SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objectives

DETAILS
Maria Campbell
Social Studies (Pennsylvania History)
Grade 4
1.5 hours
William Penn peacefully negotiated and signed a treaty
with the Native Americans to found Pennsylvania.
How did William Penn and the colonists and the Native
Americans resolve conflicts peacefully?
8.2.4.D. Distinguish between conflict and cooperation
among groups and organization that impacted the
history and development of Pennsylvania

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

Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

ISTE

In a small group (5-6 children), students will be able to

identify the events, both conflicts and resolutions, that
led to the origin of Pennsylvania and those involved in
its history, through a skit, with 90% accuracy (18/20 on
rubric).
As a class, students will be able state at least one
observation about a primary source, depicting the
cooperation of the Native Americans and the colonists,
with 100% accuracy.
Students will be evaluated based on the list of events
they created, prior to depicting the events in the skit (4
required elements- factored into rubric)
Students will be evaluated on the content of their skit,
as well as their ability to work in a group (based on the
attached rubric)
Students will be informally evaluated while viewing the
primary source as a class (each student will be asked to
state an observation or answer a question from the
teacher)
Standards:
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency

Framework for 21st Century Learning:

Critical Thinking and Problem Solving
Flexibility and Adaptability
Information Literacy
Social Skills
Leadership and Responsibility
Technology:

CK

Enrichment 21st Century App: PA Markers App

https://itunes.apple.com/us/app/pa-markers/id486977511?
mt=8
Using this app on an iPad, students will have the opportunity
to explore the various PA Markers, or historic landmarks
throughout Pennsylvania. Students may write a paragraph
summary of a PA Marker for extra credit, if they complete the
assignments within the lesson before other students.
Accommodation
s, Modifications

Student with Emotional/Behavioral Disorder

Student will be provided with a space in the
classroom that is the least distractive for him/her
Student will be placed in a group with a good
behavior model for the dramatic play activity
Both verbal and nonverbal cues will be used to
remind the student to stay on-task and of rule
violations (looking at student,
reminders/announcements for all students, tapping
desk)
Behaviors that are not seriously disruptive will be
ignored
Student will be supported by the teacher, in which he
or she will spend more time with the students
group throughout the lesson
Student will use a token economy system of
reinforcement
A behavior log will be completed for the student after
the lesson

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Hook/Lead-In/Anticipatory Set
Students will be provided with an image of William Penn
on the board, along with facts about him, without being
provided with his name
Students will then be asked to make educated guesses
as to who they believe could be described by these

Explicit
Instructions

points
Big Idea Statement
The students will listen and follow along as the teacher
chooses a student to read the Big Idea that is listed on
the front board:
William Penn peacefully negotiated and signed a treaty
with the Native Americans to found Pennsylvania.
Essential Questions Statement
The students will listen and follow along as the teacher
chooses a student to read the Essential Question that is
listed on the front board:
How did William Penn and the colonists and the Native
Americans resolve conflicts peacefully?
Objective Statement
The students will analyze a primary source and describe
what is occurring in the image. Then, they will explore
provided books to gather information about William Penn
and his treaty with the Native American Indians. They
will create a list of events that led to the establishment
of Pennsylvania. Finally, they will use this information to
create a 3-5 minute skit, depicting the conflict and
cooperation between the two groups.
Transition
Key

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Vocabulary
William Penn
Quaker
Conflict
Cooperation
Pennsylvania Native American Indians (Shawnee,
Iroquois, Susquehannock)
Primary Source
PreAssessment of Students
The students will complete the activity in the
Anticipatory Set, which will allow the teacher to
determine the information that the students already
know about William Penn
Modeling of the Concept
Guiding the Practice
Students will view a primary source image, depicting
William Penns Treaty with the Native Americans, at the
establishment of the Pennsylvania colony.
The students will be told that this image is a primary
source. They will be asked to make an educated guess

as to the definition of a primary source.

As a class and led by the teacher, students will answer
the following questions about the image:
What do you see in this image?
Do you notice anything special about the image?
Who do you think these people are?
What do you think is happening in this picture?

