ELED 360 – K-8 Social Science Methods Unit Plan Template

CONTEXTUAL INFORMAITON
Grade Level: 3rd Grade

Subject: Social Science: History

Date: 02/27/22
Possibly a day for the first lesson, a week for creating the presentations and another week to
Timeframe:
give the presentations
The lessons will build upon each other. The first one is teaching students about primary and
secondary sources. Then in the second lesson, students will use what they have learned to
Sequence &
research using primary and secondary sources to find information about their chosen
Explanation:
person. In the third lesson, students will present their findings to the class so all the students
will have the opportunity to learn about many famous historical figures.

PLANNING 1 of 3
STANDARDS, OBJECTIVES, & THEORISTS
SS Standard: List the South Dakota social studies content standard(s) to be addressed in this lesson. LINK
K-12.H.5 Students will develop historical research skills. 3.H.5.1 Compare information provided by
different primary and secondary historical sources about the past.

Other Standard: List the South Dakota tested content standard to be addressed in this lesson. Optional
LINK

OSEU: List the Oceti Sakowin Essential Understanding to be incorporated in this lesson. Only identify for the
lesson incorporating the OSEU. LINK

NCSS Theme: List the NCSS theme that will guide instruction in this lesson. LINK Click on “Executive
Summary”
Time, continuity and change:
Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people
in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how
important historical events and developments have shaped the modern world. This theme appears in courses
in history, as well as in other social studies courses for which knowledge of the past is important.

Objectives: List the learning objective(s) to be addressed in this lesson. (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…” SUGGESTED LINK

Students will be able to define features of primary and secondary sources and give examples of primary and
secondary sources.

Rationale: List and Explain Theoretical Rationale. (e.g., Piaget, Vygotsky, etc.) Max of 2. SUGGESTED LINK
Jean Piaget was an educational theorist who believed that individuals develop cognitively through
independent exploration, where the students construct knowledge on their own through a diverse array of
 PLANNING 1 of 3
experiences. Two ways he stated that individuals take in new knowledge are through assimilation and
accommodation. Assimilation is a method where a student is adding new knowledge to what they may
already know, the prior schema. They make sense of the new information using the facts that they have
already accumulated and add it all together. Adversely, accommodation is where the new knowledge replaces
or changes the old knowledge creating either a new base or transforming the prior one.

Students will have encountered both primary and secondary sources before like news articles, biographies,
interviews, journals, ect. They will now build on that schema by being able to categorize those sources into
either primary or secondary and explain why.
MATERIAL, ACCOMOATIONS, ASSESSMENT, & MANAGEMENT
Prior Knowledge: In terms of the whole class and individual students, explain connections to prior
knowledge. This might include real world experiences and/or prior standards.
Prior to the lesson, the students will have encountered both primary and secondary sources before like news
articles, biographies, interviews, journals, ect. They may also be able to distinguish the differences between
two sources like an autobiography vs. a biography. The students will have been pre-taught challenging
vocabulary words that they will encounter in the primary and secondary source documents used in this
lesson like "census” and "philanthropist". Lastly, students are familiar with Ven Diagrams and the
expectations of how to fill them out properly.
Materials/Resources: List the materials/resources you will need to teach the lesson.
Teacher:
-anchor chart
-marker
-Primary sources: Thomas Edison document (picture)
-Thomas Edison Biography (link)
- Primary Sources: Passenger Lists worksheet (picture)
-Andrew Carnegie article (picture)
-Venn Diagram worksheet (picture)
-pre-assessments (blank pieces of paper)
-post-assessments
Students:
-pencils

Technology: Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
Technology assists me in finding and displaying primary sources that can be found in institutions, such as
museums, where I cannot actually acquire them.
Accommodations: Hypothesize the accommodations/differentiation/modifications you will use to meet the
needs of TWO learners and accommodate differences in students’ learning, culture, language, etc.
There is one female student who is on an IEP for selective mutism. When applicable, the student will be able
to use gestures and hand signals like pointing, nodding, thumbs up or down. This nonverbal communication
is a great way for her to still participate in class. She is also seated next to a buddy she is already verbal with
 PLANNING 1 of 3
which will decrease her anxiety and increase the chance that she will chose to share her thoughts.

