Brief Description

Many students are highly interested in the Revolutionary War.  This Primary Source/Web Quest Lesson allows students to delve deeper into the topic by learning more about the spies that actually worked during this time in history.  Students will have the opportunity to analyze authentic maps, spy letters, and images that have been archived from these true spies!  Student will work in groups of three to study these primary source documents.  Later, each student takes on their own role of cartographer, cryptologist, or military strategist. Their job will be to create their own fictitious primary sources which will include letters, codes, and maps. This lesson encourages group as well as individual participation, and is highly motivating for all students.

 Standards and Frameworks

    Technology Standards

Standard 3: Publish and present information using technology tools                                  

• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating     
  • PO 1. Use word processing editing tools to revise a document (e.g., cut and paste, tabs and margins, font size, font style, delete and undo, selecting, spell check, click and drag)

Standard 5: 

• 5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources
• PO 5. Identify the author of the information found from electronic resources and determine whether the author is an authority, displays bias and is a primary or secondary source
  

    Reading:

Strand 3: Comprehending Informational Text
            Concept 1: Expository Text  
            Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

Concept 2: Functional Text
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

• PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms).
• PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions).

    Writing:

Strand 1: Writing Process
Concept 1: Prewriting
Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

• PO 1.  Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers, drawing, writer’s notebook, group discussion, printed material).
• PO 2.  Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.
• PO 3.  Determine the intended audience of a writing piece.
• PO 4.  Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
• PO 5.  Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.
• PO 6.  Use time management strategies, when appropriate, to produce a writing product within a set time period.

•  PO 1.  Use a prewriting plan to develop a draft with main idea(s) and supporting details.
•  PO 2.  Organize writing into a logical sequence that is clear to the audience.

Concept 3: Revising
Revising includes evaluating and refining the rough draft for clarity and effectiveness.

• PO 1.  Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. 
• PO 2.  Add details to the draft to more effectively accomplish the purpose.
• PO 3.  Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
• PO 4.  Use a combination of sentence structures (i.e., simple, compound) to improve in the draft.
• PO 5.  Modify word choice appropriate to the application in order to enhance the writing.
• PO 6.  Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.
• PO 7.  Use resources and reference materials to select more precise vocabulary.

Concept 4: Editing
            Editing includes proofreading and correcting the draft for conventions.

• PO 1.  Identify punctuation, spelling, and grammar and usage errors in the draft.
• PO 2.  Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
• PO 3.  Apply proofreading marks to indicate errors in conventions.
• PO 4.  Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

Concept 5: Publishing
            Publishing includes formatting and presenting a final product for the intended audience.

• PO 1.  Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.
• PO 2.  Share the writing with the intended audience.
• PO 3.  Use margins and spacing to enhance the final product.
• PO 4.  Write legibly.

Strand 2: Writing Elements
Concept 1: Ideas and Content
Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

• PO 1.  Express ideas that are clear and directly related to the topic.
• PO 2.  Provide content and selected details that are well-suited to audience and purpose.
• PO 3.  Use relevant details to provide adequate support for the ideas.

Concept 2: Organization
Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

• PO 1.  Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).
• PO 2.  Create a beginning that captures the reader’s interest. 
• PO 3.  Place details appropriately to support the main idea.
• PO 4.  Use a variety of words or phrases that creates smooth and effective transitions.
• PO 5.  Create an ending that provides a sense of resolution or closure.
• PO 6.  Construct a paragraph that groups sentences around a topic.

Concept 3: Voice
Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

• PO 1.  Show awareness of the audience through word choice and style.
• PO 2.  Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and mode.
• PO 3.  Use language appropriate for topic and purpose.

Concept 4: Word Choice
Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

• PO 1.  Use a variety of specific and accurate words that effectively convey the intended message.
• PO 2.  Use descriptive words and phrases that energize the writing.
• PO 3.  Apply vocabulary and/or terminology appropriate to the type of writing.
• PO 4.  Use literal and figurative language where appropriate to purpose.

Concept 5: Sentence Fluency
Fluency addresses the rhythm and flow of language.  Sentences are strong and varied in structure and length.

• PO 1.  Write simple and compound sentences.
• PO 2.  Write sentences that flow together and sound natural when read aloud.
• PO 3.  Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
• PO 4.  Use effective and natural dialogue when appropriate.

Concept 6: Conventions
Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

• PO 1.  Use capital letters correctly
• PO 2.  Punctuate endings of sentences
• PO 3.  Use commas a. 
• PO 4.  Use quotation marks
• PO 5.  Use colons
• PO 6.  Use apostrophes
• PO 7.  Spell high frequency words correctly.

Strand 3: Writing Applications
Concept 2: Expository
Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

• PO 1.  Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.
• PO 2.  Write an expository paragraph
• PO 3.  Write in a variety of expository forms (e.g., essay, summary, newspaper article, reflective paper, log, journal).

Concept 3: Functional
Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

• PO 1.  Write a variety of functional text
• PO 2.  Write communications, including:

    Academic

• Accessing the Revolutionary War website, students will identify 3 examples of primary sources and give two reasons why they are identified as such.
• Using the primary sources on the Internet site http://coe.west.asu.edu/students/kwestrick/wquest/,
  student groups will analyze one primary source spy letters and answer a minimum of 5 questions on a worksheet about its contents.
• Working in groups of three, students will create one fictitious spy letter with a secret code, and a map based on real historical events. 

