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

DETAILS
Justin Crotti
Social Studies
Fifth Grade
2/13/15
45 Minutes
8.3.5.D: Examine patterns of conflict and cooperation
among groups and organizations that impacted the
history and development of the United States.
CC.8.5.6-8.G: Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
Formal Evaluation
Formative: The students will complete an exit ticket
that will allow the teacher to assess mastery.
Summative: At a later date, the students will take a test
on the information.

Using notes from the lecture, the students will be able

to individually identify Crispus Attucks, John Adams,
and Samuel Adams and discuss their contributions with
100% accuracy.

Blooms Taxonomy: I will be evaluating the students

through their responses on the exit ticket. The domain
of this lesson is understanding because the students
are being asked to discuss the figures.

As an introductory lesson, this falls into Webbs

definition stage. The students will stay engaged due to
the high level of student participation and quick moving
information.

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

CK

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Class will begin by the students doing a think-pair-share
about what we have covered in the previous class. They
will be asked to make predictions as to why the
Revolutionary War occurred.
Hook/Lead-In/Anticipatory Set
I will begin with the lesson by saying, Yesterday we

CK

Explicit
Instructions
Big Ideas
Essential
Questions

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

finished the French and Indian War. It is now time for

peace in the colonies, right? Wrong!
Big Idea Statement
The Revolutionary War is a pivotal event in the history of
the United States.
Essential Questions
Why were the colonists being taxed?
Who are some of the key personalities in the Revolution?
What are some of the reasons that the colonists were so
unhappy?
Key Vocabulary
Crispus Attucks
Samuel Adams
John Adams
Procedures and content presentation
Provide instruction for each learning target; include modeling, guided
practice, feedback and transitions. Attach notes.

1. Pass out graphic organizer.

2. Present the objective.
3. Start the slideshow.
4. Slide 2: How much money do you think that the war
cost?
5. Record the answers on the board.
6. Tell the students that the cost of the war was estimated
at 40 million pounds, but that was in 1776. In todays
money that would be over 1 billion dollars.
7. Slide 3-Ask what does the word repeal mean?
8. Slide 8- Ask if anyone knows who defended the soldiers
Accommodations:
Student with Disability:
Assuming a student with a moderate reading disability, I would
provide her with a complete graphic organizer, and have her
highlight the important names/events. I would also provide
her with a copy of the slideshow for future reference.
Gifted and Talented:
I would hope to have at least 2 gifted students. I would have
them prepare opening statements for the trial of the British
soldiers. One of the students would be the prosecution and
one the defense.

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?

1. Slideshow
2. Computer
3. Projector
4. Exit tickets
5. Graphic organizers
6. Adapted Graphic organizers
Summary & Review of the Learning
The students will complete an exit ticket to show their
mastery of the objective.
Homework/Assignments
With their parents assistance, each student to write a
poem (type of his/her own choice) that describes what is
happening in the colonies. Use of at least 3 of the key
words or names is required. Both the student and
his/her parent must sign the bottom of the poem.