There is one male ESL student who came to the US from Argentina a few years ago and only speaks Spanish
at home. With limited English academic vocabulary, they will have a digital translator and English-Spanish
dictionary next to them to look up any words they need to from the articles. He will also be sitting next to
someone who is fluent in English in case he needs further clarification.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
They will complete a knowledge splash:
Each student will have a blank piece of paper and 2-3 minutes to write every word they could think of (I call
it “splashing” the words on to the paper) about the topic primary and secondary sources. They will be
encouraged to think of each part of the words “primary”, “secondary”, and “sources”.
This will give me lots of information on how much prior knowledge the students have in a low stress
manner.
Pre-Assessment Example: (Links or visuals)

Post-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) after the lesson. This must be comparable to the pre-assessment.
Using a 3-2-1 protocol to gauge student understanding. I will have students answer the following prompts:

List three features of a primary source document and three features of a secondary source document.
Name two primary source examples and two secondary sources examples.
Write one sentence about how you can use primary and secondary sources.

Post-Assessment Example: (Links or visuals)

 PLANNING 1 of 3

Classroom Management: Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson. SUGGESTED LINK
-Students will stay on task during the lesson because I am having them ask and answer questions periodically
and they have group discussion time to get everyone involved
-Students know that when they are finished with things like the post-assessment, they can quietly draw on the
back of the paper or read a book until the rest of the class is finished.
-I will use proximity and walk around while the students are working.

IMPLEMENTATION 1 of 3
Explanation of the “I Do, We Do, You Do” Model
“I Do” (Teacher introduces lesson and models expected outcome(s) of learning objectives) Describe what instructional
strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
1. Introduce to the students that they will be learning about primary and secondary sources.
2. Complete the knowledge splash pre-assessment. Each student will have a blank piece of paper and 2-3
minutes to write every word they could think of (I call it “splashing” the words on to the paper) about the
topic primary and secondary sources. They will be encouraged to think of each part of the words
“primary”, “secondary”, and “sources”.
3. Collect pre-assessment when time is up and direct the students’ attention to the teacher.
4. Draw a T-chart on a piece of anchor paper. In the first column, write the title "Primary Source" and
explain that a primary source is a first-hand account of something. Record the definition under the title
and restate the definition in student-friendly terms. (Ex. "A primary source is something that is written by
 IMPLEMENTATION 1 of 3
a person who witnessed or experienced something themself.”)
5. Break down the term further by explaining that a "source" is something that gives information and
"primary" means first, as in first-hand.
6. In the second column, write the title "Secondary Source" and explain that a secondary source is an
account of something that is not first-hand. Record the definition under the title and restate the definition
in student-friendly terms. (Ex. "A secondary source is written by someone who did not witness or
experience the thing they are writing about. A secondary source may cite primary sources, but it is not
always written in the same time period or location that the event occurred.”)
7. On the T-chart record examples of each type of source (Ex. Primary- letter, speech, diary, journal,
interview, autobiography; Secondary- textbook, magazine article, biography, encyclopedia)
8. Invite students to volunteer other nonfiction sources and help them categorize each as primary or
secondary before adding them to the T-chart.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
9. Tell students that you will be showing them an example of a primary and a secondary source about
Thomas Edison.
10. Remind students that Thomas Edison was a scientist and inventor known for his work with electricity,
light bulbs, and batteries. Say, “Thomas Edison was a scientist and inventor born in 1847. He is best
known for his work with electric power. He invented a way to send power into homes and factories, and
built a power station that created the electricity he sold. Edison helped design a type of light bulb similar
to the one we use today, and he made many other discoveries in the field of electricity. He even invented
a battery that could be used to power an electric car!”
11. Display the document titled, Primary Sources: Thomas Edison. Read the top section. Then read the
information on the chart aloud.
 IMPLEMENTATION 1 of 3
12. Ask students what they noticed about the primary source document (the census). Give them a moment to
talk with a seat partner, then call on volunteers to share their observations. Sample answers: the document
was handwritten, it provided numbers and facts.
13. Use the link to display an online article titled, Thomas Edison Biography. Read aloud.
https://mocomi.com/thomas-edison/
14. Ask students what they noticed about the secondary source. Give them a moment to talk with a seat
partner, then call on volunteers to share their observations. Sample answers: the article is written in
narrative form, it includes dates and facts.
15. Draw a large Venn diagram on a new piece of chart paper. Label one side "primary source" and the other
side "secondary source”.
16. As a whole class, compare and contrast the two types of sources. Record features that were discussed in
class and invite students to generate additional ideas to fill in the Venn diagram. Sample Answers: they
both provide facts, a primary source can be written as a list or chart, or a secondary source can be written
as a narrative.
17. Add specific examples of facts found in the two sources to the Venn diagram (ex. Primary source-
Thomas Edison was 72 years old in 1920, Secondary source- Thomas Edison was born in 1847).
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

