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Nikki Hester's ELA Lesson Plan

Monday, December 8, 2014


Essential Question (EQ):

Standard(s):

How does analyzing a primary source document help us

SS.5.A.1.1 Use primary and secondary

gain an understanding of apprenticeship?

sources to understand history.

9:30-

Opening (Engage):

Teacher Background Knowledge:

9:35

"Historians analyze primary and secondary sources in

Colonial times, primary source,

order to learn about a topic in history. Today you will

Apprenticeship:

become historians by analyzing and actual contract for a

a person who learns a job or skill

colonial apprenticeship to learn more about this type of

by working for a fixed period of time for

worker who contributed to the colonial market economy.

someone who is very good at that job or

This task will help you complete the written task of writing

skill

Time:

an article for the Colonial Williamsburg Gazette."


Student Background Knowledge:
Students will be familiar with the topic
distribute

because this the 5th day of

copies-

the unit plan.

PSWDA
& Coats'
9:35-

*Building Understanding (Whole Group Exploration-

9:55

Core):

Slide 3/4: (zoom in, use SBpen to mark


students ideas)

table

Slide 2: "The first step when analyzing a primary

Catch: highlight the word "Indenture"-

teams

source document is to take a minute to view the whole

"Students what can you

document to get an overall sense of the source.

guess this word means? It means

I want you to scan the source- do not read the entire text!

contract. With that in mind what

Then we will share with our table teams what you found.

kind of source do you think is this


document?"
Go over document analysis form. (only
sections 1 & 2)

Nikki Hester

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9:55-

Checkpoint (Informal Formative Assessment):

Dramatization:

Circulate and observe students analyzing the

"We are going to act out a situation of

primary sources.

becoming an apprentice This will help us

10:00

understand how and why an indenture


contract was written. Take notes to
share with your table teams of how this
scenario would connect with modern life."

Transitions:
***Dramatization Characters:
1. Narrator2. Samuel Coats3. Mr. Humphries4. John Henry-

10:00-

Independent /Small Group Practice (Differentiation):

Lesson Closure:

Students will work in table teams to

-Review LDC task

complete sections 3-5 in the

-Use the back of the PSWD to jot down

Primary Source Written Document Analysis Form.

something you learned

10:30

"Historians now that you have a better understanding of


what an indenture is I want you to work with your shoulder
partner to complete sections 3-5. Remember to analyze

about masters, apprentices, and


indentured servants from the
primary source you analyzed.

the indenture as a historian!"

Checkpoint:
Review students' Primary Source
Written Documentation forms.
Materials & Additional Components:
Technology: Interactive Smart Board
Coats' Indenture (primary source) (14)
Primary Source Written Document Analysis (14)
Primary Source Dramatization (14)
Evidence of Learning:
Students will be able to analyze a primary source document to gain an understanding of
apprenticeship in order to complete the performance task of writing an article for the Colonial
Williamsburg Gazette.

Nikki Hester

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Student Misconceptions:

Rationale:
Why are you teaching this objective?
-I am teaching this objective because it is important for my students to be able

-master, appernice,

to analyze

indenture,

a primary source to gain an understanding of history.

historians

Where does this lesson fit within a larger plan?


-Fits within the larger plan of the Literacy Design Collaborative Moodule- HCPS

Teaching Methods:

Accommodations:

Set purpose, build background knowledge, shared reading/mini lesson,

ELL- Spanish/English

cooperative learning, individual instruction/independent practice.

dictionary, pairs

Meeting students' needs:

Co-teach Model:

Cultural

Connections to the

backgrounds?

community?

-Reflect on how they see the

N/A

scene in the modern world.

How are other adults in the classroom supporting students learning?


-My mentor is assisting students as needed while focusing on making anecdotal
notes
of my lesson.
***What will you do if?
Reteac

Enrichmen

h:

t:

Teacher Takeaways:

Spend more time doing this ***Reflection

Nikki Hester

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Nikki Hester

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