentiation/ · Sit students close

Modifications/
Accommodations · Check work often

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

We combined this with the synthesizing of multiple sources. So from looking at their notes and
all of their information and order of events they started to write their paragraphs. Since last
time, B and A wrote theirs on paper, I talked with both of them about what errors they made
and how to correct it before typing. After this they both typed their paragraphs and finished it.
Student D was very against writing it at first, so I let him just type it. He got it done. Student c
and e were very distracted today. It was difficult to keep them on task, but they did write their
paragraphs and started to look over each other for mistakes and peer review. For next time,
they will finish talking, correct mistakes, and then type it out. I plan on having A and B do the
mapping and have D look at some pictures.
Lesson 10: Creating Maps

Group A

Elementary Student Topic Area/Question

Student A What is a city hall? Why is it needed?

Student B What is a court house?

Student C When was it built and why?

Student D How was it built?

Student E Why was it remodeled?

Small Group (with teacher)

Standards (Common SS.3.4 Cite evidence that supports a response to supporting or
Core) compelling questions.
SS.3.20 Describe how cultural characteristics influence people’s
choices to live in different regions of the U.S.
SS.3.21 Use map evidence to explain how human settlements and
movements relate to the locations and use of various regional
landforms and natural resources.

Materials  Google map tutorial:

https://www.edutopia.org/discussion/engaging-students-
through-google-maps

Connect: How is this Students will locate their topics on a map of Dubuque, working on
lesson important to mapping skills & geography.
the 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 screen shot

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/  Let e and d work in pairs

Modifications/
Accommodations

Assessment  Three maps one of each of the buildings

Reflection/Notes From Lesson: Today I had A and B work on the maps for two of the buildings.
This was the one thing that they struggled with the most out of the whole project. Even though it
was hard, they were able to get it completed in a decent time. One of them made a map for the
county courthouse and the other for the jail. Although those students were on the mapping,
some of my other students were behind. D was working on pictures. While E and C were typing
their paragraphs. Both of them were able to complete typing it but did not get it printed in time.
Lesson 11: Photo Analysis
Group A

Elementary Student Topic Area/Question

Student A What is a City Hall? Why is it needed?

Student B What is Court House?

Student C Why was it remodeled?

Student D When was it built and why?

Student E How was it built?

Small Group (with teacher)

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

Connect: How is Students will pick pictures to put on their board. They must include a
this lesson caption with 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
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 be if needed

Modifications/  Allow some students extra time
Accommodations

Assessment One photo with a caption of at least one sentence

Reflection/Notes From Lesson: After A and B finished their map worksheet, I had them look for
pictures. Each of them found a few pictures and they wrote a decent two sentence caption for all
of their images. Student D had a bit of a struggle staying focused and staying on task. He was
often too excited by the images that he did not get a whole lot done. He was able to get one
image but he kept distracting the other students as well.

4/11: Today E and C both looked for photos. Each of them struggled to stay focused and get the
task complete. They were able to find a picture and it took them a while to come up with a
caption. B was gone so I had d and A work on cutting all the pictures out and putting them on
construct paper. We also added construct paper to the maps. Almost everything is ready to go
on the poster board so for next time I am letting them do a kahoot thats based off the facts for
our history section.
Lesson 12: Creating the Board
Group Members

St. Columbkille Topic Area/Question

Student

Student A What is City Hall? Why is it needed?

Student B What is a Court House?

Student C Why was the jail remodeled?

Student D When was it built and why?

Student E How was it built?

Lesson Title Making the board

Place in Unit Boards/practice

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, pictures, timelines, maps & glue

Key concepts / Main ideas / Putting the display board together

Vocabulary Understanding the layout

Connect: How is this lesson The board will be used for the presentation that their
important to the overall goal of parents and classmates will see.
the project?
 Teaching Point/Skill: What skill Communication: discussing the layout, the order of people
will students use? presenting

Lesson Sequence
1. Review teacher checklist
2. Discuss what we did last tine
3. Make sure all pictures, paragraphs, maps, timeline & title are cut and glued onto
construction paper
4. Glue onto board
5. close

Procedures: Be specific, who is Students will work as a group to design the layout for the
doing the action, how will it board, they will communicate where each part goes.
happen?