Thomas Edison Biography- https://mocomi.com/thomas-edison/

 IMPLEMENTATION 1 of 3

“You Do” (Students engage in independent practice) Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
18. Hand out the Primary Sources: Passenger Lists sheet and explain that it is a primary source document.
19. Hand out article (secondary source) written about Andrew Carnegie’s life. Adapted from
https://kids.britannica.com/kids/article/Andrew-Carnegie/399390
20. Instruct students to independently read the two texts.
21. Hand out Venn diagram worksheet. Instruct them to fill in their own Venn diagram comparing the two
sources of information they read about Andrew Carnegie. As a class, discuss the two sources and the
differences between them. Ask students to reflect on why there is conflicting information in the two
sources (e.g., his age in 1848). Ask students to consider which source is more trustworthy and what they
can do to figure out which source is correct (e.g., look for additional sources to confirm the disputed
facts).
22. Complete the post assessment worksheet answering three prompts: 1. List three features of a primary
source and three features of a secondary source. 2. Name two primary source examples and two
secondary sources examples. 3. Write one sentence about how you can use primary and secondary
sources.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)
IMPLEMENTATION 1 of 3
 IMPLEMENTATION 1 of 3

Lesson Closing: Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner. This also includes the prementioned Post-Assessment.
We will reflect on and discuss the following questions as a class. We will use a think, group (groups of 3-4),
share method so everyone can participate.
-What is valuable about primary source documents?
-Are there any problems/challenges with using primary sources for information? What about secondary
sources?
-Are there topics in which primary sources don't exist?
-People or events that are not represented by primary source documents?
-Which type of source is more trustworthy? Why?
-Which type of source would be easier to use when doing research? Why?
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

PLANNING 2 of 3
STANDARDS, OBJECTIVES, & THEORISTS
SS Standard: List the South Dakota social studies content standard(s) to be addressed in this lesson. LINK
K-12.H.2 Students will analyze and evaluate the impact of people, events, ideas and symbols upon history
using multiple sources. 3.H.2.1 Generate questions about individuals and groups who have shaped
significant historical changes and continuities.

Other Standard: List the South Dakota tested content standard to be addressed in this lesson. Optional
LINK
 PLANNING 2 of 3
OSEU: List the Oceti Sakowin Essential Understanding to be incorporated in this lesson. Only identify for the
lesson incorporating the OSEU. LINK

NCSS Theme: List the NCSS theme that will guide instruction in this lesson. LINK Click on “Executive
Summary”
Time, continuity and change:
Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people
in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how
important historical events and developments have shaped the modern world. This theme appears in courses
in history, as well as in other social studies courses for which knowledge of the past is important.

Objectives: List the learning objective(s) to be addressed in this lesson. (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…” SUGGESTED LINK

The students will be able to generate critical questions in order to analyze a person’s significant historical
impact on the environment surrounding them.

Rationale: List and Explain Theoretical Rationale. (e.g., Piaget, Vygotsky, etc.) Max of 2. SUGGESTED LINK
Jean Piaget was an educational theorist who believed that individuals develop cognitively through
independent exploration, where the students construct knowledge on their own through a diverse array of
experiences. Two ways he stated that individuals take in new knowledge are through assimilation and
accommodation. Assimilation is a method where a student is adding new knowledge to what they may
already know, the prior schema. They make sense of the new information using the facts that they have
already accumulated and add it all together. Adversely, accommodation is where the new knowledge replaces
or changes the old knowledge creating either a new base or transforming the prior one.

