UMU Lesson Plan Template

2017-2018

Name: Makaela Bennett & Brianna Boehlke Date: 04/09/18

Grade Level: 4 Class Period: N/A
Subject: Social Studies Lesson # & Title: Lesson 2: Sources
Function of the Lesson (check all that apply):
X Introduce New Skill or Content
□ Practice
□ Review
□ Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
The class is composed of an even ratio of boys versus girls (10 boys and 10 girls). The class consists of a wide variety of
racial backgrounds including 9 Caucasians, 6 African Americans, and 5 Latino children.
● One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives special
accommodations for her learning.
● The two female students have been identified as students having ADD/ADHD. They are on grade level equivalency
for history and math but often times struggles with reading and writing. They often struggle with multistep
directions and comprehending while they are reading, making them a grade level below their peers.
● A few of the students of Latino descent are considered ELL since the main language spoken in their homes is
Spanish. They are right below grade level standards in reading and math due to their inability to communicate their
knowledge on testing.

Environment:
● The classroom is set up with five tables, each table seating four students. The table setting will encourage good
social skills, group work, and collaboration. The ELL students will be able to receive help from the English-
speaking children at their tables.
● The classroom consists of two whiteboards and one Smartboard. These features allow technology to be a part of the
curriculum as well as allow for easy visual abilities for the students who struggle to see the boards and
read small print.
● The classroom will consist of fidget toys to accommodate for the students with ADD/ADHD, such as fidget
spinners, fidget cubes, and stress balls. Playing with these objects will allow the students to sit still in their seats and
pay more attention in class.
● The students with ADD/ADHD will be sat close to the teacher in order to have a good eye on them and to help with
their focus.
● The classroom is equipped with a laptop cart with some educational Apps installed.

Content Standards & Learning Objectives:

Standards (Content and ISTE) Learning Objectives (How will they

meet the standards?)
Content Specific Grade 4; Content Strand 2: Primary and secondary Students will be able to recognize and
Goals sources can be used to create historical narratives identify the differences between primary
and secondary sources. They will be
able to read passages and determine
which category that source best fits into.

Technology-based Empowered Learner - Students leverage technology to Empowered Learner: Students will use
Goals (ISTE-S) take an active role in choosing, achieving and Google scholar, Google search engine,

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☒ Empowered demonstrating competency in their learning goals, and Google sheets to write a five
Learner informed by the learning sciences. paragraph essay, answering a historical
prompt. This will encourage the
☒ Digital Citizen Knowledge Constructor - Students critically curate a application of knowledge regarding
variety of resources using digital tools to construct primary and secondary sources in
☒ Knowledge knowledge, produce creative artifacts and make forming an argument.
Constructor meaningful learning experiences for themselves and
others. Knowledged Constructor: Students
☐ Innovative will use Kahoot as an introductory
Digital Citizen - Students recognize the rights,
Designer assessment into the lesson. This will
responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act serve as an evaluation tool for the
☐Computational teacher to direct future lessons.
and model in ways that are safe, legal and ethical.
Thinker
Digital Citizen: Students will use
☐ Creative PlayPosit to learn about the material and
Communicator interact with an informational video.
This will aid students in learning about
☐ Global the material while also considering the
Collaborator implication of different sources. This
will teach them how to responsibly
search the internet and how to find valid,
unbiased sources.

Other Goals

Rationale: Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in
meeting the learning goals?
The lesson will be directed towards learning about, defining, and identifying primary and secondary sources.
Students will be able to read a source and determine the credibility of the source, as well as identify if it is primary or
secondary. In addition students will them be able to utilize these sources within a historical paper.
Each piece step of the lesson plan and piece of technology serve to build upon each other, generating a well rounded
lesson plan. The Kahoot! will test previous knowledge that will provide a context for directing future lessons. This will allow
the instructor to immediately know weak spots that make effect additional learning. The playposit serves in capturing the
students’ attentions while encouraging students to interact with the program. This engages students and provides them with a
unique and memorable method of learning the material. Finally, the Google docs assignment serves in providing purpose to
the lesson. Students are able to be creative and independent within this project; therefore, thy are left empowered and
knowledgeable of primary and secondary sources. They are encouraged to utilize learned material and apply it in the crafting
of their own essay. This allows students to see the value of their learning.

Academic Language:
Secondary Source: A source that is written after an event, reflecting what might have happened. Common examples are
textbooks or books written later in time.
Primary Source: A source that was written during the time period, by a person that was at the event. Common examples of
primary sources are newspaper articles, interviews, or diary entries.
Perspective: The way in which one views the world around them. One’s world experiences can affect their perspective of the
world.
Opinion: Something that is not able to be proven. For example, an opinion can be “I like the color blue.”
Fact: A statement that is rooted in truth and is able to be proven. For example, a fact might be, “The sky is blue.”

