Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th Grade Literacy/ Writing Central Focus: Students will be
able to identify primary and
secondary sources and be able
to integrate their knowledge
into an argumentative paper,
using primary and secondary
sources to support their
argument.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the
same topic in order to write or speak about the
subject knowledgeably.
CCSS.ELA.LITERACY.W.5.1.AL Introduce a topic
or text clearly state an opinion, and create an
organizational structure in which ideas are
logically grouped to support the writers
purpose.

Date submitted: April 18,

2016
Date taught: March 22,
2016

5. H.1.3 Analyze the impact of major conflicts,

battles and wars on the development of our
nation through Reconstruction.
Daily Lesson Objective: Students will be able to explain the difference between
primary and secondary sources. Students will begin researching a writing an
argumentative paper about the French and Indian War.
21st Century Skills:
Informational Literacy: Students are exploring
information literacy when reading different
points of view and different sources. Students
will be evaluating different sources through
guided practice. They will use this information
to write an argumentative paper about the
French and Indian War.
Learning and Innovation Skills: Students will use
critical thinking skills when they are deciphering
through different sources that relate to primary
and secondary sources.

Academic Language Demand

(Language Function and
Vocabulary):
Context and Understand:
Students will be reading and
writing through teacher input,
guided practice and
independent practice.

Synthesizing: Students will be

combining information they
read and write from different
sources and point of views to
create a piece of integrated
writing of an argumentative
paper.
Prior Knowledge: By the beginning of fifth grade, the students should be able to
read and comprehend informational texts, including history/social studies texts,

students should have an understanding of primary and secondary sources with

scaffolding as needed.
Activity

Focus and
Review

2. Statement
of Objective
for Student
3. Teacher
Input

Description of Activities and Setting

Over the past week we have been discussing sources
and point of view. We have looked at different
sources. The sources that we discussed and explored
were about volcanos and each source was told from a
different point of view. Turn and talk to your neighbor
and talk about different sources we learned about.
Students will talk with their partner for 30 seconds.
Great job. I heard a lot of good conversations going
on. Can someone raise their hand and share what
they and their neighbor came up with? Teacher will
call on 3 students to share. Excellent job, today I am
going to share with you how we can identify if a source
is primary or secondary.
Today we are going learn how to identify sources as
being primary or secondary.
Today we are going to add two key points regarding
sources to our learning. Understanding if a source is
written in first or third person is important. However,
knowing if a source is primary or secondary is just as
important. This is what we will focus on today. A source
is where we get information from. I want everyone to
think about a time that you heard a news story on the
news. Do you recall people being interviewed about
the event, where they shared their views of what
happened because they were present during the time
that the event happened? What type of source do you
think that this would be? (Primary or a Secondary
source?). We are going to watch a short video clip to
help us understand the difference between primary
and secondary sources. (Show you tube video
https://www.youtube.com/watch?v=Mk37YSdx3ag).
Discuss as a class what they just watched. Ask
students if they have any questions regarding what a
primary or secondary source is.

Great! Now that we know the main differences of

primary and secondary sources lets watch a short
video of reasons leading to the French and Indian
War! (http://study.com/academy/lesson/the-frenchand-indian-war-causes-effects-summary.html). This

Time

4
minut
es

1
minut
e
15
minut
es

video is considered a secondary source because this

was made after the war happened.
Ask students if they have any questions on what they
just watched. Discuss as a class what they watched.
Since we will by tying primary and secondary sources
into your learning and upcoming research about the
French and Indian War lets look and see some
examples of what primary and secondary sources are.
As we are going through this PowerPoint I would like
you to take notes on the sheet provided to you.
(Hand out notes sheet and start primary and
secondary sources PowerPoint
Now that we all know the difference between Primary
and Secondary sources who can tell me what kind of
source your reading textbook is?
What about a magazine?
4. Guided
Practice

How about an interview you conducted with someone

on the street?

20
minut
es

Great next we need to stat our argumentative papers.

Lets figure out what our beginning statement will be
for our papers. As a class we will come up with the
statement claims for both sides.
If you are siding with the loyalists, your beginning
statement will say: The Loyalist were right in their
actions against the Patriots for several reasons.
If you are siding with the Patriots, your beginning
statement will say: The Patriots were right in their
actions against the loyalist for several reasons

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills

Now that we all know what side we are going to write

our papers on, I want you to begin writing your papers.
Everyone will use the statement claims for their side
20
as their beginning of their introduction paragraphs. I
minut
would like for you all to come up with your full
es
introduction paragraph and have the three reasons
you are arguing your side was right in their actions
against the opposing side.
Students will be assessed on their introduction paragraph and
their three reasons they choose based off the independent
practice notes. If students have a well written introduction
paragraph and their three reasons they will receive full credit.

