SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

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

DETAILS
CK
Ms. Weishorn
Social Studies
3rd
50 minutes
The history of the Commonwealth continues to
influence Pennsylvanians today, and has impacted the
United States and the rest of the world.
The history of the United States continues to influence
its citizens, and has impacted the rest of the world.
What is the Constitution? (Highest law in U.S., explains
how our government works and lists basic freedoms
that all Americans have)
What does the preamble do? (Explains who is writing
the Constitution and why)
How many articles are there and what do they do?
(Composed of seven articles and explains how our
government will work)
What is the Bill of Rights? (A list of amendments or
additions that the writers thought were important,
these are the rights or freedoms that Americans have)
Why is the Constitution important to us?
8.2.3.B Identify historical documents, artifacts, and
places critical to Pennsylvania history
8.3.3.B Identify and describe historical documents,
artifacts, and places critical to United States history
SWBAT define keywords related to the Constitution,
including preamble, articles, and Bill of Rights in groups
with 90% accuracy.
SWBAT understand the purpose and content of each
section of the Constitution in groups with 90% accuracy.
SWBAT list appropriate rights and responsibilities for a
classroom constitution in groups with 90% accuracy.

Formative: participating in group work, contributing to

the group and discussion
Summative: completion of We the Students worksheet
Civic literacy/creativity and innovation: We the Students
worksheet- creating their own classroom Constitution
Communication and collaboration
Research and information fluency
Critical thinking, problem solving, and decision making
Use of iPad or laptop
Positive behavior chart
Brain breaks

Adapted materials for visual impairment (larger paper

and text)

SUPERVISING
TEACHERS
SIGNATURE

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 student to name some important laws
Hook/Lead-In/Anticipatory Set
Explain that the U.S. Constitution is the highest law in
the United States
Explain why it is important (our leaders cant make a
new law that is unfair)
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.
The history of the United States continues to influence
its citizens, and has impacted the rest of the world.
Essential Questions Statement
What is the Constitution?
What does the preamble do?
How many articles are there and what do they do?
What is the Bill of Rights?
Why is the Constitution important to us?
Objective Statement
SWBAT define keywords related to the Constitution,
including preamble, articles, and Bill of Rights in groups
with 90% accuracy.
SWBAT understand the purpose and content of each
section of the Constitution in groups with 90% accuracy.
SWBAT list appropriate rights and responsibilities for a
classroom constitution in groups with 90% accuracy.
Transition
Have students get into groups
Key Vocabulary
U.S. Constitution
Preamble
Articles
Bill of Rights
PreAssessment of Students
Ask the students if they know what the U.S. Constitution
is

Ask them if they know what any of the sections of the

Constitution are
Modeling of the Concept
I will explain to the students that they will be getting
into groups and going to the given website and read
Guiding the Practice
I will walk around and check to see if each group is on
task
I will ask them questions to check for understanding
When needed, such as if more than one group has the
same question, I will point out to the entire class the
question that was asked and the answer to it/the way to
find the answer
Providing the Independent Practice
Split into groups and give them link to each section,
have them read and write down important information
about section then present to classmates
Group 1: Research the Preamble
Group 2: Research the Articles
Group 3: Research the Bill of Rights
Transition
Have students go back to their desk and pull up
Celebrate the Constitution game
Reading
http://www.scholastic.com/browse/article.jsp?id=7465
Materials
http://www.scholastic.com/browse/article.jsp?id=7466
Technology
http://www.scholastic.com/browse/article.jsp?id=7467
Equipment
http://teacher.scholastic.com/scholasticnews/indepth/con
Supplies
stitution_day/printables/WeTheStudents.pdf (handout)
http://teacher.scholastic.com/scholasticnews/indepth/con
stitution_day/constitution.asp
Technology for each group (iPad or laptop)
Computer to present game
Paper/pencil to write down information from topic
Evaluation of
Formal Evaluation
the
Competition of group work (each group member will
Learning/Master
present something about topic to class)
y of the
Accurately completing We the Students worksheet (not
Concept
that all answers are correct, but showing that they have
an understanding of the purpose and content of the
Constitution)
Informal Evaluation
Accurately identifying which phrase of statement goes to
which section of the Constitution during game
Closure
Summary & Review of the Learning
Each group will present a short summary of their section
of the Constitution
Talk about We the Students worksheet if time
Homework/Assignments

Teacher
Self-reflection

We the Students worksheet if not finished in class with

group
Continue reading If You Were There When They Signed
the Constitution by Elizabeth Levy