1st Lesson Plan: Bill of Rightsby Terry Parent

Class Info

Topic/Subject/Duration/Grade Level

Topic: The Real Life Bill of Rights

Subject: American history

Duration of Lesson: 55 minutes

Grade Level: Middle School (Eighth Grade)

Demographics

Class Demographics

(ELL, IEP/ISP, 504, GATE, Gender, Ethnicity).

This is a general education class with 23 students. 14 students are male and 9 students are female. 21 students are Latino. Onestudent is African American and one student is Caucasian. None of the students in the class are currently in the Title 1 program.

Standards (CA)

Standards Directions

Select appropriate content and, as appropriate, ELD and TPE standards for your lesson in the standards sections indicated below.

For special educators, be sure to concentrate on content standards that have been identified by the State of California as"Essential." For your convenience, a list of those standards that are considered essential by the State of California are listed withinManeGate -> Groups -> SOE Teacher Ed Students -> Files-> Lesson Plan Info -> Essential Strds - Spec Ed.

Note: Delete this "Standards Directions" section of this page prior to submitting for review.

Academic Content (CA) Standards

CA.SS.8.2.6 ...Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by theBill of Rights.

CA.SS.8.2.7 ...Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the natureand purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individualrights

CA.SS.8.3 Students understand the foundation of the American political system and the ways in which citizens participate init.

ELD Standards (CA-ELD)

No standards added.

TPE Standards (CA-TPE)

No standards added.

Goal

Unit Goal

Essential Question(s): How do we know when our rights have been violated? Who violates them? How does the Bill of Rights protect us from thishappening?

Focus Question:How does the Bill of Rights fit into our lives today?

Lesson Objective

Objective

The students will ...

identify specific rights protected in the Amendments of the Constitution.

demonstrate situations in which certain rights have been violated.

interpret stated rights into practical situations.

explain what's the first ten amendments of the Constituion.

create a short skit demonstrating a violation of rights.

Assessment

Type

Entry level- Teacher will discuss with class about prior knowledge of the creation of the Bill of Rights. I will be able to asses priorknowledge by discussing with the class while filling out a KWL chart on the front white board. I will then lead a discussion on theparameters of the expectations of the lesson. This will give me a good feel for which groups to focus on when they break off.

Formative- As I walk around, I can see whether students are on task and meeting the objectives by asking them questions. I canintervene and make students re-work their skit if they are moving off target.

Summative- Students will fill out a reflection paper of each of the different skits presented in class by their peers. Then studentswill do a written exam that will assess their attainment of the information presented.

If students want to extend this further, they can create a short video, or blog post that teaches the importance of the Bill of Rights.I would then guide them to connect other historical events such as the Civil Rights Movement, Slavery, Trail of Tears, L.A. SchoolBoycotts, to this lesson.

Method

Students will receive credit for performing the skit. All students will know the criteria before hand, and we will discuss what makesan "on target" skit as oppose to one that misses the mark.

Points- 2 points for participating in the skit.

3 points per reflection of each of the scenarios demonstrated by their peers.

On the Assessment, I will encourage the students to target 70%.

Students who get 95-100% I will give them the opportunity to create a video.

Students who score below 70% will be given the opportunity to re-take the quiz.

Connection

If students make it over the 80% mark on the quiz, I will consider that they understand and have met the objectives for the lesson.

Students who score below this will be asked to take a parallel quiz.

Students who score high on this assessment, 95-100%, will be asked to go further by creating a video for their peers.

Rubric (if applicable)

Materials

Materials

Student reflection paper, scenario sheet, laptops, projector.

Resources -- if applicable (includes videos)

No resources added.

Vocabulary

Vocabulary

Words to review: constituional, rights, violated, amendment, accused

Instructional Plan

Questions to Consider When Planning for Instruction

TEACHER ACTIONS/STUDENT ACTIONS

- Describe how and why you will teach content,including:

1. I will introduce the lesson by refering toprior knowledge about the Bill of Rights and theConstitutional Convention of 1787.

