Primary sources

Submitted by kbprecise14 on Tue, 10/09/2012 - 17:35Printable version Bookmark and Share
Created By:
Kimberly Bryant
Title/Role:
Library Science Student
Organization/School Name:
MTSU
Location:
Tennessee

Grade Level:
9
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Limited
Content Area:
Language Arts
Content Topic:
Primary Sources
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
Responsibilities Indicator(s):
1.3.3 Follow ethical and legal guidelines in gathering and using information.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
Scenario:
This lesson will be taught to help 9th grade enrichment classes. Students will be able to improve their researching skills. These students are having a difficult time selecting creditable resources. The librarian and English teacher have collaborated to develop a 9 week unit that builds on researching skills dealing with selecting sources. They want to build on the student’s basic understanding of the research process. It will be taught as the introduction lesson.

Overview:
Students will learn how to use primary and secondary sources to add credible depth to their research projects. Whether it is a photograph, book, map, letter, postcard, newspaper, or official document, students can use sources to reconstruct and relive history. Students will be given the opportunity to apply their skills to learning activities. Essentail Question: How can I tell the difference between primary and secondary sources?

Final Product:
Products for the Unit: complete handout and successfully choose a primary or secondary source. The handout contains examples of sources, and students must select the ones that are primary sources.

Library Lesson:
Students learn to differentiate between primary and secondary sources.

Estimated Lesson Time:
90 minutes
Assessment
Product:
Using their chosen primary source, students prove it is a primary source by answering questions on the interview source worksheet. This is a formative assessment and students who do not prove that their sources are primary should conference with the teacher and have another chance.

Process:
Students will work with a partner to complete handout 1. This handout contains examples of sources, and students must select the ones that are primary sources. The process will be completed the first day. This handout will be used to assess students' understanding of the difference between primary and secondary sources.

Self Questioning:
How can I make sure that I have found a good source? How can I make a better choice

Instructional Plan
Resources students will use:
Physical Object
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Laptop
Smart board

Instruction/Activities
Direct instruction:
The librarian and classroom teacher will collaborate on the topic. Then the librarian will introduce the topic of primary and secondary sources. The librarian will explain the assignments and objectives to students. Day 1 1. The librarian will gain the attention of the students by asking students if they have ever witnessed a car accident firsthand? Did they have to give their account to the police? The librarian will explain the importance of getting the account from an eye witness rather than a second hand story from someone that did not see the accident. The eye witness is the primary source, while the secondary source would be the lady that overheard some talking about the wreck.Today, we are going to discuss the primary and secondary sources. 2. The librarian will present the Powerpoint (attached) and discuss examples of primary and secondary sources. Students will brainstorm examples of the different sources. Day 2 1. The librarian will do the set and review different types of sources. 2. The handouts will be returned and we will go over them as a whole. The librarian will indicate the right answers. 3. The librarian will explain the required assignment. The students will bring in a source to the next class. They will explain to the class if the source is primary or secondary. Students should be able to defend their source to the teacher. 4. Students will be given an exit ticket. They must define primary sources in their own words. Day 3 The librarian will ask students if they can define primary and secondary sources.

Modeling and guided practice:
Day 1 1. Use questioning technique to check for understanding of the different types of sources. 2. Students will work with a partner to complete a primary source handout. This handout has examples of sources and students must differentiate between primary and secondary sources. 3. The librarian will collect handouts. Day 2 The handouts will be returned and the students will have the opportunity to correct it. Day 3 1. The librarian will make note of their definitions on the board and summarize their definitions for the class. 2. Next,students will present their chosen source. After each presentation, the class will discuss the sources and make suggestions. The librarian will provide examples of primary and secondary sources. The teacher will discuss brainstormed suggestions. The librarian will draw a chart on the board. The chart will have to categories: primary and secondary. Students will determine which brainstormed suggestions goes in each category.

Independent practice:
Students will brainstorm examples of primary and secondary sources. Students complete with a partner the source worksheet. This worksheet contains examples of sources and students must select the correct type of source. They must demonstrate the ability to differentiate between primary and secondary sources. Students will fill out the source handout. This handout will be used to assess the source brought from home.


Have you taught this lesson before:
Yes
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10)

CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10)

CC9-10RS/TS8 » Reading Standards for Literacy in Sci Tech » 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. (9,10)

CC9-10RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (9,10)

CC.9-10.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10)

CC.9-10.L.3.a » English Language Arts » Knowledge of Language » a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. (9,10)

CC9-10RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (9,10)

CC.9-10.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10)