TOPIC DETAILS CK Name Melanie Trzeciak Subject History Grade Level 3rd grade Date/Duration Five 40 minute classes Big Ideas Primary source documents share direct information from history. Essential What is a primary source document? Questions Why do primary source documents share direct information from history? What primary documents are critical to Pennsylvania and US history? What is cursive? Who wrote primary documents? Why are primary source documents important? Why are the documents important to PA history? PA/Common Standard - 5.1.3.D Core/Standards Identify key ideas about government found in significant documents: Declaration of Independence United States Constitution Bill of Rights Pennsylvania Constitution Standard - 8.1.3.B Identify fact, opinion, multiple points of view, and primary sources as related to historical events. Standard - 8.1.3.C Conduct teacher guided inquiry on assigned topics using specified historical sources. (Reference RWSL Standard 1.8.3 Research) Standard - 8.2.3.B Identify historical documents, artifacts, and places critical to Pennsylvania history. Objective After reading the Declaration of Independence, The United Sates Constitution, The Bill of Rights, and the Bloom's Pennsylvania Constitution, all 3rd grade students in Taxonomy small groups will act out a scene from one of the documents, students will then independently write their Webb's Depth of own document (such as the Bill of Rights) stating what Knowledge they believe all US citizens should follow with 80% (DOK) accuracy. Formative & Formative Summative Skit will be based off a rubric, ensuring students show Assessment comprehension throughout the skit Evidence KWL chart Summative Student will write their own document stating what they believe all US citizens should follow. ISTE Standards Throughout this assignment, students will creatively for Students collaborate with peers throughout the skit making process. Framework for Students will be creative and culturally accepting 21st Century throughout their document writing process Learning Accommodation Jennifer will use personal management skill that are in s, Modifications place. Jennifer will be intentionally grouped with peers. Jennifer will have the opportunity to work in her quiet area, if necessary. Jennifer will have the opportunity to take a break if she is becoming upset. SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step
Procedures RATIONALE for CK the Learning Plan Introduction Activating Prior Knowledge Show students a picture of a primary source document in their history text book. Ask students what the picture is Ask students why the picture is in the text book Ask students who wrote the paper Introduce the term: Primary Source Document Define term Ask students for other documents that would fall in this category Hook/Lead-In/Anticipatory Set Show student Chas Course in US history video https://www.youtube.com/watch?v=bO7FQsCcbD8 Give students a hand out of what the video covered and re-evaluate the information at a slower rate Explicit Big Idea Statement Instructions Primary source documents share direct information from history. Essential Questions Statement Why are primary source documents direct information from history? Objective Statement After reading the Declaration of Independence, The United Sates Constitution, The Bill of Rights, and the Pennsylvania Constitution, all 3rd grade students in small groups will act out a scene from one of the documents, students will then independently write their own document (such as the Bill of Rights) stating what they believe all US citizens should follow with 80% accuracy. Transition Student will make their own old fashion paper Key Vocabulary United State Constitution Bill of Rights Declaration of Independence Pennsylvania Constitution Primary Source Documents Cursive Cultural Acceptance Fact Opinion Lesson PreAssessment of Students Procedure Using a KWL chart, students will write down what they know about the 4 documents we will be working with throughout the lesson. Students will then write down what they want to know about each of the documents Modeling of the Concept The teacher will conduct a think aloud on a document (one per day) The students and teacher will read the document and connect it to their past knowledge and experiences to decipher the meaning Guiding the Practice Students will hold a discussion on the meaning of the document. Students will also be prompted to discuss what it would be like writing the documents Students will be put in small groups to prepare a skit of a portion of the document Providing the Independent Practice Students will act out their skits to the class When the skits are completed, students will write their own document on what they believe every US citizen should follow. Transition Students will write their document on their old fashion paper and post them on the bulletin board to share. Reading https://www.archives.gov/founding-docs Materials https://www.youtube.com/watch?v=bO7FQsCcbD8 Technology KWL Chart Equipment Paper making supplies (food processors, paper, screen, Supplies sponge, food coloring, drying rack) Props for the skit Primary Source Documents We the People: The Constitution of the United States- Peter Spier Pennsylvania: What's So Great About State (Arcadia Kids)- Kate Boehm Jerome
Evaluation of Formal Evaluation the Completion and though process of creation of students Learning/Master own primary document y of the Informal Evaluation Concept Rubric based evaluation on the skit KWL Chart Closure Summary & Review of the Learning Students will share their own primary source document with the class Students will decide (thumbs up or down) if they met the objective Students will complete the final column of the KWL chart Homework/Assignments Complete the KWL chart Complete primary source document Teacher Self-reflection