[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 additional 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  child during their choice time as an extension of class.  

By the end of the session, students will: 

Use context clues and stop and think strategy to define unfamiliar words in a text.

Accurately infer and predict based on given information.

Respond to a prompt in writing based on analyzing a photograph (includes caption).

Accurately synthesize information from a given text in the form of a short summary unsing the stop and think strategy.


[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]

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

Historical Research, Evidence and Point of View:Students:2. differentiate between primary and secondary sources and know examples of each.

3. pose relevant questions about events they encounter in historical document, eyewitness accounts, oral histories, etc…

4. use non-text primary sources, such as photographs.


[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.]

Board of Education Annual Report 1891-92
Photo: Logan School Students @ 190? 

Modified version of the text (adjusted to reading level) examples -B, E, AR

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.]

Writer/Reader Journaling

In an on-going “Writer’s Journal,” students will write a warm up in response to a question about the primary document (photo).

Prompt: This picture was taken in 190? of students at Logan School.  How can you tell this was taken in 190? and not in more recent years?

Tell what you observe in the photo (be a good dectective).

Post Warm Up Discussion:  What did you see that told you this was not a recent (current) photo?

Possible responses (Students will respond that cars, clothes, etc. tell you this).

Tell students where I found the photo and when it was taken.

Give students slip with definition or write definition of “primary document.”

Further discussion ensures about why this is primary, and what is NOT primary.

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.]

The definition of primary document is new material.

A primary document is one which is authored (written/done) by a person who was personally involved in the event under study, such as a memoir, a journal or a government decree (have other students break definition down even more or work on breaking definition down for students who need it).

Primary documents are also called primary sources or original sources.

In the lesson students will read  a primary document from the Board of Education.  It tells them important information about Logan School, its name, its location, its purpose, and it tells you something about the time in history when Logan was founded.

Enquire about the photo they previously used for Warm Up.

Is this photo a primary, too? Explain.


[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.]

Distribute the primary document and the “Guided Reading” document and tell where the primary document was found, and what it is about (general idea).

1. Adult reads the first paragraph aloud as students follow along. Students stop, turn over their primary document, and try to answer the question.

After 1-2 minutes, they may turn over their documents and look for or check their answers.

2. Call for readers to volunteer to read the next two paragraphs, and then, when readers finish, students turn over documents and repeat the process in #1.

If students need more practice, offer new questions in discussion, and direct students’ attention to places answers might be found. Let students know that this session is to show/have them realize that there are ways/strategies to have difficult texts  broken down into sentences, check word meanings, and to clarify whatever is confusing as you read.

Stop and Think Guide

This worksheet is to help students stop and think as they read and comprehend information. The reading text is a complex piece of text and students will use this strategy with some guidance (scaffolding) to slow down and stop and think as we work through the original text and the modified text.

Download this file
Creator: Sarah Hill
Source: Modified by Lesa Warrick
Date: July 22, 2013


[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 write a short summary of the main points of the article. 

Write a one-sentence summary of each paragraph in the article (4 paragraphs). You should have four sentences, and these should become a summary of the whole article. 

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.]

Students will self reflect in their journal (use of the plus and minus sheet can be a rough draft before entering in formation in journal) about the session, the article and their personal feelings about the information in the article. Students will draw the T chart in their journals and write notes or write a list of the  positives and minuses as they reflect on the session. Students will add comments or questions where  they may need individual feedback regarding anything about the session.

T Chart

This is a T Chart organizer for students who need help organizing their thoughts to complete the reflective journal writing activity.

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Creator: Lesa Warrick
Source: Original work
Date: July 25, 2013