LESSON PLAN TEMPLATE

Your name: Mary Kelly Date: Lesson Title: Primary Source Lesson 3 Grade level: 5th Cooperating teacher-librarian: Linda Diekman School & City: Glen Grove, Glenview Length of lesson: 60 mins

Purpose: In conjunction with a unit on the American Revolutionary War, 5th grade students will find a primary source that is relevant to the person of event they will write about in their Revolutionary War paper. Learning Outcome(s): I can find a primary source that is relevant to the person or event Im researching. Standards Common Core Standards for Math and English: CC.5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CC.5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Illinois Learning Standard(s) Addressed: 5.B.3b Identify, evaluate and cite primary sources. Standards for 21st Century Learner Addressed: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. Materials: Needed by you: Computer White Board

Needed by students: Computer Printer Revolutionary war pathfinder

Instructional procedures: Focusing event: Start lesson by showing the students the rough draft of Declaration of Independence writing by the hand of Thomas Jefferson. Explain that because Im researching Thomas Jefferson, this is the primary source I will site for my paper. Input from you: Short review of how to access the primary source tips page. Explain that the students are required to find one resource on their Revolutionary War person or event that they will include in their research.
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Print the source out, and write on the back of the document or artifact why it is relevant to your person or event, and why you chose this artifact. Guided practice: I anticipate that some students will need more help than others as they explore the recommended websites for a primary source. Model for the class the steps I took to locate the draft of the Declaration of Independence. Walk around the classroom as student work to answer questions and provide guidance when necessary. Closure I will make sure that all students have been successful at finding a relevant primary source. Collect the flow charts from the previous lesson and their primary documents. (Make copies and return to classroom teacher) Ask for a few volunteers to explain what resource they chose and why. Check for understanding: Walk around the room and discuss with students, or small groups of students, what they are finding. Maintain awareness and provide assistance to any student struggling to find a primary source. Look at the resources the student chose and assess whether or not they are acceptable as a primary source relevant to their research. Check their flow chart and search strategies to ensure understanding. Whats next? Students will incorporate their primary source in their Revolutionary War research paper. At this point, the classroom teacher reassume duties on the Revolutionary War unit.

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