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Your Name: Amanda Bartels Grade Level: 3rd CT: Jennifer Shook School: Woodworth Elementary Date: 3-18-2014

Overall lesson topic/title Duration of time: Thinking Like a Historian 30-50 min Objectives for todays lesson: Know what primary and secondary sources are and understand how historians use them to examine the past. MI GLCEs:
3 H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?) 3 H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.

Materials & supplies needed: Smartboard Leslie History Book Leslie Maps Internet

Procedures and approximate time allocated for each event LAUNCH (BEFORE) ( What will I say to help children understand the purpose of the lesson? To help students understand the purpose of the lesson we will talk about how we learn about past events such as WWI and WWII, the Titanic sinking, the first settlers of Michigan and even Leslie Michigan.

Academic, Social and Linguistic Support during each event for my focus students:

How will I help them make connections to prior lessons or experiences? I will make connections to the students by relating the purpose of the lesson to topics that students can relate to in their own lives. I will make sure to ask a variety of students so all students will be able to relate to the lesson.

How will I motivate them to become engaged in the lesson? I will motivate students to become engaged in the lesson by having the students look at materials from Leslie Michigan and its first settlers (primary sources) and books about Leslie (secondary sources). http://www.lesliehistory.com/Photos.html Since students are living in Leslie or around Leslie having some knowledge of the community will help them be engaged in the lesson.

How will I launch the problem? I will begin by creating a T chart and labeling one side history and the other side How do we learn about the past. We will talk about different things that come to mind for these two different phrases such as the past, long time ago, time and old things for how we learn we will have things like looking at old photographs and reading a book about history.

I will make sure to ask students who are having trouble with this to ask how they would learn about where they live.

How will I establish clear expectations for how they will be working and what products I expect?

By going over these at the I will establish expectations by talking about how we participate in class by raising our hands and not blurting beginning of the lesson this helps those students who are out answers. having behavioral problems to We will then go over expectations while we are going over a know the expectations and lesson by saying Some of us have been confused on what is what they should be doing supposed to be going on while the teacher is teaching so can through out the lesson.
anyone tell me what they are supposed to do if they have a question? (raise your hand)

What about if you want to add on to what someone already said? (raise your hand) So are we supposed to blurt out answers? (no) What are we supposed to be doing if someone else is talking? (listening and not talking). Good class now lets get started and try to remember that.

When and how will I distribute materials and supplies?) (____ minutes) I will distribute materials and supplies

EXPLORE (DURING)

1. We will start the lesson by creating a T-chart one side saying history the other side saying How do we learn about the past. We will fill in both sides of the chart. 2. I will then ask students to share what they have learned about history before about the local community. After they are done sharing I will explain to them that when they studied the history of the community that they were acting as historians or people who study the past. 3. We will talk about how historians are like detectives. They look for clues and then they use those clues to try and understand the past. They ask questions like: what happened? Who was involved? When did it happen? And why did it happen? 4. We will then look at a map of Leslie 1874. I will have the students examine the maps and give them time to do so. 5. I will have the students fill in parts of the Analysis Chart on the map in pairs. We will then go over what they put in the chart as a class. 6. We will then take a closer look at the map looking at abbreviations found on the map such as Bap. Ch. And what it means. We will also discuss anything interesting that students found on the map that they might like to share. 7. We will then read about some history about Leslie Michigan. 8. We will then discuss how the readings are related to the map. 9. I will point out the important dates and important locations from the readings in the map. 10. We will then discuss how the map was actually created in the past and this is a primary source (like the pictures). We will then discuss how the readings were written about the past (like the book). 11. We will then look at the timeline of the events of Leslie Michigan that we read about. I will ask students how this is different from the readings that we just did and then I will ask if the timeline is a primary or secondary source. (secondary). 12. We will then look at some old pictures of Leslie Michigan and decide if they are primary or secondary sources. After I have taken a few answers and asked why they think that I will say that old photographs are primary sources.

