UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:
Lesson Plan Title:

Shannon Pennington

Brett Sansevero

The Silver Dollar Burglary

PSMT Name:
Lesson Plan Topic:

Date:
Grade Level:

02/26/15
4th

Estimated Time:
School Site:

50 min
Bonner

First and secondhand

sources

1. State Standard(s): RI4.6: Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information provided.
2. Teaching Model(s): Co-teaching model, One teach/One Observe
3. Objective(s):
Students will know the difference between firsthand and secondhand sources. (DOK-2,
Bloom-Comprehension).
Students will integrate knowledge from a firsthand and secondhand source. (DOK-3,
Bloom-Synthesize)
4. Materials and Technology Resources
The Silver Dollar Burglary PowToon video online
Computer
Projector
Firsthand source document
Secondhand source document
6 questions handout
Exit ticket handout
5. Instructional Procedures:
a. Motivation/Engagement: (5 minutes) Teacher will give each student a copy of the first
and secondhand source documents. Teacher will say: You have been learning about
first and secondhand sources. Today we are going to use both kinds of sources to
solve a mystery. Before we do that though, lets do a quick review of what firsthand
and secondhand sources are.
o What is firsthand account?
o What is an example of a firsthand account?
o What is a secondhand account?
o What is an example of a secondhand account?

The following video will give examples of a firsthand and secondhand source. The
dialogue from the two sources is printed out on your two handouts so you can follow
along. Teacher will show the PowToon video, Firsthand and Secondhand Sources
b .Developmental Activities or Learning Experiences: (30 minutes) Teacher will hand out
the worksheet with 6 questions on it. The teacher says: Take 10 minutes to answer as
many questions as you can. After the 10 minutes is up, the teacher will say: Now
discuss your answers with a shoulder partner and help each other figure out any
answers that you havent completed. (Kagan: Think-pair-share) After 10 minutes, the
teacher will start asking the questions that are on the handout. While asking the questions,
the teacher will utilize Lemovs technique, wait time.
How do you know the passage from Mr. Reed is a firsthand account? (DOK1, Blooms- Comprehension)
How do you know the passage from the reporter is a secondhand account?
(DOK-1, Blooms- Comprehension)
What are the similarities in both of the accounts? (DOK-2, Blooms- Analysis)
What are the differences between the accounts? (DOK-2, Blooms- Analysis)
Why are there differences between the passages? (DOK-3, Blooms- Analysis)
Who was the burglar? How do you know? (DOK-4, Blooms- Evaluation)
c. Closure: (15 minutes) The teacher will say: Today we looked at information from a
primary source and a secondary source.
o How do the accounts vary?
o What are some key words in texts that are a clue to what type of
account they are?
o Why is it important to read both types of accounts?
Students will complete an exit ticket.
d. Extension: Have students write their own examples of firsthand and secondhand
documents.
6. Accommodations
o Students can move closer to the screen if they need to in order to see.
o The students hear the account documents read aloud on the video and can read the
accounts in print in front of them.
Modifications
Students can do a sort activity instead of the written exit ticket.
Differentiations for Diverse Learners:
o The teacher will circulate the room while the students are working to offer
assistance.
o Students can help each other during the group work time. Less advanced students
can receive support from their peers. More advanced students can reinforce their
knowledge by helping others.
7. Assessment and Evaluation of Learning:

a. Formative: The teacher will check on students while they are answering the questions
to look for comprehension of the materials.
b. Summative: Students will complete an exit ticket which asks them to sort primary and
secondary sources and respond if a passage is a firsthand or secondhand source.
8. Homework Assignment: Source Scenarios handout
9. Reflection:
a. Strengths: The students were engaged in the activity. They liked trying to solve the
mystery. I did well asking them questions and prompting for more in their answers.
b. Concerns: I need to save a technology app to the desktop. My video did not want to
open with Firefox. I had to reload it on Internet Explorer. The students needed clearer
explanation on when to work in groups and when to work alone especially since they
work in groups a lot.
c. Insights: The exit tickets and homework were good formative assessments. I learned
they need some more practice on this topic.