Students will take in this information through accommodation. They will replace prior knowledge of asking
basic questions like “When was George Washington born?” and transforming new knowledge into asking
critical questions like “What major events were happening in the United States during the time Washington
was alive that may have impacted his decisions and actions?”
MATERIAL, ACCOMOATIONS, ASSESSMENT, & MANAGEMENT
Prior Knowledge: In terms of the whole class and individual students, explain connections to prior
knowledge. This might include real world experiences and/or prior standards.
Prior to this lesson, the students may have some knowledge of historical people or events that have shaped
history. They will also know how to ask a general question, but that skill will need to be further developed.
The students should know vocabulary like ‘significant’, ‘critical’ and ‘impact’. Lastly, in one of the units
prior we have talked about how to research information on the internet and which sources are credible
including the use of databases. The students will have just learned about primary and secondary sources.

Materials/Resources: List the materials/resources you will need to teach the lesson.
Teacher
-video https://youtu.be/6z2Wupupf2E
 PLANNING 2 of 3
-predetermined list of partners
-predetermined list of historical figures
-rubric
-pre-assessment
-post-assessments
-Primary and Secondary source flashcards
-Primary and Secondary source worksheet
Students
-Ipads
-pencil and paper for notes
-databases

Technology: Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
The lesson starts out with a YouTube video used to hook the students’ attention immediately. This video
mimics them traveling through time. Students “experiencing” time travel is way cooler than the teacher just
saying that they went back to 100 years ago. Additionally, the students will be allowed to use their iPad for
researching their chosen person. The iPad allows the students to look up information quickly and enables
them to search a specific question that they may have about their person. The use of library databases is
helpful in connecting students to credible information.

Accommodations: Hypothesize the accommodations/differentiation/modifications you will use to meet the

needs of TWO learners and accommodate differences in students’ learning, culture, language, etc.
There is one female student who is on an IEP for selective mutism. She will be put with a partner that she is
most comfortable talking to and will be allowed to work in the hallway or separate area if the noise becomes
overwhelming and makes it difficult to speak.
There is one male ESL student who came to the US from Argentina a few years ago and only speaks
Spanish at home. With limited English academic vocabulary, they will be allowed to research about their
person in their native language. He will also be partnered up with someone who is fluent in English.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
The pre-assessment is a matching quiz with the historical figures listed on one side and their main
accomplishment listed on the other. It assesses what students may or may not already know about how the
selected people have changed the United States. It also assesses what students know about asking relevant
interview questions. The pre-assessment covers this lesson and the preceding one.
Pre-Assessment Example: (Links or visuals)
PLANNING 2 of 3
 PLANNING 2 of 3

Post-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) after the lesson. This must be comparable to the pre-assessment.
The post assessment will be given at the end of lesson 3
Post-Assessment Example: (Links or visuals)

Classroom Management: Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson. SUGGESTED LINK
-The students will be split into partners based on how they get along and work together, as well as supporting
in academic abilities
-Students will stay on task during the lesson because I am having them ask and answer questions periodically
and they have group discussion time to get everyone involved
-Students know that when they are finished with things like the pre-assessment, they can quietly draw on the
back of the paper or read a book until the rest of the class is finished.
-When I say “get with your partner” they know to stand up walk together and use quiet, voice level one talk
-I will use proximity and walk around while the students are working.

IMPLEMENTATION 2 of 3
Explanation of the “I Do, We Do, You Do” Model
“I Do” (Teacher introduces lesson and models expected outcome(s) of learning objectives) Describe what instructional
 IMPLEMENTATION 2 of 3
strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

1. Tell students to close their eyes and shut off the lights. Start this video on the screen and they can
open their eyes. https://youtu.be/6z2Wupupf2E
2. When video is over say, “3rd graders, you just traveled through time hundreds of years. You have
become a newspaper reporter and your task is to interview a famous individual about how they have
impacted history. Here is the list of people that are to be interviewed. Martin Luther King Jr., Susan B.
Anthony, Sitting Bull, George Washington, Squanto, Helen Keller, Sojourner Truth, Crazy Horse,
Jackie Robinson, Red Cloud, Zitkala Sa. You will be working with a partner to come up with 5
significant questions that a newspaper reporter would ask. After you okay those questions with me,
you will begin researching the answers, forming a report. In your research you will need to use one
primary source and one secondary source. Next week, you and your partner will inform your fellow
time traveler classmates about the person you have interviewed.”
3. First, I want to know if you have learned anything about these people before or what you already
know. This will be a short matching quiz with the names of the people and their main impact. You
will take this quiz again after you have heard all of your classmates’ presentations.”
--------------(go to You Do)
5. Collect assessment when finished. Display predetermined list of partners (details on partners are in
classroom management section) and list of historical figures.
--------------(go to You Do)
13. Once the students understand how to ask thought provoking, critical questions they can begin the project.
Say, “Before you begin let’s go over the instructions and rubric one more time. You and your partner need to
ask and answer 5 interview questions about the significant historical impact your person has made. You then
will be teaching the rest of your classmates about your person. Once you come up with your five questions
show them to me and you can begin your research. Remember when you are researching to use credible
sources like we have learned in the past. Some websites that might be incredibly useful are the databases
through our school library like Pebble Go Biography. When you are researching you also need to use at least
one primary source and one secondary source. Do you have any further questions?”
14. Answer any questions then say, “To review, a primary source is any piece of information that was created
by someone who witnessed it first-hand or was part of the historical events that are being described. A
secondary source interprets and analyzes primary sources. These sources are one or more steps removed from
the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. This aspect
will be a part of your final grade so you need to make sure you can present to me a primary source and a
secondary source you have used. To give you some ideas on what kind of sources to research you will do a
quick flashcard sort on primary and secondary sources.”
--------------(go to You Do)