I will have this up on the board so students will be able to see how we learn about these separate topics I will make sure to ask what students do and dont know about the community to help build some background knowledge for the students who dont know anything about Leslie Michigan. Students will be working in pairs to keep each other on track and bounce ideas off of each other.

13. I will ask how do these pictures help you understand the history of Leslie. 14. We will then talk about how it gives you a better understanding of what Leslie looked like back then and how if we put all the clues together that we get a better understanding of the history of Leslie. 15. I will then discuss that after examining several clues about the past, historians will try to summarize what they have learned. We will then go to our questions historians ask chart which asks the questions what happened? When did it happen? Who was involved? And Why did it happen? (students will be able to use all the materials that we used during the lesson to help answer these questions) 16. I will give the students some time to fill in the chart and then we will go over the answers to these questions based on all the information that we just learned. (What questions will I ask students as they are working? What happened? Who was involved? When did it happen? Why did it happen? How do you know this is right?

Understanding why is usually the hardest so there is a cause and effect sheet that we will go over as a class to help understand why it happened.

What questions, hints or suggestions will I use to help students who might struggle? For students who are struggling I will say: Look back at the readings and maps to help you How can we figure out the abbreviations to help us understand the map better

What correct solutions do I hope to see? I hope to see that students are able to pick up on what a primary and secondary source are. That historians are people who study the past. History is a study of the past Historians ask questions like what happened, who was involved, when did it happen and why did it happen.

What are some possible incorrect solutions I might see?

Students mixing up what primary and secondary sources are. Incorrect understandings of the answers to questions historians ask based on the information that was given to them.

What will I say or do when I see each of the incorrect solutions? Primary and secondary sources are kind of tricky so I will go over each of them again but this will be something that students will become more familiar with over the unit. The only question I think students will struggle with is why something happened and to help students with this I will go over why they think people settled in the town to help get them in the right direction and asking the right questions.

What will I provide for students who finish quickly?) (___ minutes) For students who finish early I will have them work on a sheet that has them answer questions about Leslie MI such as the who, how, when, and why about Leslie

SUMMARIZE (AFTER)

(How will I structure the whole group discussion? Students will be working in pairs so when we are discussing what is on the map and in the readings I will have students come up and show on the Smartboard where we are at on the map so all students will be able to see what we are looking at. We will all have the information in front of us. I will pull sticks for answers and have students volunteer answers if they want to share.

How will I facilitate the sharing of strategies? I will pull sticks with students names on them

How will I help students listen actively to each other? I will make sure students are listening actively by asking students to repeat what other students said to make sure they are paying attention.

How will I help them make connections to prior lessons or prepare for future experiences? I will make connections to future lessons by saying that we will be using primary and secondary documents through out learning about the Early History of Michigan so understanding the difference between a primary and secondary document is very important.

How will I summarize the main ideas of the lesson? I will summarize the main ideas of the lesson by asking students: What is history? Who are historians? What are primary sources? What are secondary sources? What are some of the questions historians ask?

How will I bring closure to the lesson and help children reflect on their experiences? I will bring closure to the lesson by talking about the main ideas of the lesson and how we are going to be using them in future lessons.

What kind of feedback do I want from them at this time?) (___ minutes) If students have any questions on what we just learned.

Assessment (

Academic, Social, and Linguistic Support during assessment

How will I gauge the students learning as I implement the lesson plan and once the lesson is completed? I will be able to see what students are learning by looking at how they are able to answer the questions throughout the lesson. I will also look at how well they are able to fill out the worksheets and if they are understanding what they are doing. These are good indicators of how well students are understanding what we are learning also looking to see how engaged they are in the material.

Specifically, what will I look for? I will look at how well students are answering questions. How students are filling out worksheets. How engaged students are in the lesson.

How will I use what I am learning to inform my next steps? I will look at how well students are able to understand what we are learning because this is the foundation for what we are learning so making sure they understand the basics is important. If students are struggling I will make time in the next lesson to review and make sure all students understand.