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

DETAILS
CK
Ms. Weishorn
Social Studies
3rd
Two 50 minutes lessons
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 a document? (A record of information)
What are examples of common documents? (Letter)
What do you think this document is about? What words
or phrases give clues? What about language, its tone
and style? Writing style? Is this a public or private
document? What might have been the authors purpose
in writing this? Who might have been the intended
audience?
What was happening during this time period? What
importance does this document have?
What do you think is the most significant difference in
wording between the Nicolay Copy and the Hay Draft?
Why do you think this change was made? How does this
difference in wording change your understanding of the
texts meaning, if at all? What about the changes to the
grammar and the paragraph structure? Would these
changes have been important? Do they change the
meaning? Why do we still study this speech? Why is it
still important?
8.2.3.B Identify historical documents, artifacts, and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8.3.3.B Identify and describe historical documents,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 examine documents as primary sources in small
groups with 90% accuracy
SWBAT analyze and compare drafts in small groups
with 90% accuracy
SWBAT describe the significance of changes to the
documents text in small groups with 90% accuracy

Formative: participating in group work, contributing to

the group and discussion
Summative: completion of questions and
highlights/notes on handouts
Creativity and innovation
Communication and collaboration

Framework for
21st Century
Learning
Accommodation
s, Modifications

Research and information fluency

Critical thinking, problem solving, and decision making

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

CK
Activating Prior Knowledge
Ask the students what a document is
Ask the students what are examples of common
documents
Hook/Lead-In/Anticipatory Set
Explain that this lesson students will take a look at an
important historical document
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 a document? (A record of information)
What are examples of common documents? (Letter)
What do you think this document is about? What words
or phrases give clues? What about language, its tone
and style? Writing style? Is this a public or private
document? What might have been the authors purpose
in writing this? Who might have been the intended
audience?
What was happening during this time period? What
importance does this document have?
What do you think is the most significant difference in
wording between the Nicolay Copy and the Hay Draft?
Why do you think this change was made? How does this
difference in wording change your understanding of the
texts meaning, if at all? What about the changes to the
grammar and the paragraph structure? Would these
changes have been important? Do they change the
meaning? Why do we still study this speech? Why is it

Lesson
Procedure

still important?
Objective Statement
SWBAT examine documents as primary sources in small
groups with 90% accuracy
SWBAT analyze and compare drafts in small groups with
90% accuracy
SWBAT describe the significance of changes to the
documents text in small groups with 90% accuracy
Transition
Have students get into groups
Key Vocabulary
Gettysburg Address
PreAssessment of Students
Ask students if they know anything about the Gettysburg
Address
Modeling of the Concept
I will show the students the handouts that they will be
using and reviewing the directions to complete the
activity
I will also do an example question for each step of the
activity that the students are to do
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
Students will speculate about the document (Nicolay
Copy), its creator, and its context (What do you think
this document is about? What words or phrases give
clues? What about language, its tone and style? Writing
style? Is this a public or private document? What might
have been the authors purpose in writing this? Who
might have been the intended audience?)
Students will summarize what they know about the
Gettysburg Address (What was happening during this
time period? What importance does this document
have?)
Have students note changes that were made to the
different copies of the Gettysburg Address by
highlighting the differences on their handout
Have students answer question on a separate sheet of
paper (What do you think is the most significant
difference in wording between the Nicolay Copy and the
Hay Draft? Why do you think this change was made?
How does this difference in wording change your

understanding of the texts meaning, if at all? What

about the changes to the grammar and the paragraph
structure? Would these changes have been important?
Do they change the meaning? Why do we still study this
speech? Why is it still important?)
Transition
Have student return to their desks and discuss the
questions.
Reading
Nicolay Copy of Gettysburg Address original and
Materials
transcript
Technology
Hay Draft of Gettysburg Address original and transcript
Equipment
The Gettysburg Address original and transcript
Supplies
Paper and pencil
Evaluation of
Formal Evaluation
the
Completion of group work
Learning/Master
Answering questions on separate sheet of paper
y of the
Informal Evaluation
Concept
Participating in the activity

Closure
Summary & Review of the Learning
Each group will answer a question
Each group will present a difference in the documents
Homework/Assignments

Teacher

Self-reflection