SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Nicole Malara
Social Studies
Third
April 1, 2014/12:45
8.1.3.A: Identify the difference between past, present
and future using timelines and/or other graphic
representations.
R3.A.2.5.1: Summarize the major points, processes,
and/or events of a nonfictional text as a whole.
1.6.3.A: Listen critically and respond to others in small
and large group situations.
1.6.3.B: Use appropriate volume and clarity in formal
speaking presentations.
Formal Evaluation
Matching worksheet given at the end of class.
Informal Evaluation
Watching students fill in their notes sheets and make
their timelines.

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

CK

Students will be able to recall the difference between

an inventor and an invention as a whole class in the
first two minutes of the lesson.
Students will be able to record notes on which inventor
created which invention all students individually.
After learning from their peers, students will be able to
recognize which inventor created which invention all on
their own.
Students will be able to locate in their notes where the
invention should go on their own timeline.
Students will create their own timeline individually.
Students will be able to evaluate themselves while
doing a matching worksheet at the end of the lesson on
their own to see how much they learned.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
When students walk in the room the teacher will already
have Inventions and their Inventors written on the
board so the students will be aware of what they will be
learning. The teacher will discuss the difference between
the words invention and inventor to activate prior
knowledge.

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Hook/Lead-In/Anticipatory Set
The teacher will hand each student an invention and its
inventor to read about. They will be teaching each other
by reading aloud to the class while the rest of the class
takes notes. The teacher will instruct in the background
with a PowerPoint that follows along with each students
reading. The papers that the students have to take notes
on will have blanks. That way, this will make the
students pay attention to the readers. At the end of the
reading, if a student did not by chance get one of the
words that was in the blank she will reveal it on the
PowerPoint. The papers that the students are reading
from will have the blanked words highlighted so they
know to slow down and really pronounce that part so
their fellow classmates can write what is missing.
Big Idea Statement
The history of inventions and their inventors had a huge
impact on the world and still influence it today.
Essential Questions
How have inventions made a difference in our every day
lives?
Key Vocabulary
Inventors and inventions
Pre-Assessment of Students
Students will be assessed on how well they take notes
during the PowerPoint in the beginning of class in order
to retrieve information for the next part of the lesson.
Modeling of the Concept
I will be modeling the concept through a PowerPoint and
having the students teach each other about all the
inventors and inventions.
Transition
I will then have all the students gather all of their
information to build a timeline.
Guiding the Practice
The timeline activity consists of the teacher giving each
student a blank piece of white paper with some markers.
Using their notes the students are supposed to plot each
year in which one of the five inventions were invented.
They then are to get a little creative and draw each
invention as well as write the inventors name
underneath it.
Providing the Independent Practice
The independent practice will be provided in the closure
whenever the students receive their matching
worksheet. They will then have to complete the
worksheet on their own with no help from their notes
matching each inventor to their invention.
Adaptations/Accommodations for Students with Special Needs
Anita has a reading disability. I am spacing out her

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

paragraph for her so she is not overwhelmed with what

she has to read and her passage is a little smaller than
the rest of her classmates.
Matching worksheet
Five sheets of white paper for timelines
Example timeline
Written paragraphs to read
PowerPoint
Pencil
Markers
Notes sheets
Summary & Review of the Learning
The students from both the anticipatory set as well as
the activity should be able to do the closing activity on
their own. It is repetitive in which they are reviewing the
same inventions and inventors.
Homework/Assignments
Finish matching worksheet if not already done so in
class.