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

Link to Introduction video: https://youtu.be/6z2Wupupf2E

IMPLEMENTATION 2 of 3
 IMPLEMENTATION 2 of 3

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
8. “We will now discuss how to generate a question and what kind of questions we want to be asking. Our
questions need to be significant in learning the historical impact these figures made. These questions should
not just tell us facts about the person. Discuss with a person sitting near you. If I am a newspaper reporter and
I ask, ‘How many brothers and sisters did Susan B. Anthony have?’ Is that a relevant question? Why or why
not?”
9. Allow around 30 seconds for discussion. “What did you decide?” Sample answer: No, it is not a very good
question to ask because it does not tell why Susan B. Anthony is important or what she did that changed
history.
10. “Nice job, I have another one for you. If I am a newspaper reporter and I ask, ‘What year was Squanto
born and when did he die?’ Is that a relevant question? Why or why not?”
11. Allow around 30 seconds for discussion. “What did you decide?” Sample answer: The exact year is not
necessarily important but the context of when they lived and what was going on in the world around them is
important. So, a better question might be ‘What major events were happening in the United States during the
time Squanto was alive that may have impacted his decisions and actions?’.
12. “What other questions can you come up with?” Call on a few students, guide them to better questions if
they need help.
--------------(go to I Do)
16. Once everyone is done with the flashcard worksheet go through the correct answers as a class. The
students should justify their answers and the teacher will clarify any misconceptions. Once it has been
corrected the partners may begin working on their research project.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)
 IMPLEMENTATION 2 of 3

“You Do” (Students engage in independent practice) Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
4. Hand out pre-assessment. “Please try your best, but do not worry if you are unsure of the answers
right now.”
--------------(go to I Do)
6. “Now I would like you to get with your partner and discuss which historical figure you would like to
research. Once you have decided, one partner may come up to me and create a line. I will then write
down which person you want. There is only one group per person so you may want to decide on a 2nd
and 3rd option as well. If you run up to the line or are not standing appropriately you will be the last
group to pick.”

7. Once everyone has chosen, students should sit back down at their desks.
--------------
15. There are 24 flashcards and one worksheet. The partners will read the card and write if it is a primary
source or a secondary source. Once they are done they will quietly wait for the rest of the class to finish.
-------------- (go to We Do)

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

IMPLEMENTATION 2 of 3
 IMPLEMENTATION 2 of 3

Lesson Closing: Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner. This also includes the prementioned Post-Assessment.
At the end of each research day as a lesson closing, I will discuss with my students how they are doing and
answer any questions they have. I will assess their progress by asking them questions and they will answer
with a thumbs up (done), thumbs sideways (working on it), thumbs down (don’t have it yet). Some
questions I will ask may be: Do you have 5 questions? Do you know what historical impact your person has
made? Have you found a primary source to use? Have you found a secondary source to use?
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

PLANNING 3 of 3
STANDARDS, OBJECTIVES, & THEORISTS
SS Standard: List the South Dakota social studies content standard(s) to be addressed in this lesson. LINK
K-12.H.2 Students will analyze and evaluate the impact of people, events, ideas and symbols upon history
using multiple sources. 3.H.2.2 Explain the importance of famous American figures including but not
 PLANNING 3 of 3
limited to George Washington, Abraham Lincoln, and Thomas Jefferson.