Closure: summary, review,
what happens next
1. bring students together and review what concepts
they learned
2. set goals for next time
a. finish board
b. start practicing
3. give corrective feedback if needed

Assessment: How will know if  Work together to get things done

students have meet your  Staying on task
objective?  Half board finished each day

Differentiation/ Modifications/  Sit students closer to teacher if needed

Accommodations  Check work often

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

4/18: To start the day we did a kahoot. My students were very excited about this. I used this as
a way to grasp their attention and test their knowledge on what we had been doing over our
whole time together. The students were very engaged in this and loved the idea. Overall, they
did very well on the kahoot, so their knowledge of our concept is good. After we finished the
kahoot, we went onto the board. I did not think we were going to get it done today but they
surprised me and we did. When I first brought the board out, they started to argue about
where everything should go. Student E made the best suggestion and said they needed to base
it off the buildings. Since we had three different buildings they chose a spot for each building
and all the materials that went with it. Then Student a and b pointed out that some of the
colors for the materials on the jail were similar so they put all those colors on one side. Student
d struggled a little with his spatial awareness, he either wanted to put stuff right on top of each
other or leave a space way too big.
4/20: Since my group has been excelling the past few weeks, we have been able to get a lot
down. Therefore, we are a little ahead of schedule. So, my group and Maddie’s group
collaborated together. My students helped explain to her students what a caption was and
what they should say. They worked together to cut and glue the pictures and lastly they made
the layout of the board.
Lesson 13: Practicing Presentation
Group A

Elementary Student Topic Area/Question

Student A What is a City Hall? Why is it needed?

Student B What is Court House?

Student C Why was it remodeled?

Student D When was it built and why?

Student E How was it built?

Small Group (with teacher)

Standards SS.3.5 Construct responses to compelling questions using reasoning,
(Common 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 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

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
important to the digital technology
overall goal of the D4.6.K-2 Identify and explain a range of local regional, and global
project? problems, and 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-
use? presentation-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

Differentiation/ Think about where Student E and D should read so they stay focused
Modifications/ and do not disturb the others
Accommodations

Assessment Work with your teacher - next time

One group presents, the other group listens and provides
recommendations

Reflection/Notes From Lesson: Today we completed the board and then went through the order
of presenting. The students fingered out that they wanted to cross in order of each building. We
practiced two different times with just our group. Student D struggled a lot today to stay focused
and be engaged while others talked. After we practiced a few times, we presented to Katie's
group. Then they presented to us and then gave each other corrective feedback.
Assessment Rubrics
Student D
Item on Board Score Notes

Note Taking
 Accurate information
 Spelling, grammar,
punctuation
 Complete sentences
 Best handwriting
5/10 points He included accurate information but had a lot of
spelling and grammar errors. He did not have
any punctuation and did not write in complete
sentences. He wrote in very poor handwriting
that was difficult to read.

Timeline 9/10 points He struggled to be engaged throughout the

 Dates in correct whole project but this is what he was the most
order excited and interested in doing. It included the
 Accurate information correct dates with accurate information and little
 Spelling, grammar, grammar errors
punctuation

Map 9/10 points Displayed accurate information and the correct

 Accurate information location of the jail.

Construct a question 6/10 points Needed a lot of prompting and help to construct
a question that you could find the answer to.
Wanted to focus on too specific of ideas

Picture 10/10 He was very excited to do this and needed no

 Accurate information points help to find a great picture and caption
 Caption with correct
elements

Paragraph 40/50 No topic sentences. A decent amount of

 Topic sentence points grammar and punctuation errors. He needed a
 Key lot of help with the structure of the paragraph.
words/vocabulary See below
 Correct spelling, for rubric
grammar, for writing
punctuation score
 Correct order

Throughout our time together Student D was a bit difficult. He was one to mess around and not
stay on task. He also tried to be the class clown and make the other students laugh which often
distracted them too. He did a good job with skills such as paraphrasing, learning to highlight and
comprehending information from a primary source. His favorite work to do was the pictures and
timeline. This is where I saw him engage a lot and work well with the other students. Some
future goals I have for Student D are using a more advanced vocabulary and working on
transitional phrases throughout his paragraph. I also want him to work on his focus and ability to
stay on task.

