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

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Mary Kate Gallagher
Social Studies (Culture)
4th Grade
15 Minutes

CK

9.2.3.A: Explain the historical, cultural and social context of an

individual work in the arts.

Formal Evaluation
The students will be formally evaluated on the
completion of the web quest regarding each country.
Informal Evaluation
Students will be evaluated on their participation in the
classroom activities through observation of the student
answering questions and actively getting involved.

Individually, the students will be able to identify the

religion, language, and capitals of Ghana, Germany,
and Portugal, through a web quest, as well as analyze
the dance of that certain culture. As a class, led by our
student Pablo, students will be able to identify certain
words of the Spanish culture as well as their capital and
traditions.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Ask students questions involving soccer/the world cup.
Hook/Lead-In/Anticipatory Set
Show students a YouTube video of victory dances of the
2010 World Cup, After the video explain the many
different cultures that are brought together through the
world cup.
Explicit
Instructions
Big Ideas
Essential

Big Idea Statement

Students will be able to identify facts about the culture
of Ghana, Germany, and Portugal.

CK

Questions

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

Essential Questions
What is the capital of Ghana, Portugal, Spain, and
Germany?
What is the language of Ghana, Portugal, Spain, and
Germany?
What is the religion of Ghana, Portugal, Spain, and
Germany?
Key Vocabulary
Language
Religion
Culture
1. Show world cup video of victory dances until the video
reaches 0:50 seconds in time.
http://www.youtube.com/watch?v=Xk1zSp8tT-M
2. Explain that each country has unique customs and
traditions. Ask students if they noticed any different
dance moves in the
3. Explain directions to the students. Students are to
complete web quest (attached) individually and stay
only on the website I assigned.
4. Each student will have one country that will be
determined by the row that they are sitting in.
5. After the team finishes their web quest, one member is
to show the information they discover on the elmo under
the corresponding country.
6. As the groups are filling out the information on the
board, students at their desks are to fill in the
information on the answer sheet that is attached.
7. After the groups fill out information about Ghana,
Portugal, and Germany, Pablo will explain to the class
information on the culture of Spain and show us the
artifacts that he has brought in.
8. After we finish completing the answer sheet (attached),
the students will be asked questions prompted by the
teacher in a Jeopardy fashion. If the student gets the
answer correct then they have the opportunity to shoot
the ball into the trashcan. If the student makes the shot,
their country receives a point.
--- Jeopardy questions; what is the language of
Portugal/Germany/Ghana? What is the religion found in
Portugal/Germany/Ghana? What is the capital city of
Portugal/Ghana/Germany? What is the dance we learned
about today called in the Portuguese/ German/ Ghanaian
culture?
Pre-Assessment of Students
Have students start standing. If students have watched
the world cup before tell them to sit. If the students
have never watched the world cup they will remain

standing. Have all students stand. Ask this true/false

question. Countries all over the world have the same
culture. Have students sit if they think it is true or
remain standing if they think it is false.
Modeling of the Concept
I will model the concept by explaining the directions
thoroughly before splitting the students into their
groups.
Transition
After watching the video and explaining the directions,
the students will be split into groups. The groups will be
divided by having the students count off by threes.
Guiding the Practice
I will lead the discussions for the class. Throughout the
class, I will also be directing the students of what
websites to go to as well as monitoring throughout the
web quest.
Providing the Independent Practice
The students will have independent practice when filling
out the answer sheet towards the end of the classroom
as well as answering questions individually during the
jeopardy game.

Materials
(Reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by

Accommodations
Gifted student with diabetes: Gifted student is to keep
score at board for jeopardy game as well as record the
answers on the board.
Level One ELL student from Spain: On web quest sheet,
have religion, dance, and capital city, translated into
Spanish as well as English. Also have student discuss
his culture to the class to the best of his ability.
Student who reads two grade levels behind: Have a
simplified worksheet for student who reads two grade
levels behind. For example, instead of filling in openended questions there will be a work sheet in which the
student only has to fill in a blank.
Web quest
Answer sheet
YouTube access
Chalk
Soccer ball
Summary & Review of the Learning
Have students answer jeopardy questions regarding
their findings during the web quest.
Homework/Assignments

instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?