• Using the Internet, student groups will access and analyze at least one of the spy letters from the website http://coe.west.asu.edu/students/kwestrick/wquest/.
• As a team, they will answer a minimum of 6 of the questions correctly from the worksheet.

• Students must have access to, and understand how to move around the web. 
• Students must be able to access, use, and save Word documents. Note:  This skill would be used for the web quest, not the primary source lesson.

• Computer lab for students to work in groups
• Access to the internet and the “Spies” website http://coe.west.asu.edu/students/kwestrick/wquest/
• Primary source worksheets 1 and 2
• Paper, writing tools, scissors, invisible ink, etc. to create fictitious spy letters, maps, and codes

 Gifted students - There are many links in this lesson that allows students to analyze and evaluate primary sources in depth.  Those who are truly interested may choose to find other resources outside of this particular website.  If they finish their task early, students also have the option of helping others in their group, creating different maps, routes, spy letters, and codes.  Or, they may choose to organize their group presentation by utilizing various technology processes and tools (digital camera, scanner, etc). Group presentations will allow for higher level thinking in planning, organizing, and presenting information.

LEP (Limited English Proficient) students – Students will be in groups of three for this lesson. Group members will be available to help each other move around the website, read documents, and answer the questions from that particular primary source item.  This student may become the cartographer for the group.  Students will record information and present as a group.  This will allow LEP students to be involved in a presentation with help from others in the planning, organizing, and presenting of information.

ADD/ADHD students – Students will be in groups of three.  However, if a student has difficulty working with others, due to attention issues, then consider the following options:  If a student should need to work alone, break down the task. Try to select from the three jobs the one that best fits this student.  Students can use headphones to help block out distractions.  Instead of writing the information, students may want to tell it into a recorder. Group presentations will allow ADHD/ADD students to be involved in a presentation with help from others in the planning, organizing, and presenting of information.

Special Education students – Students will be in groups of three for this lesson. Group members will be available to help each other move around the website, read documents, and answer the questions from that particular primary source item. As with the ADD/ADHD student you may want to “teacher select” one of the three jobs that best fits this student. Have the student talk through their ideas with their group. Allow the special education student to write a smaller portion of the assignment. Group presentations will allow special education students to be involved in a presentation with help from others in the planning, organizing, and presenting of information.

Procedures   

Part One

• We begin this lesson with a discussion to find out what students know about primary sources.  This allows the teacher to assess prior knowledge before beginning the lesson.
• Once the students have grasped the idea of what primary sources are, together we will look at the website Spies All Around Us, read about our task, and move to the spy letters. 
• As a class we will look at one of the spy letters and discuss its contents. Together we will analyze the letter, raise questions about who wrote it, why was it written, for whom was it written, and whether it was meant to be a private or public document. 
• Students are then placed in groups and asked to analyze different spy letters found on the website. At this time they are given a worksheet to help guide them as they analyze the letters.  Worksheet 1 has questions to think about as they discuss their findings. (Note:  I give each student a worksheet, even though they are working in groups, so they can take their own notes to share with the class later.)
• Allow students about 25-30 minutes to read, analyze the letters, and take notes.  Then have each group share their findings with the rest of the class.  Most groups will not have all questions answered at this initial stage.  If time allows, or students are having difficulty, give them the opportunity to collect and analyze more information later.   

Part Two

• After the initial primary source lesson, have students work in their small groups and learn more about their own job as cartographer, cryptologist, or military strategist. Students will use worksheet 2 to take notes and learn more about their specific role/job.
• Each member of the group will share their notes and ideas before collaborating on a spy letter plan.
• Next, each student will create their own primary source documents based on a fictitious spy using factual information from the Revolutionary War.  The cartographer will draw the map/route, the cryptologist will create the code and the military strategist will write the spy letter.
• Students will then share spy letters, codes, and maps with the class.
• These letters, codes, and maps can be scanned and placed on the class website.
  

Academic

1. Process:  Teacher observation of students analyzing primary source documents from this website during computer time.
2. Process:  Primary source worksheet 1 – group work. ( Note:  this is an extensive worksheet, so you may want to only assign one part of it – letters or images)
   • One point for each question answered.  10 points for spy letters, 10 points for images
   • Worksheet 2 – independent work - (Note:  Point value does not include the “notes” section) One point for each item answered.  5 points

3. Product:  Student created primary sources (letters and maps) based on actual events of the Revolutionary War. Rubrics below.

 Technology

Process:  Teacher observation on how well individual students utilize the computer to access URL addresses.

RUBRIC:
0 – Student needs help with all technology access
1 – Student needs some help with technology
2 – Student needs little help with technology
3 – Student needs no help with technology

Map Rubric
                                                                                

Spy Letter Rubric

Teacher Name: Suzi Cook
Email: scook@amphi.com
Site: Painted Sky Elementary School
Grade Level:  5
Time Required:  4-5 weeks
Date Submitted:  March 4, 2005