SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Current Events-Brexit CK
Name Raven Hrtyanski
Subject Social studies
Grade Level 4th
Date/Duration 3 day lesson
Big Ideas The United Kingdom voted to leave the E.U and this will
cause changes in the U.K.
Essential What is the E.U.?
Questions Why did they exit?
How do the people feel about this?
What will change for the U.K.?
How could it effect the United States?
PA/Common Standard - 5.1.4.F Identify state symbols, national symbols, and
Core/Standards national holidays.
Standard - 5.2.4.A Identify individual rights and needs and the rights
and needs of others in the classroom, school, and community.

Standard - 5.2.4.B Describe the sources of conflict and

disagreement and different ways conflict can be resolved.
Standard - 5.3.4.E Explain the voting process.
Standard - 6.4.4.B Explain why nations trade.

Objective Students will analyze the Brexit and debate if the U.K
should stay in the E.U, using facts with 90% accuracy.
Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative & On day one students will use an exit ticket to tell me
Summative what they have learned about the E.U.
Assessment Day two students will write facts about the pros and
Evidence cons of the Brexit using a worksheet to help guide
them.
On day three we will have a debate on if the U.K made
the right choice in leaving the E.U. and I will use a
rubric to grade them on the correctness of facts and
their participation.
ISTE Standards 5. Digital citizenship- Students understand human,
for Students cultural, and societal issues related to technology and
practice legal and ethical behavior. A: Advocate and
Framework for practice safe, legal, and responsible us of information
21st Century and technology. B: Exhibit a positive attitude toward
Learning using technology that supports collaboration, learning
and productivity. C: Demonstrate personal responsibility
 for lifelong learning. D: Exhibit leadership for digital
citizenship

Accommodation Student will be given a social story on how to act during

s, Modifications a debate.
Teacher will go over facts with student before the
debate and talk about how they can participle
appropriately.
Student will also be able to go to quite space during a
portion of the debate only if they get worked up during
it.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for CK
the Learning
Plan
Introduction Activating Prior Knowledge
Asking students why they know about the E.U. and why
they think a country may want to leave
Hook/Lead-In/Anticipatory Set
Show E.U./ Brexit video
Explicit Big Idea Statement
Instructions The United Kingdom voted to leave the E.U and this will
cause changes in the U.K.
Essential Questions Statement
What is the E.U.?
Why did they exit?
How do the people feel about this?
What will change for the U.K.?
How could it effect the United States?
Objective Statement
Students will analyze the Brexit and debate if the U.K
should stay in the E.U, using facts with 90% accuracy.
Transition
After learning about the Brexit students will divide into
groups one for those who would be for the Brexit and on
for those who are not happy with the outcome of the
Brexit.
Key Vocabulary
Brexit
United Kingdom
European Union
Immigration
Voting
 Prime minister
Lesson PreAssessment of Students
Procedure On day one I will start the class by asking students what
they have heard of the Brexit and why someone may
want to leave the E.U.
Modeling of the Concept
I will teach students about what the Brexit is and why
some people what to leave and why those want to go.
Guiding the Practice
As I talk about this students will fill out a sheet that has
one side for facts about staying and the other for facts
about leaving.
Providing the Independent Practice
At the end of the lesson students will pick a side and find
more research for homework.
Transition
Divide into sides.
Reading Guide sheet
Materials Video on Brexit and E.U.
Technology Pictures that explain reasons people want to stay and
Equipment ones that have facts on them.
Supplies
Evaluation of Formal Evaluation
the During the debate I will use a check list to mark when
Learning/Master students are participating and making valid comments
y of the to the dissection as well as being kind to their peers.
Concept Informal Evaluation
Guide sheet of the two sides
Closure Summary & Review of the Learning
At the end of the debate we will talk about who made
the most valid points and knowing that the U.K will be
leaving the E.U. we will talk about what they people of
each side feel and how they will react knowing this.
Homework/Assignments
Prepare notes for debate for day 3 after we learn about
what the Brexit is.

Teacher
Self-reflection