Assessment Plan:
How will you assess the activities happening through the tool?
✓ Monitoring/observations

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✓ Formative assessment
✓ Informal assessments
✓ Summative assessment
PlayPosit Kahoot! Google Docs, Google Scholar, and
Google Search Engine

To aid in teaching the materials, the
students will watch a cartoon about the
differences between primary and
secondary sources. Playposit will give
students the opportunity to answer
questions as they watch, providing
information regarding any areas that
the student does not immediately
understand.
The Kahoot will serve as a pre-test to
the lesson. It will track comprehension
rates, while appearing to be a game for
the students. This will provide the
teacher with valuable knowledge
regarding what areas need to be taught
to the students.. This will serve as a
pre-test and a formative assessment.
Students will be given an essay prompt
regarding Social Studies. Students will
then be asked to write a five paragraph
essay answering the prompt. In this
essay, the students must utilize two
primary sources and two secondary
sources. This will serve as a
summative assessment.

Procedures:
What is the minute-to-minute activity that will be happening in the lesson. Describe what the teacher is going to do and say,
as well as what the students are going to do.
Time stamp and What are the students going to do? What is the teacher going to say?
what is the teacher
going to do
10 minutes: Students will answer Kahoot questions to the “Okay students! Today we will be talking about
Teacher will have best of their ability. We will not expect all of Primary and Secondary sources! Before we start
the Kahoot set up as the questions to be correct as this is a pre-test. learning, we are going to do a kahoot to see what
students come in. you already know!”
Then the teacher
will introduce the ***Start Kahoot, read questions***
lesson and start the
Kahoot as a pre-test
for the students

5 minutes: The **introduce video**

teacher will have Students will watch the playposit video and
students open answer the questions throughout to “Now we will go onto Playposit to watch a video
playposit account. and answer some questions. Log in and choose
The teacher will the video Primary Vs. Secondary Sources.
explain what to do Complete the video and read a book when you
and how to access are complete.”
the video
Students will ask questions about the
20 minutes: ***Talk about contents of video, answer any
Teacher will go over playposit and talk about anything that they
don’t understand. student questions."
playposit results
with students

10 minutes: Students will pick their topic, sign into their

Teacher will Google Drive accounts, and map out the path
introduce Google “The final thing we will work on today is

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Assignment (5 page that their essay will take.
essay)

15 minutes:
Teacher will give Students will get on Google to start
the students time to researching about their topic, and will
begin research, complete it as homework. They will be given
while circulating the time in class the next day to work on it as
room to answer well.
questions.

Differentiation, Individualized Instruction, and Assessment:

How will I prepare for this piece of technology in this lesson? What do I need to do to get the technology ready?
✓ Selecting the just right tool or part of the resource
✓ Setting up Accounts
✓ Differentiating
✓ Personalizing
✓ Creating models or mentor
PlayPosit Kahoot! Google Docs, Google Scholar, and
Google Search Engine

Students will need an account that you
link to the teacher’s account. From
there the students can access the video.
Students will individually complete
this, so they will have as much time as
needed to complete the questions.
Students will need a device for this. Students will need an account to access
they will type in a code on kahoot.it to google docs, but can access google
get into the game. Students will then scholar and the search engine without
answer from their phones or computers the account.
and we will see the results immediately
after each question. For differentiating
purposes, the questions will be read
aloud.

Instructional Materials and Support:

List of websites and tools:Kahoot!
Google docs
Google scholar
https://www.playposit.com/play/783820/new-bulb-20180430-130245
https://create.kahoot.it/l/#user/e05bca1a-ee30-464d-b3dd-a9332f41c1ca/kahoots/created
Technology Commentary:

1. How is the Tool Being Integrated? Team, individual, pairs, or other?

PlayPosit Kahoot! Google Docs, Google Scholar, and
Google Search Engine

Individual Individual Pairs

2. What features of the technology tool have elements of engagement?

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Answer the Triple E Engagement questions concerning how technology can bring about co-use, time-on-task learning and
focus on the learning goals. Anywhere there is a lower score (less than 4), consider adding in instructional moves in
the notes to help push the score up!

PlayPosit Kahoot! Google Docs, Google Scholar, and

Google Search Engine

Can the technology allow students to Can the technology allow students to Can the technology allow students to
focus on the assignment/learning with focus on the assignment/learning with focus on the assignment/learning with
less distraction (Time on Task)? less distraction (Time on Task)? less distraction (Time on Task)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology motivate students Can the technology motivate students Can the technology motivate students
to begin the learning process? to begin the learning process? to begin the learning process?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology cause a shift in Can the technology cause a shift in Can the technology cause a shift in
behavior, from more passive to active behavior, from more passive to active behavior, from more passive to active
social learners (co-use)? social learners (co-use)? social learners (co-use)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score=__5_/6 Score=__5_/6 Score=_5__/6

Notes and Teaching Moves: Notes and Teaching Moves: Notes and Teaching Moves:

3. What features of the technology tool include elements to enhance student learning?
Answer the Triple E Enhancement questions concerning how technology can bring about learning supports/scaffolds,
higher-order thinking, and value-added over traditional tools. Anywhere there is a lower score (less than 4), consider
adding in instructional moves in the notes to help push the score up!