Other Standard: List the South Dakota tested content standard to be addressed in this lesson. Optional
LINK

OSEU: List the Oceti Sakowin Essential Understanding to be incorporated in this lesson. Only identify for the
lesson incorporating the OSEU. LINK

Standard 7.2 – Examine and describe actions taken by Oceti Sakowin individuals and communities that
bring about social change.

NCSS Theme: List the NCSS theme that will guide instruction in this lesson. LINK Click on “Executive
Summary”
Time, continuity and change:
Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people
in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how
important historical events and developments have shaped the modern world. This theme appears in courses
in history, as well as in other social studies courses for which knowledge of the past is important.

Objectives: List the learning objective(s) to be addressed in this lesson. (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…” SUGGESTED LINK

The students will be able to recall the significant historical impact a select list of individuals (Martin Luther
King Jr., Susan B. Anthony, Sitting Bull, George Washington, Squanto, Helen Keller, Sojourner Truth,
Crazy Horse, Jackie Robinson, Red Cloud, Zitkala Sa) have made through listening to their classmates’
presentations.

Rationale: List and Explain Theoretical Rationale. (e.g., Piaget, Vygotsky, etc.) Max of 2. SUGGESTED LINK
Jean Piaget was an educational theorist who believed that individuals develop cognitively through
independent exploration, where the students construct knowledge on their own through a diverse array of
experiences. Two ways he stated that individuals take in new knowledge are through assimilation and
accommodation. Assimilation is a method where a student is adding new knowledge to what they may
already know, the prior schema. They make sense of the new information using the facts that they have
already accumulated and add it all together. Adversely, accommodation is where the new knowledge replaces
or changes the old knowledge creating either a new base or transforming the prior one.

The students will be constructing their knowledge through assimilation and accommodation. The students
will have heard of some of the historical people and may know some facts about them. Through listening to
each other’s presentations, the students will add knew knowledge to their prior schema. They will also be
using accommodation by creating a new base for the information on people the students have never heard of
before.

MATERIAL, ACCOMOATIONS, ASSESSMENT, & MANAGEMENT

Prior Knowledge: In terms of the whole class and individual students, explain connections to prior
knowledge. This might include real world experiences and/or prior standards.
Prior to this lesson, the students may have some knowledge of historical people or events that have
 PLANNING 3 of 3
shaped history. The students also know that when giving a presentation they need to speak loudly and
clearly to the class. The students will have had prior experience using applications like Google Slides and
PowerPoint.

Materials/Resources: List the materials/resources you will need to teach the lesson.
Teacher
-post assessment
-presentation notes
-rubric
-source justification sheet
-slideshow checklist
Students
-ppt or slide show that they created
-Ipads
-pencil

Technology: Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
Students will use an app like Google Slides or PowerPoint to give their presentation to the class. This allows
them to be creative in designing their slideshow. This technology is engaging and a fun, new way for
students to showcase their knowledge.
Accommodations: Hypothesize the accommodations/differentiation/modifications you will use to meet the
needs of TWO learners and accommodate differences in students’ learning, culture, language, etc.
There is one female student who is on an IEP for selective mutism. These partners will be encouraged to
present in front of the class but if needed, they can present just to the teacher during recess.
There is one male ESL student who came to the US from Argentina a few years ago and only speaks
Spanish at home. He can clarify any pronunciation questions with his partner or the teacher before
presenting, however the class is used to his slight accent so it should not be an issue.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
N/A was given at the beginning of lesson 2
Pre-Assessment Example: (Links or visuals)

Post-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) after the lesson. This must be comparable to the pre-assessment.
The post-assessment is the same matching quiz with the historical figures listed on one side and their main
accomplishment listed on the other. It assesses what students have learned about how the selected people
have changed the United States. It also assesses what students know about asking relevant interview
 PLANNING 3 of 3
questions.
Post-Assessment Example: (Links or visuals)
 PLANNING 3 of 3

Classroom Management: Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson. SUGGESTED LINK
-To stay engaged and on task during classmates’ presentations the students will fill out a note taking guide
-If I see that students are getting restless during presentations we will take a short brain break and do
something active