Student B
Item on Board Score Notes

Note Taking
 Accurate information
 Spelling, grammar,
punctuation
 Complete sentences
 Best handwriting
10/10 points Very detailed notes with accurate information
and little to no spelling errors. Wrote more than
the required information. Wrote in very neat
handwriting without being told to.

Timeline 8/10 points The information was accurate with no spelling

 Dates in correct order errors but the order of dates was a little mixed
 Accurate information up.
 Spelling, grammar,
punctuation

Map 7/10 points She struggled to do this on her own and

 Accurate information needed a lot of assistance. Had to print out
more than one map because of mistakes.

Construct a question 9/10 points From the start she was able to construct a
question that was easy to research and find
the answer too.

Picture 10/10 points She was able to find a relevant picture and
 Accurate information created a correct caption.
 Caption with correct
elements

Paragraph 48/50 points Only a few grammar errors but included very
 Topic sentence accurate information in chronological order.
 Key words/vocabulary See below Could have added more information about the
 Correct spelling, for rubric for Court House.
grammar, punctuation writing score
 Correct order

Student B was consistently well behaved and always produced her best work. She was also a
student that was very helpful to others that were struggling. Throughout this project, she was
very excited to learn. Some skills that she learned were constructing a question and caption for
a picture, and understanding how to correctly write in her own words from information on a
primary source. Lastly, what it meant to right things in chronological order. Some future goals I
have for Student B are writing in more detail with advanced adjectives and using context clues
to understand difficult vocabulary in a text.
Student C
Item on Board Score Notes

Note Taking 8/10 points Wrote in nice handwriting with correct

 Accurate information grammar and complete sentences. Struggled
 Spelling, grammar, to paraphrase
punctuation
 Complete sentences
 Best handwriting

Timeline 8/10 points Struggled to get the correct order but had
 Dates in correct order accurate information
 Accurate information
 Spelling, grammar,
punctuation

Map 9/10 points Accurate information and location

 Accurate information

Construct a question 7/10 points Need some prompting to find a more broad
question

Picture 8/10 points Was able to find an accurate picture but did
 Accurate information not understand the caption element and
 Caption with correct needed a lot of help
elements

Paragraph 43/50 points No topic sentence. Had a few spelling and

 Topic sentence
 Key words/vocabulary
 Correct spelling,
grammar, punctuation
 Correct order
punctuation errors. Had some of the key
See below for information but included information that was
rubric for not as important.
writing score

Student C was a pretty good student. One of her main problems was that she loved to talk. This
often leads her to not get quality work done or fall behind others. Skills student C learned
throughout the project were how to write a caption, create a timeline and how to paraphrasing.
Some future goals for her include highlighting the key details and staying on task. I think it is
important to give her only one specific task at a time so she does not get overwhelmed or
distracted.
Student E
Item on Board Score Notes

Note Taking 8/10 points Good sentences with good information in his
 Accurate information own words. He had a lot of spelling errors
 Spelling, grammar, and bad handwriting.
punctuation
 Complete sentences
 Best handwriting

Timeline 9/10 points Correct date with the right information but
 Dates in correct order some spelling and grammar errors
 Accurate information
 Spelling, grammar,
punctuation

Map 8/10 points Accurate information and location but

 Accurate information struggled to complete it independently.

Construct a question 7/10 points Copied others question and could not thing of
a wide ranged question

Picture 7/10 points Was able to find the correct picture but did
 Accurate information not understand the caption. Needed help
 Caption with correct from peers to complete the caption
elements

Paragraph 44/50 points No topic sentence and a few spelling and

 Topic sentence grammar errors. He was able to include all
 Key words/vocabulary See below for the key vocabulary and information in the
 Correct spelling, rubric for right order.
grammar, punctuation writing score
 Correct order

To start the project I was worried that I was going to have behavioral issues with Student E. This
did not happen very often and he behaved pretty well. Student E learned skills such as how to
write in chronological order and about proper capitalization for certain things. Things that I want
him to work on in the future is understanding when he needs a break. Some other goals I have
for him are writing in neat and legible handwriting, and understanding how to decode a word
that is hard for him to read. I also want him to work on reading slower and stopping after a few
sentences to make sure he actually understood what he just read.
Student A
Item on Board Score Notes

Note Taking
 Accurate information
 Spelling, grammar,
punctuation
 Complete sentences
 Best handwriting
9/10 points Very good quality sentences that were written in
his own words with good information and little to
no errors. He did not write in his best
handwriting.

