Sarah's+Lesson+Plan


 * //Note://** This 2-day lesson plan is based on the novel __Drums, Girls, and Dangerous Pie__ which is read by all seventh graders. While it is a fictional story, there are many ways to incorporate factual information. Students would complete this activity at the halfway point of the novel. That way, they’d have some solid background knowledge but not yet know the outcome of the story.

The document is a short story written by Chris Millard for a class assignment, and the Four Diamonds Fund is named in honor of Chris’s story. I also have a booklet that contains his actual handwritten story and includes the teacher’s comments (talk about primary source!). The data focuses on statistics about leukemia.

The key to critical thinking in this lesson plan is the transfer of knowledge. I think it is difficult for many students to take what they know and apply it to something else, and that’s what this lesson is targeting.

TSW:**
 * __Primary Source Lesson Plan__ **
 * EQ:** How I can make connections between factual information and a novel?
 * Objectives:
 * Read and analyze a primary source document and data.
 * Make connections between factual information and a fictional story.


 * Materials:**
 * Modified NARA worksheet (for document)
 * SEA guided Q worksheet (for data)
 * Making connections worksheet
 * Computers (one per student)
 * Novel
 * Websites


 * Procedure:** To encourage communication and collaboration, students will be working in pairs for this activity.


 * Document Analysis: Go to [] to read Chris Millard’s story entitled The Four Diamonds. Complete the NARA worksheet to analyze what he thought was important, then follow the guidelines on the worksheet to explore the rest of the Hershey Medical Center Four Diamonds website.


 * Data Analysis: Go to [] and complete the SEA guided question worksheet to learn about leukemia facts and statistics.


 * After analyzing both pieces of information, students will need to transfer what they’ve learned to the novel. They will complete the Making Connections worksheet to show how what they’ve learned and how it applies to the characters, setting, and plot of the novel.

Once all students have completed the Making Connections worksheet, put them in groups and have them share what they learned from the document and data and how it connects to the story.
 * Closing:**

Sarah, I love this lesson. I really try to use a lot of historical fiction in my classroom, and I also try to have the students make connections to the factual parts of the story. I really helps them get into the story and make a deeper connection to it. A lot of time students will even do their own research on different events from the books and come back and share with the class! Janine

Sarah, I also really like this lesson. I like how you have the students in groups and have them share what they learned. I think we often forget that when students can talk to each other about the material or the information with each other that it helps them make that important connection they need for understanding. Jeanine