- Describe what students will be doing and howthis supports mastery of the standard(s)

- Students will be verbally answering questionsthe teacher will be asking.

Please respond briefly to each question before completing your Teacher Actions and Student Actions.

1. How will you make transitions between activities?

Between each senerio presented by the students, the other groups will be writing reflections of what they just saw.

2. How much time will you allot for different parts of the lesson?

I will allot about 5 minutes in between each senerio for whole group discussion. Then, students will have approximately 2-3 minutesto jot down notes on their reflection page. Students will also be writing down notes while discussion will be going on. Students willthen have 10-15 minutes at the end of all senerios to fomalize their reflections.

3. What procedures will students need to know to complete lesson activities?

Students will need to be able to listen and be attentive to each group presenting.

4. What questioning strategies will you use?

I will try to ask questions that try to connect the Bill of Rights to the everyday lives of the students.

5. How will you make sure that all students participate in the lesson?

Each student will be graded on their participation of the skit. They will also be required to reflect on each scenario when presented.Students will also show participation in a backchannel discussion forum going on during the class.

Into

Students will complete a KWL Chart

I will also refer to prior knowledge aboutcolonial governments and injustices by theBritish government.

Through

TEACHER ACTIONS/STUDENT ACTIONS

-Describe how and why you will teach content,including:

I will ask the students to read their scenarios asa group. I will also ask them to write areflection about their skit as a group answeringquestions such as:

What rights are being violated?1.What amendment protects these rights?2.Can there be a historical colonialconnection to be made?

3.

Have there been other times in historywhen this right may have been violated?

4.

After students have reflected on this scenario, Iwill ask the students to create a short skitdemonstrating this scenario.

I will then call the students up as a group.When they have finished, I will ring the bell andthey will present.

- Describe what students will be doing and howthis supports mastery of the standard(s)

-The student will be able to work in theirgroups on their own scenario. They will beallowed to reflect for five to 7 minutes.Then they will have 10 minutes toformulate their skit.

When a group is called up, they will have afew moments to get set up. When the bellrings, they will demonstrate their skits.

After the short skit, the group will beallowed to sit down.

With the whole class, they will participatein discussion, and then have time toreflect.

After the presentation, I will facilitate discussionwith the whole class.

Then, I will ask the students to formulate theirreflections.

Beyond

TEACHER ACTIONS/STUDENT ACTIONS

3. I will close by reviewing the lesson we'velearned. We will discuss each of theAmendments presented in class. They will havethe opportunity to read their reflections to theirgroups, and then to the whole class.

Students will write their grattitude and thanksto any of the groups in the backchanneldiscussion.

-Students will be able to ask any questions theymay still have about the Bill of Rights.

Students will write their grattitude and thanksto any of the groups in the backchanneldiscussion.

Planning Review

Differentiation

For differentiation, I try to present the material to the students in as many ways as I can. This is a good lesson because they areseeing the material presented by their peers 5 different times (5 groups).

Students have been working in teams through out the year. They help develop confidence in students by working in smaller groups.

I allow much of the discussion to occur within these small groups as possible. I moderate discussion as I walk around theclassroom.

I use a backchannel discussion throughout the whole class. This help students read the thoughts going on in other student's minds.This also helps with collaboration. Students who are shy to verbally speak out find that they are more comfortable typing questionsor comments.

I will differentiate my assessments as well. The students will need to demonstrate their understandings to exhibit mastery. If I findstudents struggling, I will allow them to take another test until they get it.

Adaptations

IEP or SST/504 Goals

-- Student(s) IEP goals or SST/504 accommodations have been reviewed and incorporated into instruction (identify within lesson byan asterisk/examples).

Self-Reflection

Worked

This is what worked:

to achieve the academic content standard goal

Didn't Work

This is what did not work:

to achieve the academic content standard goal

Changes

This is what I will change:

to achieve the academic content standard goal

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