Any student who is not complete with their work will have to
finish for homework along with the assigned homework for the
night. Once the paper is fully written the paper will be graded
for content, fluency, and accuracy. This is worth 15% of the
students overall grade.
Great work today! Tonight for homework I want you
to write the three paragraphs for your reasoning of
why your side was right against their actions.

7. Closure

Why do you think the British wanted to tax the

colonist?
Why do you think the Patriots were against the
taxation?

5
minut
es

Why do you think the Loyalist were for the taxes and
sides with Great Britain?

8. Assessment
Results of
all
objectives/skills
:

Would you be okay if your video games were taxed by

your parents every time you wanted to play them?
The students all did a great job completing their introduction
paragraphs. Some students struggled with understanding their
three main reasons was supposed to come from the notes we
did. I was unable to see how their homework paragraphs were.
The teacher informed me that they did not have time to go over
their reasons the following day. She assured me that she would
eventually check over them, however I was finishing up my
hours at the school so I do not know how the argumentative
paper turned out.

Targeted Students
Modifications/Accommodations
For talkative and disruptive students I will
have them sit closer to the front of the room
so I can keep an eye on them, and they do not
cause unnecessary distractions.
For ESL students I will pair those ESL students
with a strong English learner to help them
better understand the topic. .
Materials/Technology:
- YouTube videos
Notebook paper
PowerPoint slides (attached below)

Student/Small Group
Modifications/Accommodations:
For classroom management I will
give any student who is
continually talking out silent
lunch. If a student is still
misbehaving they will be clipped
down on the clip chart and given
silent lunch. This is what my
cooperating teacher does during
her class time to monitor
students behavior.

Guided notes page (attached below)

References:
https://www.youtube.com/watch?v=Mk37YSdx3ag
http://study.com/academy/lesson/the-french-and-indian-war-causes-effectssummary.html
Reflection on Lesson: See weebly site

Whats the Meaning?

Each sentence has context clues to help you figure
out the meaning of the highlighted word. Circle the
correct meaning of each highlighted word.
I was flabbergasted when I found out I won the art contest.
a. very angry

b. amazed

c. tired

Ms. Chen admonished her students to complete their

homework.
a. warned

b. questioned

c. promised

Jason was in a somber mood when he heard the bad news.

a. excited

b. sad

c. happy

The mans large hat and sunglasses concealed his face.

a. revealed

b. showed

c. hid

Eating too much junk food may be hazardous to your health.

a. dangerous

b. great

c. delightful

The boat sailed gently on the tranquil lake.

a. upset

b. calm

c. stormy

Billy descended the stairs into his basement.

a. crossed
down

b. walked up

Copyright 2008-2009 Education.com

c. walked

Name: _______________________

Pick the Meaning

Each sentence below has an underlined word. Circle the letter

the word below the sentence that means the same thing. Use
words in the sentence to help find the right word.

1. Shepenneda letter to her aunt.

A. baked

B. wrote

2. His dog
baysat the moon.
A. howls

B. swims

3. Thetinymouse went into the little hole.

A. big

B. small

4 . We had feast
a of turkey, potatoes, carrots and pie.
A. dinner

B. dance

5. The rain
poureddown on the cold bear cubs.
A. kicked

B. fell

6 . When they woke up late, they had to hurry to s

A. rush

B. jump

Copyright 2013 K12reader.com. All Rights Reserved. Free for educational use at
home or in classrooms.
www.k12reader.com

Key
Name: ___________________________

Pick the Meaning

Each sentence below has an underlined word. Circle the letter of

the word below the sentence that means the same thing. Use othe
words in the sentence to help find the right word.

1. She
penned
a letter to her aunt.
A. baked

B. wrote

2. His dog
baysat the moon.
A. howls

B. swims

3. The
tiny
mouse went into the little hole.
A. big

B. small

4. We hadfeast
a of turkey, potatoes, carrots and pie.
A. dinner

B. dance

5. The rain
poured
down on the cold bear cubs.
A. kicked

B. fell

. 6When they woke up late, they had to hurry to scho

A. rush

B. jump

Copyright 2013 K12reader.com. All Rights Reserved. Free for educational use at
home or in classrooms.
www.k12reader.com