IMPLEMENTATION 3 of 3
Explanation of the “I Do, We Do, You Do” Model
“I Do” (Teacher introduces lesson and models expected outcome(s) of learning objectives) Describe what instructional
strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
1. As students have finished up their research, explain that they will now be making a slideshow
presentation for the class so everyone will get to learn about each historical figure.
2. “Before we begin working on our presentations, I want to see which primary and secondary source
you and your partner have used in your research. I also want to know why you choose to use this
source.”
-----------(go to You Do)
4.Once students are finished hand out the slideshow checklist and read through the requirements.
5. Answer any questions the students may have and then they may begin working with their partner on
 IMPLEMENTATION 3 of 3
creating their slideshow.
6. Consistently walk around helping students with presentations and keeping them on task.
7. Once everyone has finished their presentations move on to the second part of the lesson.
8. “Remember when we have given speeches in the past we talked about speaking loudly and clearly.
When you give your presentations you want to make sure that I can understand you from way in the
back of the classroom. Charlie Brown is going to give us some more tips for giving presentations”
Use link to show video https://youtu.be/9tTZmI_EUE0
----------(go to We Do)
15. Use the rubric and observe their presentations to assess if the students have generated significant
questions about their individual and determined how they have shaped history, ect.
----------(go to You Do)

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

Charlie Brown Presentation Tips- https://youtu.be/9tTZmI_EUE0

 IMPLEMENTATION 3 of 3

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
9. Discuss what they saw in the video.
10. “I want you to stand up with your partner and each give an example of a poor presentation where you
speak really fast and quietly, look down at the ground and are not prepared.” Give time for each
person to do so.
11. “Now I want you to follow some of the tips Charlie Brown talked about and give a good presentation
example to your partner. Make sure to stand up straight, shake out your nerves, talk clearly and
loudly, and think about what you have prepared” Give each person time to do so.
12. “Do you remember taking the matching quiz on the historical figures and their impacts a couple days
ago? After all of the presentations you will be taking the quiz again to show me what you have
learned. This means it is crucial you pay attention to your classmates’ presentations as they teach you
about their historical figure. To help you stay focused, during the presentations you will be taking
notes.”
-----------(go to You Do)

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

“You Do” (Students engage in independent practice) Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
3. Hand out source justification worksheet for students to complete.
-----------(go to I Do)
13. Hand out presentation notes worksheet (5 copies to each student). “I will give you time after each
 IMPLEMENTATION 3 of 3
presentation to fill out this sheet. This will also be a great resource for you to study for the quiz.”
14. Begin presentations. Students should fill out presentation notes.
-----------(go to I Do)
16. On the day of the last presentation, allow students to study their presentation notes with a partner and
give the post assessment the next day.

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

 IMPLEMENTATION 3 of 3

Lesson Closing: Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner. This also includes the prementioned Post-Assessment.
After the students are done presenting, they will complete the post assessment. We will also wrap up and
discuss what they have learned as a group.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)
 IMPLEMENTATION 3 of 3

REFLECTION
Reflect on each of the following areas:
1. How well your instructional strategies, theorists, and standards work with one another?
2. What you think would work well?
3. What you think might need to be revised in the future?
4. What was the most useful part of this process?
5. How well does your unit flow from one lesson to another?
1. In the 3rd lesson, I think I aligned the 2 standards well with each other because after I had already picked and
started my lesson plan, I looked at the unpacked standards and it suggested using the Oceti Sakowin Essential
Understanding that I chose. I think the standards align well with my lesson because the students are
generating questions and learning about the impact people have made. Within the list of people, students are
also describing the actions taken by Oceti Sakowin individuals who have brought about change.
2. In the 2nd lesson, I think the YouTube video will get the kids excited. The students will learn from each other
and through exploring and asking questions. With my experience subbing, I think my classroom management
techniques will work well especially because I will have a relationship with my students and know who will
work effectively together as a pair.
3. I might need to adjust my timeline because I am not sure how long things will take. For the 1 st lesson, the
reading may be difficult for some 3rd graders. I might choose different historical figures depending on how
much information the students are able to find, how familiar the students are with them or if those figure
come up later in other subjects.
4. Since I had to create the assessment piece, that required me to actually learn about the people too. I knew
some of the people’s main accomplishments but many of the Native Americans I was unsure of. This makes
me realize that our education needs to be more culturally inclusive. I also learned about the unpacked
standards which will be helpful in the future, especially how it shows which different standards relate to each
other.