Unit Theme: Diversity in Kentucky
Main Content Area: Social Studies Lesson Topic: Influential People to
Kentucky/ Reader’s Theatre
Other content areas integrated in lesson (if any): Literacy
Objective(s) for this lesson:
o Students will be able to draw conclusions on how Daniel Boone influenced
the settlement of Kentucky.
o Students will be able to read their role from the script with fluency, volume,
articulation and correct pacing.
o Students will be able to draw a conclusion about who the real Daniel Boone
is based on discussions in social studies and give two facts that led them to
Alignment with Kentucky core content (include core content from all integrated areas):
SS-04-5.1.1: Students will use a variety of primary and secondary sources (e.g.,
artifacts, diaries, timelines) to describe significant events in the history of Kentucky and
interpret different perspectives.
EL-4-SLO-S-2: Students will apply delivery techniques
a) both verbal (e.g., tone, volume, rate, articulation, pacing) and nonverbal (e.g.,
gestures, facial expressions, eye contact)
b) avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)
c) use language appropriate to audience; use specialized content vocabulary as
d) adhere to standard guidelines for grammar, usage, mechanics or use non-
standard language for effect when appropriate (e.g., word plays, familiar
Students will make inferences or draw conclusions based on what is read.
Brief description of activity:
This is the first of many different types of lessons that will take a look at people from
Kentucky and their different perspectives of Kentucky throughout history and into the
present. This particular lesson goes back to the settlement of Kentucky. It focuses on
Daniel Boone’s perspective of Kentucky during the pioneer days.
On day one, students will be given a script: “Will the Real Daniel Boone Please Stand
Up?” First, the students will simply read the script to themselves. On day two, I will
divide the class into two or three groups depending on the number of students in the
class. The characters will be randomly distributed to the students. The characters in
the scripts will be color coded. Also, there will be a baggies with the same colors for
the students to randomly pick out. The color strip that they pick coordinate with
characters in the script. Each group will meet and read through their parts as a group.
On day three, students will meet again in their groups and rehearse for the final time.
On day four, we will perform our scripts for the other group(s) in the class. Everyone
in the class must decide who the real Daniel Boone is out of the three people. Once the
students have completed the readers theatre, they will discuss in groups the influence
Daniel Boone had on settling Kentucky. Once the groups have discussed their thoughts
the class will come together as a whole. The students will be given a graphic organizer.
Then, there will be a student led discussion as they fill out the graphic organizer on
Description of assessment to be used with this activity:
Students will be assessed on their participation in the class discussion by anecdotal
records taken by the teacher. They will also be assessed on their graphic organizer that
they will turn in at the end of the lesson.
Each person will be assessed on whether they articulated their words, spoke fluently,
used correct pacing, and used the correct volume with their voices. Each student will
receive a check or a minus for these four categories. This will be used as a formative
assessment so that I can see what I need to work on individually with each student.
Then each student will write down who they thought the real Daniel Boone was based
on what they have learned in social studies. Also, they must write two facts on how
they came to this conclusion so that I know they didn’t just guess and pick one of the
three people. These assessments will be a formative assessment so that I know which
parts I need to review for the test.
Learning theory (or theories) that connect with this lesson:
This Reader’s Theatre activity connects with the socio-cultural learning theory because
they are working in collaborative groups to read a script. They can also help each
other with unfamiliar words, comprehension strategies, and fluency. It also connects
with the behaviorist theory because students are working on their individual goals or
reading with the correct volume, reading with fluency, articulation, and good pacing.
They are then taking what they learned from another class and applying it to literacy
by stating facts that led them to their conclusion.