SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Melanie Trzeciak
Subject History
Grade Level 3rd Grade
Date/Duration Two Classes; 40 minutes each
Big Ideas History relies on text, writing, and reading.
Essential How does history rely on text, writing, and reading?
Questions Who wrote in history?
What point of view is the text written in?
What styles of writing are presented in PA history?
How does writing support history?
PA/Common Standard - 8.1.3.A
Core/Standards Identify the difference between past, present and future
using timelines and/or other graphic
representations.
Standard - 8.2.3.A
Identify the social, political, cultural, and economic
contributions of individuals and groups from
Pennsylvania.
Standard - CC.1.3.3.D
Explain the point of view of the author.
Standard - CC.1.4.3.E
Choose words and phrases for effect.
Standard - CC.1.4.3.M
Write narratives to develop real or imagined
experiences or events.
Objective After given books to read about important figures in PA,
all third grade students will independently write a
Bloom's postcard from a person of importance in PA history to a
Taxonomy family member, using words and phrases for effect and
explaining their point of view with 90% accuracy.
Webb's Depth of
Knowledge
(DOK)
Formative & Formative:
Summative Students will place their postcards on a timeline based
Assessment on their historical figures birth and death
Evidence Summative
End of Unit Test
Students will create a postcard following the ELA
standards
Students will have an exit ticket to demonstrate their
knowledge
ISTE Standards While being creative and innovative writing their
for Students historical postcards, students will learn about their
responsibility as global citizens.
Framework for If students need to research their historical figure, they
21st Century will be reminded of smart online choices.
Learning
Accommodation Jennifer will use the self management strategies that
s, Modifications are in place.
The teacher will monitor the number of outbursts on a
checklist and divert attention before an outburst
occurs.
When Jennifer is having a difficult time, she will move
into her quiet space to complete her assignment
(making a postcard).

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for CK
the Learning
Plan
Introduction Activating Prior Knowledge
Teacher will ask students if they have ever received a
letter?
Teacher will share postcards with the students
Students will share what information they have found
within the postcards and letters
Hook/Lead-In/Anticipatory Set
Collectively the class will read letters from historical
leaders from PA
Students will identify words and phrases that are used to
have an effect on the reader
Students will be put into groups and will pick a letter to
focus on
Explicit Big Idea Statement
Instructions History relies on text, writing, and reading.
Essential Questions Statement
Why does history rely on text, writing, and reading?
Objective Statement
After given books to read about important figures in PA,
all third grade students will write a postcard from a
person of importance in PA history to a family member,
using words and phrases for effect and explaining their
point of view with 90% accuracy.
Transition
Students will be asked to go to a group table based on
the historical letter that they choose.
Key Vocabulary
Historical Figure
 Postcard
Cursive
Point of View
Narrative
Timeline
Effect
Lesson PreAssessment of Students
Procedure Provide students with letters and have them identify the
point of view of the author.
Have student underline words and phrases that were
used for effect in the letter
Have students summarize the purpose of the letter
Modeling of the Concept
The teacher will read a brief biography of a historical
figure from PA.
The teacher will then prepare a postcard for a family
member of the historical figure.
The teacher will identify where to write on the postcard,
where the address goes, and where the stamp goes.
Guiding the Practice
The teacher will prepare a second postcard from another
historical figure.
The teacher will conduct a think-aloud by demonstrating
what needs to be done next.
Teacher: After reading Betsy Rosss Biography, what is
the first thing I need to do?
Students: Decide who to write to.
Teacher; Who should I write to?
Students: Betsy Rosss mother.
Teacher: What would Betsy Ross need to say to her
mother?
Students: That George Washington asked her to make
the first flag.
Teacher: Remember that we need to use words and
phrases for effect. Using words and phrase for effect,
how would you start off her letter?
Teacher will listen to students and write the postcard
Providing the Independent Practice
Teacher will instruct students to choose their favorite
figure in PA history
Students will research the figure if necessary
Students will individually write a letter to a relative of
the figure using the discussed ELA standards
Transition
Students will place their postcard on the timeline in the
classroom to identify the point in time that the letter
would have been sent
Reading Postcards
Materials Pencils/pens
Technology Sticky tack
Equipment Biographies of PA historical figures
Supplies Timeline
Examples of historical letters
Evaluation of Formal Evaluation
the Students will answer 4 questions about the lesson
Learning/Master What is an example of a word or phrase to add effect?
y of the Write a short summary about your historical figure?
Concept Why did you choose to write to the relative that you did?
Why does history rely on text, writing, and reading?
Teacher will evaluate the postcards for comprehension
and accuracy
Informal Evaluation
Teacher will evaluate if the student placed the postcard
correctly on the timeline
Closure Summary & Review of the Learning
Students will share their postcard with the class
The teacher will guide a discussion on the importance of
text, writing, and reading in history. The teacher will
guide the students to better comprehension of the topic.
Homework/Assignments
Students will finish their postcard and exit ticket if not
completed
Teacher
Self-reflection