[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

Some missions although created for a two or three hour work cycle may still need addtional time and or may change based on unexpected activities/interruptions during the school day.

Students are not usually assigned homework as part of the Montessori plan at my school therefore some assessment/reflection activities may be done by the done during their choice timeas an extension of class.  

At the end of this session students will be able to:

  • complete a pre-checkpoint (assessment)
  • complete a KWLS chart related to their any information about John A Logan, Logan School and their school community. 
  • work in small groups as detectives to look for details in the sources that might help them identify what the source (document) is and the purpose of the source (relationship to who or what in terms of place, people, space, time/date).
  • work in small groups to explore and analyze primary and secondary sources (maps, photographs, notes, letters) to assist them in compiling/listing questions and information they want to explore about the school and school  community  as it relates to the unit of study.
  • use information/questions they remember from pre-checkpoint, KWLS activity, information primary source detectives, group discussions and group questions to complete a journal entry (written formative assessment) related to what students think they will learn and want to learn about their school and school community in the unit of study.
  • complete a reflective journal entry related to session.


[Applicable DCPS content and skills standards as well as Common Core standards should be listed by number and include the actual text of the standard.]

DCPS Content and Skills Standards:

3.1.1.-Compare and contrast the differences between a contemporary map of Washington, DC, and maps of this area at the end of the 18th and 19th centuries 

3.1.4 Describe the various types of communities within the city, beginning with the community in which the elementary school is located.


Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

Students use mostly nontext primary sources and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts. 


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Students will explore non-text sources related to the unit. Additional sources will be used for each session. 

Group table sample list of sources: Sources will be mostly non-text primary sources.

  • Real estate map(s) diagram showing immediate surroundings of 2nd and G and 3rd and G streets N.E. school community.
  • Real estate map(s) diagram showing immediate neighborhood surroundings of 2nd & H and 3rd & H streets N.E.
  • Photos of old Logan (first building).
  • Photos of students and adults who attended Logan School
  • Historic photos of Logan (second building where Logan is currently located).
  • Parent Involvement photos at Logan,
  • Newspaper clippings about Logan School
  • Photos of Logan (the man)
  • Immediate neighborhood photos around the school
  • H Street (neighborhood blocks 2nd to 8th street NE)
  • KWLS chart, large chart paper and markers
  • Journals
  • Checkpoint (assessment)

PreAssessment document

This is a copy of the pre-assessment document that will be used to determine the children's pre-knowledge about subjects to be covered in the unit, and to help guide them toward content for the summative assessment.

Download this file
Creator: Lesa Warrick
Source: Original work
Date: July 19, 2013

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]

Ask students to do a carousel brainstorming - in small groups students go around the room and make stops (timed) to look at various primary sources mostly non-text (photos, sketches, notes, newspaper headlines, maps).  Students will use markers to write a word/note/question and write their first name or initals as they move from carousel to carousel(different source at each stop). 

The Aminials Came to School One Day

Photo and headline showing Logan students interacting with live animals at the school.

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Creator: Brig Cabe (photographer)
Source: Star Newspaper
Date: November 25, 1970

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

Most of this first session will be working on helping students understand the questions in the pre-checkpoint, hypothesizing information and making predictions about the unit.  In addition, many of the terms/vocabulary will be explained as questions come up from students especially in the Montessori setting (Montessori teachers teach from an album of lessons that usually do not correspond to the the traditional scope and sequence or learning standards in the district).  An effort is being made by the AMI Association to correlate the AMI Montessori Curriculum materials with Common Core Standards.

The mini lesson on investigating sources (mostly non-text documents) is structured to engage students in the following activities:

  •  discussing guidelines and having students give input for taking the pre-checkpoint (including directions and expectations). This is a lenghty but meaningful checkpoint which will be used as a guide throughout the unit for students to self assess. It will also be used as a guide to help plan for their summative assessment through the form of a school and community exhibit.
  •  after pre-assessment, reviewing the warm-up and having students share their findings from the warm up activity.
  • briefly discussing selected sources at each carousel stop and having student share some of their words, questions and responses.
  • introducing the vocabulary word primary sources and letting them know they were looking at primary sources (an in depth look at sources). 
  • Students should be  thinking  about the following:
  •  different sources where information comes from
  •  the forms in which the information is presented
  •  the way the information is presented (and how it affects how we interpret it or understand the information) 
  • how the information is used to inform.  
  • practice interpreting data.
  • practice historical thinking through analysis and interpretation.
  • discuss KWSL chart.

Blooms (Analyzing)


[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]


[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will complete a reflective journal entry (written form of assessment) about what they learned from the pre-assessment, sources (maps, photos), warm-up activity, KWLS chart, class discussion. 

Give students (to assist resource and struggling students/help guide younger students) think out loud ideas,thoughts/questions/ guide for journal writing assessment. Students may use the guide or decide to write their own free thought/ideas regarding the session.

Journal Entry Guide

This document is a guide for students who may need a start on how to reflect about the session.

Download this file
Creator: Lesa Warrick
Source: Original work
Date: July 23, 2013

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

Wrap up by having students share one thing from their journal or any part of the session about what they did today or learned today that was meaningful to them thinking, reading, writing, illustrating like a historian.

Give feedback in summary form of what was done in this session.