K-8 Technology Integration Lesson Template
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1Somerset Public Schools
K-8 Technology Integration Lesson Template
Lesson Plan Template
Grade Level/Content Area: Grade 5 ELA (with Social Studies
Instructional Unit: Non-Fiction/Informational
connections)
Text/Research (linked to US History Unit)
Lesson Focus: Non-Fiction/Informational Text and Research
Time Frame: 4 class periods
Lesson Components
Key/Essential Questions:
As a form of informational text, why do historians use primary sources to conduct research?
•
How do you identify and summarize main ideas/organizational features from a primary source (letter, map, photo)?
•
How are primary sources connected to our understanding of history?
•
Core Knowledge Base: Overarching Learning Standards:
(Referenced from Curriculum Frameworks)
13.15: Identify and use knowledge of common organizational structures (chronological order, logical order, cause and effect,
classification schemes).
13.17: Identify and analyze main ideas, supporting ideas, and supporting details.
19.16: Write brief research reports (summaries) with clear focus and supporting detail.
Integration of Technology
(Reference Technology Literacy Standards/Domain)
3.1 Locate, download, and organize content from digital media collections for specific purposes, citing sources.
1.5 Use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and
print a document.
1.7 Proofread and edit writing using appropriate resources (dictionary, spell-checker, grammar resources)
1.14 Explain and use age-appropriate on-line tools and resources (on-line archival databases)
Learning Objectives
Learning Activities/Instructional Strategies
Assessment Tasks
(Knowledge/Skills)
(Product/Performance)
Students:
Lesson Sequence:
Observation of students
•
1. Through direct instruction, teacher provides
Explain types of primary
accessing and viewing
•
overview of primary sources as form of
sources as form of
primary sources in
informational text
informational text/evidence
Technology Lab
2. Teacher provides overview of on-line archival
Access primary sources from
Completion of graphic
•
•
databases
on-line archival database
organizer
3. Teacher models process of analyzing primary
Identify organizational structure
Written summary of primary
•
•
sources
of primary sources
source
4. Students access and view on-line archival
Analyze primary sources using
Student reflection on
•
•
records/primary sources (in Technology Lab)
graphic organizer
relationship between
5. In cooperative groups, students complete
primary source and
Summarize main ideas and
•
graphic organizer analyzing primary source
historical period being
supporting details of primary
(see Tool-Box for graphic organizers)
studied
source
6. Using workshop model, students prepare
Write brief summary of primary
•
written summaries of primary source
source and connect to historical
7. Through class discussion, students connect
period being studied
primary source with historical period being
studied
Instructional Resources/Technology Resources Provided
(Hardware/software applications; on-line data bases/resources/tools)
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