SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructor’s needs)

Pre-Planning
TOPIC DETAILS CK

Name Miss Padgett & Miss Paola

Subject Social Studies

Grade Level 7th Grade

Date/Duration Week 2, Day 2

Standards/ anchors/ ● Standard - 5.1.7.A Cite functional examples of

competencies how the rule of law protects property rights,
PA/Common individual rights, and the common good.
Core/Standards ● Standard - 5.1.7.B Identify the different types of
(Plus any others as government and the processes they use in
may be required) making laws.
● Standard - CC.2.1.7.D.1 Analyze proportional
relationships and use them to model and solve
real-world and mathematical problems.

Formal Evaluation
Formative AND/OR ● Students will be graded on the skit they perform
Summative in groups. The students will be given a rubric to
Assessment Evidence follow while preparing their skit.
Informal Evaluation
● Students will hand in their K-W-L chart for credit.
If it is completed they will receive a check mark.
● Students will hand in their one new fact they
learned about local government from their peers
skits.
● Students will turn in their homework assignment
on the next day and they will receive credit for
the work they have done.
Objective ● Students will be able to identify the ideals
A-B-C-D associated with local government when they
create a skit with their peers to demonstrate their
Bloom's Taxonomy knowledge with 80% accuracy.

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the CK
Learning Plan DETAILS

Introduction Activating Prior Knowledge

● Pass the Prompt. On a sheet of lined notebook
paper the teacher will write a sentence about one
of the types of government. A student will receive
this sheet of paper and they will write one thing
they know about that type of government. This
student will then pass it on to the student seated
next to them and this student will also write one
thing they know about this type of government.
The paper will be passed around until it reaches
every student. When the last student writes their
fact about this type of government the teacher will
read aloud what the students wrote and as a
class they will determine if the fact is correct or
not.
Hook/Lead-In/Anticipatory Set
● On the SmartBoard the students will view the
flashcards that define the ideals of local
government. The teacher will set out the assorted
candies that represent each ideal. Students will
come up to the front and pick the two ideals that
they feel are the most vital to the function of local
government. Once each student has picked their
two candies based on the candies they selected
they will be placed in a group for a skit.
Explicit Instructions Big Idea Statement
Big Ideas ● Local governments should be fair and have
justice.
Essential Questions ● Local governments should uphold the individual
freedoms given to each person under our
constitution.
● Local governments should create legislation that
incorporates equality for every person.
● Local governments should be democratically
ruled.
Essential Questions
● What are the responsibilities and duties of local
government?
● What are the ideals of local government?
Key Vocabulary
● Liberty, Freedom, Democracy, Justice, Equality.

Lesson Procedure Pre-Assessment of Students

Must include ● K-W-L chart. The students will fill in two columns
adaptations & of the chart. In the know chart they will explain
accommodations for what they know about local governments. In the
students with special wonder column they will write down what they
needs want know or learn.
Modeling of the Concept
Accommodations, ● The teacher will call on four students to come to
Modifications the front of the classroom. Each student will be
given a role or part of local government. We will
then create a short script, pick out a few props
from the prop box, and act out our skit in front of
the class. After the teacher finished the skit, as a
class the teacher will go over the rubric out loud.
Transition
● As students are walking to their groups they will
shout their favorite ideal to the class.
Guiding the Practice
● While students plan out their scripts for their skits,
the teacher will monitor their progress and check-
in with each group. As the teacher checks in with
each group she will ask what their skit is going to
look like to ensure that the students are on the
right track.
Providing the Independent Practice
● Students will act the skit in front of their peers.
 Students will be given a rubric for the skit. There
will be a section for individual participation and
contribution to the group. While students are
performing the skit, their peers will write down one
thing they learned about local government form
the skit.
Adaptations/Accommodations for Students with Special
Needs
● Students who are nonverbal will use their
communication board to participate in planning
the skit as well as acting it out.
● Students will be able to utilize assistive
technology as needed throughout the skit.
● Students will be able to use sentence strips or
type out one thing they learned from each group.

Materials ● K-W-L chart

(reading, technology, ● Different candies that represent each ideals for
equipment, supplies, local government.
etc.) ● Prop box
● Flashcards for SmartBoard

Closure Summary & Review of the Learning

● Students will fill out the L portion of their K-W-L
chart to demonstrate to the teacher what they
have learned about local government.
Homework/Assignments
● Research one local government in the
surrounding counties of your choice and write out
three facts you found out about the government.
Write how one of your facts relates to one of the
ideals of government.
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?