PlayPosit Kahoot! Google Docs, Google Scholar, and

Google Search Engine

Can the technology allow students to Can the technology allow students to Can the technology allow students to
develop or demonstrate a more develop or demonstrate a more develop or demonstrate a more
sophisticated understanding of the sophisticated understanding of the sophisticated understanding of the
learning goals (possibly use higher- learning goals (possibly use higher- learning goals (possibly use higher-

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 order thinking skills)? order thinking skills)? order thinking skills)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology create or provide Can the technology create or provide Can the technology create or provide
supports (scaffolds) to make it easier to supports (scaffolds) to make it easier to supports (scaffolds) to make it easier to
understand concepts or ideas (possibly understand concepts or ideas (possibly understand concepts or ideas (possibly
differentiate or personalize)? differentiate or personalize)? differentiate or personalize)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology create paths for
students to demonstrate their
understanding of the learning goals in
ways they could not do with traditional
tools?
Can the technology create paths for
students to demonstrate their
understanding of the learning goals in
ways they could not do with traditional
tools?
Can the technology create paths for
students to demonstrate their
understanding of the learning goals in
ways they could not do with traditional
tools?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score=_4_/6 Score=_4_/6 Score=_5_/6

Notes and Teaching Moves: Notes and Teaching Moves: Notes and Teaching Moves:

Though PlayPosit only scores a four in
this area, it still greatly enhances
learning. It takes a video from being a
simple teaching tool and turns it into an
interactive experience. This is
incredibly beneficial in turning passive
learners into active learners within the
classroom.
Kahoot! is a fantastic tool in evaluating
learning; however, it does not
necessarily promote high level thinking
stills. If used correctly, however, it can
encourage students to quickly evaluate
whether a source is a primary or
secondary source document.
This assignment definitely aids in
developing higher order thinking skills
within students. It encourages students
to work independently and weigh the
merit of different primary and
secondary source documents.

4. How does the technology extend the learning goals?

Answer the Triple E Extend questions concerning how technology can bring about learning that connects to everyday life,
allows learners to continue to learn 24/7 and helps them develop soft skills. Anywhere there is a lower score (less
than 4), consider adding in instructional moves in the notes to help push the score up!

PlayPosit Kahoot! Google Docs, Google Scholar, and

Google Search Engine
Wikisp
Wikisp

Can the technology create opportunities for the

Can the technology create opportunities forCan
thethe technology create opportunities for the
students to learn outside the typical students to learn outside the typical students to learn outside the typical

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 school day? school day? school day?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology create a bridge between

Can the technology create a bridge between Can the technology create a bridge between school learning and everyday life
school learning and everyday life school learning and everyday life (authentic experiences)?
(authentic experiences)? (authentic experiences)?
No=0, Somewhat=1, Yes=2
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology allow students to build Can the technology allow students to buildCan the technology allow students to build
authentic life skills, which they can use authentic life skills, which they can use authentic life skills, which they can use
in their everyday life (soft skills)? in their everyday life (soft skills)? in their everyday life (soft skills)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score=_5_/6 Score=__3_/6 Score=__6_/6

Notes and Teaching Moves:

Notes and Teaching Moves:
Notes and Teaching Moves:
Despite the low score of Kahoot! within this
rubric, it is still a valuable tool to use
when introducing a topic. It focuses the
student’s attention while providing a
preview to students of learning to
come. It serves learning very well
when used as a bellwork assignment.

Research and Theory Commentary:

(Refer to theme paper research)
This lesson plan utilizes the principles of John Dewey’s education theories, as students will be learning
about primary sources through the act of writing a paper. They will not be stationary within their seats, listening to a
lecture; reather, they will be actively engaged in the learning process. In addition it utilized Bloom’s Taxonomy, as
the lesson begins with lower level thinking skills (Kahoot) and quickly escalates into higher level thinking skills, as
the students create an essay with the materials learned.
This lesson plan effectively combats digital distraction within the classroom, as it utilizes technology in a
positive way. It encourages students to see the scholarly advantages of technology, rather than the social aspects to
it. By giving students a healthy outlet to utilize their computers and phones, they will be more engaged and eager to
participate within the lesson.

Important note: this sample lesson plan template is adopted from The Triple E Framework research team
at University of Michigan. For details, please refer to https://www.tripleeframework.com/.