Providing the Independent Practice

In assigned groups of 5-6, students will engage in a
dramatic play activity, using provided materials
During this activity, students will be encouraged to
search for information in the provided texts, regarding
the resolution of conflict (signing a treaty) between the
Native Americans and the Colonists
Students will create a list of events, in order, that outline
the establishment of Pennsylvania as a colony (on lined
paper)
The students will use the props (Materials to make a
colonial hat (template), materials to make an Indian
Headband, construction paper/art supplies, play food, a
baby doll, a water bottle, a stuffed dog, lined scratch
paper) to create a 3-5 minute skit that depicts the
events that led to the Pennsylvania colony
Required Elements (Content section on Rubric)
How William Penn was granted the land
What does Pennsylvania mean?
The Native American Indians in America
Interaction between the Quakers and the Native
Americans
BE CREATIVE!
At the end of class, students will perform their skits for
the class and will be evaluated based on the rubric.
Transition
Students will be provided with a five-minute warning in
which they should begin to finalize their skits and get
ready to perform them for the class

Evaluation of
the
Learning/Master

Adaptations/Accommodations for Students with Special

Needs
Preferential seating: Student with Emotional/Behavioral
Disorder will be seated in a space in the classroom that
most meets his/her needs (near front board, near door)
See previous Accommodations section for more
adaptations
Formal Evaluation
Students group outline with important events will be

y of the
Concept

Closure

Reading
Materials
Technology
Equipment
Supplies

evaluated to determine that the group recognized key

events that led to the establishment of Pennsylvania (4
required elements- factored into rubric).
Students skits will be evaluated based on the rubric
(working with others, attitude, contributions, content,
creativity)- worth 20 points
Informal Evaluation
Students will be informally evaluated and asked to
participate during the time in which they view the
primary source, to give them experience in analyzing
these types of sources (each student will be asked at
least one question, will share at least one observation)
Summary & Review of the Learning
Students will be asked to provide feedback to the
teacher as to whether they enjoyed this activity and
lesson
What did you like and dislike?
Would you like to have other lessons like this one?
Homework/Assignments
None

Primary Source Image (available on

http://mcampbellsocialstudies.weebly.com/primarysources.html, found on Carnegie Library Website)
Provided books to conduct research on William Penn and
his treaty
o William Penn by James A. Michener
o William Penn by Rebecca Stefoff
o Pennsylvania by Scott Ingram
o Pennsylvania by Barbara A. Somervill
Materials to make a colonial hat
o Template with directions
o Construction Paper
o Scissors
o Stapler
Materials to make an Indian Headband
o Construction Paper to make band and feathers
(and template)
o Scissors
o Glue
o Stapler
o Markers
Play food
A baby doll
A water bottle
A stuffed dog
Lined Scratch Paper
Attached Rubric

Teacher
Self-reflection
CATEGORY

Miss Campbells Fourth Grade Pennsylvania Dramatic

Play Box Information Sheet
Student Behavior Log (Accommodation)

Working with
Others

Almost always listens

to, shares with, and
supports the efforts of
others. Tries to keep
people working well
together.

Usually listens to,

shares, with, and
supports the efforts
of others. Does not
cause "waves" in the
group.

Often listens to,

shares with, and
supports the efforts
of others, but
sometimes is not a
good team member.

Rarely listens
to, shares with,
and supports
the efforts of
others. Often is
not a good
team player.

Attitude

Never is publicly
critical of the project
or the work of others.
Always has a positive
attitude about the
task(s).

Rarely is publicly
critical of the project
or the work of
others. Often has a
positive attitude
about the task(s).

Occasionally is
publicly critical of the
project or the work of
other members of
the group. Usually
has a positive
attitude about the
task(s).

Often is
publicly critical
of the project
or the work of
other members
of the group.
Often has a
negative
attitude about
the task(s).

Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A strong
group member who
tries hard!

Sometimes provides
useful ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.

Rarely provides
useful ideas
when
participating in
the group and
in classroom
discussion.
May refuse to
participate.

Contributions Routinely provides

useful ideas when
participating in the
group and in
classroom discussion.
A definite leader who
contributes a lot of
effort.
Content

4/4 of the required

3/4 of the required
2/4 of the required
content elements are content elements are content elements are
included. How Penn
included.
included.
was given land, What
"Pennsylvania"
means, Indians in the
colonies, and
interaction b/w
Quakers and Indians.

1/4 of the
required
content
elements is
included.

Creativity

Demonstrates the use

of the imagination
and effectively uses
props to portray
events in the skit.

Does not use

imagination or
props to
portray events
in the skit.

Made with Rubistar

Somewhat
demonstrates the
use of imagination,
but uses props to
portray the events in
the skit.

Demonstrates the
use of the
imagination, but
does not use props
to portray events in
the skit.