SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

DETAILS
Ms. Weishorn
Social studies
3rd

The history of the Commonwealth continues to

influence Pennsylvanians today, and has impacted the
United States and the rest of the world.
What might be some good things about preserving an
old building rather than tearing I down?
What might be some reasons to just tear an old
building down?
How might one decide whether to restore and old
building or tear it down?
8.2.3.B Identify historical documents, artifacts, and
places critical to Pennsylvania history
SWBAT view pictures of preserved and restored
historical buildings and discuss the reason why
communities would want to preserve them in small
groups and as a class with 90% accuracy.
SWBAT research historic places in their town (buildings,
parks, statues, or memorials) and answer questions
about these places in small groups with 90% accuracy.
SWBAT create a pamphlet or web page about the
places they have researched in small groups with 90%
accuracy.
Formative: participating in group work, contributing to
the group and discussion
Summative: completion of the brochure/webpage

Creativity and innovation

Communication and collaboration
Research and information fluency
Critical thinking, problem solving, and decision making
Use of iPad or laptop

PA/Common
Core/Standards
Objective

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

Positive behavior chart

Brain breaks
Adapted materials for visual impairment (larger paper
and text)
Learning Disability
Other Health Impairment
Emotional disturbance

CK

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
Ask the students if they know any historical facts about
their town
Students will be provided with a picture/map of their
town with important places highlighted to give them an
example of some answers that I will be looking for
Hook/Lead-In/Anticipatory Set
Show students pictures of old buildings that have been
have won awards for being restored or preserved. Show
before and after pictures if possible.
Big Idea Statement
The history of the Commonwealth continues to influence
Pennsylvanians today, and has impacted the United
States and the rest of the world.
Essential Questions Statement
What might be some good things about preserving an
old building rather than tearing I down?
What might be some reasons to just tear an old building
down?
How might one decide whether to restore and old
building or tear it down?
Objective Statement
SWBAT view pictures of preserved and restored historical
buildings and discuss the reason why communities
would want to preserve them in small groups and as a
class with 90% accuracy.
SWBAT research historic places in their town (buildings,
parks, statues, or memorials) and answer questions
about these places in small groups with 90% accuracy.
SWBAT create a pamphlet or web page about the places
they have researched in small groups with 90%
accuracy.
Transition
Students will get into groups
Key Vocabulary
Preserve
Restore
PreAssessment of Students
Ask students why they think people believe that it is
important o preserve old buildings (what might be some
good things about preserving an old building rather than
tearing I down? What might be some reasons to just tear
an old building down? How might one decide whether to
restore and old building or tear it down?)

Explain that these buildings are important because they

are part of the towns history. Every town has a history
no matter how long ago it was established
Modeling of the Concept
Provide students with pictures of old buildings in their
town
Explain to the students that they will research historical
places in their town and create a brochure or webpage
(show example of product from a different town)
Guiding the Practice
Give students questions to help them when researching
historical places near them (what is the name of this
place? Where in the town is it located? When was this
place built or created? Did anything interesting happen
here? Are there any interesting stories or events that
took place here? What is special or important about this
place? If someone were to visit your town? What would
you tell them about this place?)
For the students with the learning disabilities, I will
provide them with a worksheet that lays out exactly
what they need in their brochure. It will have all of the
questions that will help them when researching and
have a space where they can answer the questions.
Providing the Independent Practice
Have students work in small groups and think about any
interesting old buildings in their town or in a town
nearby.
Some students have a poor peer relationships and may
cry or curse when things do not go their way. Or these
students, I will make sure to group them with students
that they work well with. I will also remind them to look
to the Problem Solving Wheel whenever a conflict arises.
Have students think of other places in their town that
are significant parts of the towns history (a park, statue,
or memorial)
Some students may become frustrated and stop working
if the material is too difficult for them. For these
students, I will give them a specific place to research
that way they are not overwhelmed trying to find a
place.
Have students work in groups and research places of
historic interest in their community using the Internet
(using the provided web links), books or previous
knowledge (using the information provided from
parents/grandparents from homework assignment) then
create a brochure or webpage that they learned about
(includes drawings or photos, a map, and written
information about each site)
Matty has difficulty with reading and this may be a
problem when he is researching his place. To help him, I

will either pair him with a buddy that he works well with
to help him read and find information, or find reading
material that he can easily read himself.
Jaide, Emily, and Destiny enjoy drawing and would really
enjoy drawing the pictures for the brochure. Each of
them has difficulty either staying on task or starting an
activity. I will let them know that they will get to do the
drawing for the brochure if they finish their work first.
Matty, Tyler, Emily, and Jaide start to cry, curse or throw
a tantrum when the work becomes too difficult or a
problem arises with a peer. If this happens at any point
during the activity, they will be allowed to use their Calm
Bottle to help them calm down and they will return to
their work when they are ready.
If Cody, Tommy, and Destiny are stubborn, stop working
or not begin to work/ refuse to follow directions, they will
be given a warning and reminded of the appropriate way
to act. If the inappropriate behavior continues after a
second warning, they will lose free playtime.
Transition
Students will get into groups
Reading
iPad or computer with Internet access
Materials
Paper
Technology
Pencil
Equipment
Materials to make a brochure
Supplies
Pennsylvania Historical Landmarks Lite app (if needed)
Evaluation of
Formal Evaluation
the
Completion of brochure or webpage
Learning/Master Informal Evaluation
y of the
Participating in group work
Concept
Participating in class discussion (answering questions)
Closure
Summary & Review of the Learning
Have the students present to their classmates what
they found. (what places did they learn about? What
were their favorite places? What was an interesting story
or event that occurred in these places? Where would
they take visitors to their town?)
Homework/Assignments

Teacher

Self-reflection