SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Melanie Trzeciak
Subject History
Grade Level 3rd grade
Date/Duration Five 40 minute classes
Big Ideas Primary source documents share direct information
from history.
Essential What is a primary source document?
Questions Why do primary source documents share direct
information from history?
What primary documents are critical to Pennsylvania
and US history?
What is cursive?
Who wrote primary documents?
Why are primary source documents important?
Why are the documents important to PA history?
PA/Common Standard - 5.1.3.D
Core/Standards Identify key ideas about government found in significant
documents:
Declaration of Independence
United States Constitution
Bill of Rights
Pennsylvania Constitution
Standard - 8.1.3.B
Identify fact, opinion, multiple points of view, and
primary sources as related to historical events.
Standard - 8.1.3.C
Conduct teacher guided inquiry on assigned topics
using specified historical sources. (Reference RWSL
Standard 1.8.3 Research)
Standard - 8.2.3.B
Identify historical documents, artifacts, and places
critical to Pennsylvania history.
Objective After reading the Declaration of Independence, The
United Sates Constitution, The Bill of Rights, and the
Bloom's Pennsylvania Constitution, all 3rd grade students in
Taxonomy small groups will act out a scene from one of the
documents, students will then independently write their
Webb's Depth of own document (such as the Bill of Rights) stating what
Knowledge they believe all US citizens should follow with 80%
(DOK) accuracy.
Formative & Formative
Summative Skit will be based off a rubric, ensuring students show
Assessment comprehension throughout the skit
Evidence KWL chart
Summative
 Student will write their own document stating what
they believe all US citizens should follow.
ISTE Standards Throughout this assignment, students will creatively
for Students collaborate with peers throughout the skit making
process.
Framework for Students will be creative and culturally accepting
21st Century throughout their document writing process
Learning
Accommodation Jennifer will use personal management skill that are in
s, Modifications place.
Jennifer will be intentionally grouped with peers.
Jennifer will have the opportunity to work in her quiet
area, if necessary.
Jennifer will have the opportunity to take a break if she
is becoming upset.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for CK
the Learning
Plan
Introduction Activating Prior Knowledge
Show students a picture of a primary source document
in their history text book.
Ask students what the picture is
Ask students why the picture is in the text book
Ask students who wrote the paper
Introduce the term: Primary Source Document
Define term
Ask students for other documents that would fall in this
category
Hook/Lead-In/Anticipatory Set
Show student Chas Course in US history video
https://www.youtube.com/watch?v=bO7FQsCcbD8
Give students a hand out of what the video covered and
re-evaluate the information at a slower rate
Explicit Big Idea Statement
Instructions Primary source documents share direct information from
history.
Essential Questions Statement
Why are primary source documents direct information
from history?
Objective Statement
After reading the Declaration of Independence, The
United Sates Constitution, The Bill of Rights, and the
 Pennsylvania Constitution, all 3rd grade students in small
groups will act out a scene from one of the documents,
students will then independently write their own
document (such as the Bill of Rights) stating what they
believe all US citizens should follow with 80% accuracy.
Transition
Student will make their own old fashion paper
Key Vocabulary
United State Constitution
Bill of Rights
Declaration of Independence
Pennsylvania Constitution
Primary Source Documents
Cursive
Cultural Acceptance
Fact
Opinion
Lesson PreAssessment of Students
Procedure Using a KWL chart, students will write down what they
know about the 4 documents we will be working with
throughout the lesson.
Students will then write down what they want to know
about each of the documents
Modeling of the Concept
The teacher will conduct a think aloud on a document
(one per day)
The students and teacher will read the document and
connect it to their past knowledge and experiences to
decipher the meaning
Guiding the Practice
Students will hold a discussion on the meaning of the
document. Students will also be prompted to discuss
what it would be like writing the documents
Students will be put in small groups to prepare a skit of a
portion of the document
Providing the Independent Practice
Students will act out their skits to the class
When the skits are completed, students will write their
own document on what they believe every US citizen
should follow.
Transition
Students will write their document on their old fashion
paper and post them on the bulletin board to share.
Reading https://www.archives.gov/founding-docs
Materials https://www.youtube.com/watch?v=bO7FQsCcbD8
Technology KWL Chart
Equipment Paper making supplies (food processors, paper, screen,
Supplies
sponge, food coloring, drying rack)
 Props for the skit
Primary Source Documents
We the People: The Constitution of the United States- Peter Spier
Pennsylvania: What's So Great About State (Arcadia Kids)- Kate
Boehm Jerome

Evaluation of Formal Evaluation
the Completion and though process of creation of students
Learning/Master own primary document
y of the Informal Evaluation
Concept Rubric based evaluation on the skit
KWL Chart
Closure Summary & Review of the Learning
Students will share their own primary source document
with the class
Students will decide (thumbs up or down) if they met the
objective
Students will complete the final column of the KWL chart
Homework/Assignments
Complete the KWL chart
Complete primary source document
Teacher
Self-reflection