EDEL 472 (H) LESSON PLAN 1 Hinnerschitz 1

Candidate: Caitlyn Hinnerschitz

Course: EDEL 472- Honors

Grade Level: 5th

Subject: English Language Arts

South Carolina English Standard: RI.MC.5.7.

Research events, topics, ideas, or concepts through multiple media, formats, and in visual,

auditory, and kinesthetic modalities.

Indicator 7.1 Compare and contrast how events, topics, concepts, and ideas are depicted

in primary and secondary sources.

Learning Goal:

Students will be able to compare and contrast the difference between primary and secondary

sources.

Objective:

Students will be able to define what primary and secondary sources are.

Students will be able to categorize at least four documents as primary or secondary sources.

Estimated Time Required: One hour

List of Materials:

 Computer for the teacher with internet access

 Pencils and paper

 Guided notes sheet

 Gallery walk pictures

 Gallery walk graphic organizer

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 Assessment exit slip

 Early finisher activity

Review:

“Good morning boys and girls! I am so excited to get to teach you all this morning. I know that

you all have been learning a lot about DBQ’s (document-based questions) and just finished

writing one. What did you support your claim with in your paper? (Student will answer sources.)

Very good, you used five different sources to support your claim. Those sources acted as your

evidence. You will now have two minutes to perform a think-pair-share with your shoulder

partner about everything you think you know about sources. (Students will think individually,

then talk with pair, and share back to the teacher.) I am very impressed with how much you

already know about sources. The proper definition of a source is something we use to gather

ideas and information from.”

Overview:

“Now that we have reviewed what a source is and how we use them in our writing, we are going

to go into greater detail determining what type of source we are using. We are going to learn the

difference between primary and secondary sources. We are going to learn this new concept by

reviewing an interactive PowerPoint presentation, practicing classifying documents as primary or

secondary sources together, and completing a gallery walk around the room working with our

table groups. It is important that we learn how to distinguish the difference between a primary

and secondary source because it will help us collect reliable and credible sources when

conducting research. It is also essential to know the difference between the two, so we know

what sources are first-hand ones that are considered to be evidence and which ones are

interpretations of an event that are not evidence, but rather a discussion of evidence. Students it
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is important to know that we will be taking breaks throughout the lesson to incorporate

movement! Starting now, let’s all stand up and follow along with some yoga!”

Presentation: *Students will complete a guided notes sheet during the presentation. *

Activate students’ prior Students will get up and

knowledge. Think-pair-share perform yoga movements led
activity. by the teacher.

Students will perform inside-

outside activity with facts
learned from video.

Picture one: Queen Elizabeth’s wedding dress

Picture two: WW2, nurse helping solider
Picture three: John Adam writing to wife during 1st
Constitutional Convention
Picture four: actual drawing of the battle at Charleston during
civil war.

Picture one: Biography of Walt Disney

Picture two: Encyclopedia Secondary source
Picture three: Textbooks
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Primary source: Actual footage of Primary source: Original copy of “O Secondary source
Dr. Martin Luther King’s “I Have Captain My Captain” by Walt
a Dream Speech.” Whitman.

Students will get up and Students will get up and

perform yoga movements led perform yoga movements led
by the teacher. by the teacher.

Exercise:

After reviewing the PowerPoint and completing the guided instruction, students will work with

their table group to complete a gallery walk around the room. The procedures are listed below:

1. Each student will receive a gallery walk graphic organizer.

2. The students will go to their first stations. There will be six stations in total around the

room. Each station is numbered from one to six and consists of a document that is either a

primary or a secondary source. Students will have three minutes at each station.

3. Upon arriving at each station, the students will work together collaboratively to figure out

if the document is a primary or secondary source.

4. The students will write their answer if the document is a primary or secondary source by

the corresponding number on their gallery walk graphic organizer. They will also explain

why they believe it is either primary or secondary source using evidence from the

document and notes from the PowerPoint.

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5. The students will repeat this process until they have finished all six stations.

6. Once all students have finished, they will come back together whole class and discuss

their answers and justifications.

*The teacher will then instruct the students to do yoga again. *

Summary:

“Students, today we learned about two different sources, who can name what they were?

(Student will answer primary and secondary sources.) Very good, we learned about primary and

secondary sources today. What are the main differences between primary and secondary

sources? (Students will answer the primary sources were created during the time study and were

created by a person who experienced the event and secondary sources are a second-hand account

created later on after the event.) Yes, that is correct! I can really tell you have been paying

attention during today’s lesson. It is important that you can define the differences between

primary and secondary sources and can classify the documents into the two categories because

you will begin working with Mrs. Harrington tomorrow on implementing the sources in your

writing! It is also important to know the difference because it will help you decide what sources

are more credible than others. Before we complete an exit slip, let’s wake up our brains again.”

Assessment:

*The teacher will then instruct the students to do yoga again. *

Students will complete an exit slip called “Wait… Am I Primary or Secondary?” The students

will work on this task independently. The exit slip will be turned into the teacher upon

completion while students are exiting the classroom to switch to their second block. A copy of

this assessment can be seen on the last page attached.

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Adaptations:

ESOL Students:

 All students will receive a guided notes sheet to complete during the presentation.

 Each table group will receive a translation card that has keywords translated into Spanish

and a visual representation.

Learning Disabled and Information Processing Barrier Students:

 Will receive a copy of the guided notes sheet already completed with key concepts or

words highlighted.

Hearing Disability:

 Will be placed up front close to the teacher, and closed captions will be turned on during

the videos shown during the presentation.

Early Finishers:

Once completed with their gallery walk, the students will return to their seats quietly. They will

create their own primary or secondary source about an event that they have experienced. The

worksheet for this activity is attached at the end of the lesson.

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Translation Card for ELLs:

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Guided Notes Sheet:

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Six Gallery Walk Documents:

Primary 1: Picture of children gathers to welcome home their fathers of 369th regiment from

World War I.

https://www.docsteach.org/documents/document/children-welcome-369th-regiment

Primary 2: Letter from Woodrow Wilson

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https://iowaculture.gov/history/education/educator-resources/primary-source-sets/americas-

involvement-world-war-i/letter

Primary 3: Artifacts collection from WW1

http://discussions.mnhs.org/collections/2016/01/world-war-i-artifacts-digitized/

Secondary 1: World War 1: The Definitive Encyclopedia and Documents Collection

https://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=A1649C
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Secondary 2: The Atlantic Magazine World War 1 Issue – Specical Commemorative Issue

https://www.theatlantic.com/magazine/toc/2014/08/

Secondary 3: Biography of Woodrow Wilson

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https://www.amazon.com/Woodrow-Wilson-Beginning-Biographies-Presidents-

ebook/dp/B01N36VJEU

Gallery Walk Graphic Organizer:

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Answer Key from Gallery Walk:

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1. Primary Source because

2. Secondary Source because

3. Secondary Source because

4. Primary Source because

5. Secondary Source because

6. Primary Source because

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Exit Slip: Front

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Exit Slip: Back

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Exit Slip Answers:

Part One:

1. Secondary

2. Primary

3. Secondary

4. Primary

5. Primary

Part Two:

1. A primary source is a document that is original and was created by someone who

experienced the event. Two examples include autobiographies and speeches.

2. A secondary source is a document that interprets a primary source and was created after

an event. Two examples include biographies and textbooks.

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Early Finishers Activity: