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Lesson Plan

Guide

Teacher Candidate: Tashara Brown Date: June 30th, 2018

Grade and Topic: 5th grade Social Studies Length of Lesson: 1 hour

Mentor Teacher: J. Townes IDT 3600 School: University of


Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:


● The objective of this unit is to learn about primary sources, the information it provides,
and its importance.

LESSON OBJECTIVE:
● The student will be able to distinguish a primary source from a secondary source, given
new texts, with 100% accuracy.

STANDARDS ADDRESSED:
● Tennessee State Standards-
○ 5.3 Use primary sources to analyze multiple samples of abolition leaders’
writings and their stance on slavery, including: (C, P) • Sojourner Truth • Frederick
Douglass • the Grimke sisters • William Lloyd Garrison

○ 5.4 Draw on information from multiple print or digital resources


explaining the events that made slavery a national issue during the mid-19th century,
including: (C, E, G, P) • Missouri Compromise • Uncle Tom’s Cabin • Compromise of
1850 • Brook’s attack on Sumner • Kansas-Nebraska Act • John Brown’s Raid • Dred
Scott case
● ISTE Standards- Creativity and innovation Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using technology.
○ a. Apply existing knowledge to generate new ideas, products, or
processes
○ b. Create original works as a means of personal or group expression
○ c. Use models and simulations to explore complex systems and issues
- Research and information fluency Students apply digital tools to gather,
evaluate, and use information.
o a. Plan strategies to guide inquiry
o b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
o c. Evaluate and select information sources and digital tools based on
the appropriateness to specific tasks
o d. Process data and report results

MATERIALS:
● The materials used in this lesson plan will be a laptop and student handouts.
● Technology will the main part of this lesson because it is needed for students to research and their
own examples of primary resources. The daily blog post at the end of each class is also used for
the instructor to review student reflections about the class lesson. Student examples will come
from various sites that students find from Google, this is important so that a wide variety of
examples can be discussed in class.
BACKGROUND and RATIONALE:
● The key concept for this lesson is for students to be able to distinguish personal accounts
from secondary accounts, and be able to analyze research.
● Critical academic language includes; “Slavery,” “Primary resource,” “Secondary
resource,” “Analyze,” and “research.”
● Previous lessons were about the foundations of the 1800s, important dates, and who
important figures were. Using this information, students are expected to read primary
resources from select people and analyze their findings.
● Subsequent lessons will involve longer texts with different perspectives and rationalities.
Students should be able to analyze future texts and be able to draw meaning from it with
the knowledge they have gained from previous lessons.
● Differentiated activities and assessments are important to cater to each type of learner.
Every student is unique, and all learning needs must be met when teaching a lesson.

PROCEDURES AND TIMELINE:


● Introduction: When teaching this segment, the instructor should remind the students that
they will be learning about people who wrote everything they are currently reading. The
students will be intrigued to learn about journal entries and interviews from people
hundreds of years ago.
● Procedures: 1. Students will learn about primary and secondary sources. (Approx. 15
mins)
○ Students may hear questions like “What do you think a primary
source is?” or “How can we use primary sources in social studies?”
○ This portion of the class is to create familiarity with the topic so that
students are confident during the rest of class.
2. Students will then use laptops, either independently or in groups, to research
different primary sources from the 1800’s. (Approx. 20 mins)
* This time is for students to do research with minimal instruction from the
instructor.
3. After researching different types of primary sources, students will now create their
own primary source! This assignment is for students to write a letter about a major event that happened in
the 1800’s. (Approx. 15 mins)
*Student will pick an event that was discussed in class and write a letter to their
family about what happened.
4. Students will go online to the class Weebly page and write a blog post about what they
learned in class (Approx. 10 mins)
● Closure: To close the lesson, the instructor should allow five minutes for students to
finish their assignments, and then use the remaining class time to reflect and discuss what
was learned about primary sources.

ASSESSMENT EVIDENCE:
● Formative and summative assessments are check for understandings, online research, and
exit cards.

MODIFICATIONS:
● Students who did not master the objectives will be asked to study with a parent and/or
come to class tutoring.
● Students who did not master the objectives will be asked to enrich their learning by
reviewing past units.
Jane Doe
Street Address
City, ST ZIP Code
Date

Parents
Street Address
City, ST ZIP Code

Dear Parents:

Thank you for the lovely gift of flowers that you sent to me. Your gift brightened my day,
and it continues to brighten my home.
It was so nice to be remembered by you! Your thoughtfulness means so much to me.
Sincerely,

Jane Doe

STUDENT SAMPLE
STUDENT SAMPLE
Students, be sure to review this page BEFORE you begin writing your
primary source letter.
AM I READY TO TURN IN MY ASSIGNMENT?

Did you:
Teacher’s initials needed for completion

1. Complete the teacher-led review

2. Research and find at least one primary

resource from the 1800’s

3. Participate in the class discussion

4. Post on the class website about what

you learned in class


Link to weebly

www.idt3600tsbrown.weebly.com

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