Timeline 10/10 Dates in the right order with accurate spelling,

 Dates in correct points grammar and information. He was able to help
order other classmates
 Accurate information
 Spelling, grammar,
punctuation

Map 10/10 Followed the direction correctly with little to no

 Accurate information points help

Construct a question 8/10 points Did a quality job constructing an accurate

question and assisted others in creating one

Picture 9/10 points He was able to complete more than one picture
 Accurate information with an accurate caption
 Caption with correct
elements

Paragraph 46/50 Did not have a topic sentence but included key
 Topic sentence points words with the correct spelling. He had a few
 Key grammar and punctuation errors like missing
words/vocabulary See below commas. Wrote the paragraph in chronological
 Correct spelling, for rubric order.
grammar, for writing
punctuation score
 Correct order

Student A was a student who seemed to love this project. He came to class each time ready to
complete the task I gave him. He consistently put forth his best effort. He was also a student
that wanted to help others. Some skills he learned were writing his notes in his own words and
changing them from bulleted facts into complete sentences. Some future goals I have for
Student A are using a strong vocabulary, working on transitions when writing and always writing
in neat handwriting. I also think he needs to work on slowing down a little bit because he was
often excited to work so he rushed through it instead of putting his best ability forward.
IDM
Student: E
Topic: Old jail, Court House, and City Hall
Inquiry Design Model (IDM) Blueprint™

Compelling What is city hall and why is it needed?

Question

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

SS.3.2. Use supporting questions to help answer the compelling
Standards and question in an inquiry
Practices SS.3.3. Determine the credibility of one source.
SS.3.4. Cite evidence that supports a response to supporting or
compelling questions

To start I asked the students if they had ever heard of any of these buildings or what they
already knew. I then asked them if they had ever visited a place like this. I prompted
Staging the
them with things in each building, described the layout and asked them to identify which
Question
building was which. Henry struggled to focus on a broader question and wanted to focus
on key little details such as the bell tower on top of City Hall.

Supporting Supporting Supporting

Question 1 Question 2 Question 3

Why does City Hall look like

that?
What is the Bell Tower for?

Formative Formative Formative

Performance Task Performance Task Performance Task

reading sources &

Highlighting key information
in sources Note taking in their own words,
writing paragraphs
working on paraphrasing

Featured Sources Featured Sources Featured Sources

 Dubuque Encyclopedia: Edifice rex- then and now by History of the Dubuque City
City Hall &Old Jail Karen Chesterman Hall by Jim Hannan

Summative Argument what they did on their poster board & how they got their paragraph
done
Performance
Task
Extension
their presentations in the ballroom

Taking
Informed
Action

The student I will be reflecting on is Student E. At the beginning of this project, I started

off by asking the students if they had ever heard of any of these buildings. I instructed them to

discuss amongst themselves what they knew about each building. The one struggle was that

everyone wanted to focus on the jail that was the “cool” one. I then assigned each student to a

different building and asked them to think about things that they did not know about it. When it

came to Henry, he was not excited about doing City Hall so he was not focused and did not try

to come up with any type of question. I then prompted him by asking do you know what the

building is used for or what goes on in a City Hall? He did not know. He did not want to focus on

this broad of an idea. He wanted to focus on a key feature like the bell tower. So I discussed

with him things such as how important do you think the bell tower is to all of City Hall. I also

prompted questions such as when we present it to your parents, do you think they want to know

only about the bell tower or all the information on City Hall. Lastly I told him to briefly look over

all the articles and see what the text said. I asked if there was a lot or little information on the

bell tower. This opened his eyes to think more broadly. Then he came up with asking what is a

City Hall and why is it needed? I told him that he can still find information and discuss the bell

tower in his presentation but it should not be the only focus.

 Each small step helped Student E find the correct information. He was able to use some

of his supporting questions to focus on more specific details but then used his compelling

question to look at the project as a whole. Reading each article thoroughly helped ease his

ability to highlight. Highlighting assisted him on finding the key information he needed to

remember and work with. He also used his highlighter to underline vocabulary that was too

difficult for him to decode and understand. This project helped him understand how to use the

context clues and words around difficult ones to figure out the meaning. Highlighting then led to

note taking where he learned how to transition into writing in his own words based on the

sources. This idea of paraphrasing was new for him so he struggled at first but was able to

break it into small parts then rewrite it in a complete sentence. All of these steps helped him

answer his question of what a City Hall is and what it is used for.

Throughout the time with the students I feel like I gained great knowledge and became

more comfortable in the role of being a teacher. If I were to work with Student E again, there are

a few changes I would need to make. I think I helped him a little too much and did not trust his

ability or intelligence. Something I would want to work on is my patience, like allowing him more

time to figure things out on his own. I feel like I did a good job understanding him and building a

strong relationship with him. I could tell when he was overworked and needed a break. I was

able to build our relationship well enough that he was comfortable telling me he needed some

time for a break or just to step away so he would not cause any behavioral issues. I also thought

I did a good job of handling him and working with him when he did have some behavioral

outbursts. I was surprised by how easy it was to build a relationship with Student E and even

the other students in such a short amount of time. I was also surprised by how important it is to

set a foundation of rules and expectations right from the beginning. Lastly Student E surprised

me with the amount of effort and desire he had to be super successful throughout this project.
Personal Reflection
The idea of this unit and project made me very nervous and stressed at the start. I doubted my
abilities and wondered if I was ready for it. Throughout time I got a lot more comfortable taking a
leading role and understanding how to teach to the whole group. This was one of my first times teaching
to a whole group instead of one on one interactions. Overall, I feel like I did a pretty good job teaching
my students. I think their presentations went smoothly. Their paragraphs could have been more
detailed and a little more specific but overall, they were good. I wish we would have spent more time
practicing proper ways to present and the transitions from one person to another.

Throughout the project I was worried about time and being able to finish in time. Therefore, I
feel I rushed my students a little bit which led to them not showing their best work. I believe they
showed some good work and a good performance but I also believe if I would have slowed down a little
bit the work could have been even better. Another area for improvement would be the individual lesson
plans. In those lesson plans I included what the day would consist of based on the lesson sequence. I
never really followed this and looking back I was I should have. I also wish I would have communicated
to the students the standards that they were completing or achieving that day by the work they were
doing. I think I could have relied on them more to teach. I feel like I just explained the work my students
needed to do for the day instead of teaching them certain concepts. I would change the way I instructed
each idea. I wish I would have taken more time to teach and instruct ideas such as paraphrasing,
highlighting and proper note taking instead of doing it as a group for an example and then relying on
them to complete it individually. Lastly, I learned the importance of setting a foundation of rules and
expectations from the start. I did this but not as explicitly as I should have. I needed to put more of an
emphasis on it.

Some instructional strategies that I found helpful throughout this were explicit modeling, and
the I do, we do, you do model. I believe this helped my students thoroughly understand the concept I
was asking them to complete. It also worked because they were able to see step by step how someone
else would complete it. This allowed them to accomplish goals when it came to highlighting and note
taking. The goals I asked them to complete individually were three paragraphs of notes, and at least
three different parts of the note highlighted. I also asked them to use at least two sources to find their
information. I think it was most successful to focus on one detailed goal at a time instead of looking at
the larger picture. This allowed them to stay on task and not stress or worry about the future. Another
strategy that I found to be effective was think, pair and share. This worked well because I had very
energetic students who loved to talk. Therefore, this allowed them to talk and share in an effective and
engaging way. This also helped with the assessment piece of the unit because it held each student
accountable. If they did not do their work then they had nothing to share with a partner or the whole
group. This showed them what level of learning and understanding their peers were at compared to
them. This also allowed them to see what they are doing well or what they need to improve for the next
time we share. Some areas that I think could have been improved is allowing students to work in pairs to
complete some of these steps instead of making it all individual work.
 This unit has helped me grow as a teacher in many ways. It has given me very good hands-on
experience. It has also allowed me to gain some confidence in my ability to teach. Two future goals I
have for me as a teacher are finding ways to integrate better collaboration, and better classroom or
even group management skills. Some ways I can integrate better collaboration is by doing different
styles of grouping such as homogeneous or heterogeneous. Teach rules on ways to work together and
listen to one another. I can help the classroom management by explicitly implementing rules and
expectations from the start. I can also model ideal behavior, document the rules, avoiding punishing the
class but offer praise and encouragement for those who follow.