Zozzaro 25 Lesson Plans
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Transcript of Zozzaro 25 Lesson Plans
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro Poetry Art Walk
Teacher’s Name Lesson Topic Lesson Title
WIN/ WIN II - -
Course Textbook Chapter Textbook Pages
-
Additional Resources Used
Lesson Overview: Unit Objective:
Students will recall the different types of poetry they have been learning in their LA classes and create their own poems using imagery by doing a nature “art walk”
Lesson Objectives: Method/Activities: Assessment:
Today students will test their analytical skills by assessing what kinds of poems I am reading out loud to them. They will also create their own poems from influences in nature, outside, and their personal connections or imagination
I will explain students what we are doing on our “Art Walk”
Students will grab their notebooks and something to write with and we will travel to 5 different stations around the school
I will read a poem to the students that relate to the station
Students will record what they think and see based on my instruction
Students will be assessed on their analytical skills when identifying the poem type from what I present as we go on our art walk. Their creative and connection skills will also be assessed by writing notes and poems about what they see in nature
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
- Bringing their notebooks and reading books to class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will open class by explaining to students that we will be going outside today and that I have set up stations for them
I will explain instructions
Listening to instruction
Phase 1 (Body of Lesson) I will pass out a loose rubric for the activity
Receiving the rubric for the Art Walk
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will take the students outside and we will walk to the five stations as I read poems, share thoughts, and they record their ideas
Listening to the poetry and recording their ideas
Phase 3 (Body of Lesson) We will regroup in the classroom and students will share some thoughts and ideas
Sharing thoughts and ideas and what they liked/ did not like
Conclusion I will remind students to pick a spot within the community to exercise this activity and write a piece on
Listen to instruction
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: This is strictly a high achievement level class Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
1 Culture
Through this lesson, students generate and evaluate transmitted beliefs and values as well as arts through their understanding and comprehension of poetry and the world around them. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture by sharing personal experiences and creating the art of poetry through these connections
C3 Standards
Standard: How this lesson addresses this standard:
D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
Students utilize this standard in this activity because when forming their style and content, they are taking influence from me, the author of the poem I read, the perspective and memories of their classmates, and themselves
Common Core State Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
RL.7.5 Craft and Structure Analyze how a drama’s or poem’s form or structure contributes to its meaning
Students will be analyzing the poems I read to them based on the author, content, and poem structures they learned in their LA classes
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3A.3a. Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions.
Students will be sharing experiences personal to them with each other through discussion so they honesty, respect, and compassion for each other will be supported during discussion and sharing of poetry
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution Checks and Balances
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
Checks and Balances print out activity, white board
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today students will evaluate the power of checks and balances by completing an individual and pair activity
answer the bell work
Pass out the checks and balances sheets
Complete individual and pair work before turning in
I will collect and grade todays class activity on checks and balances
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out the “checks and balances” activity
-
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will open the class with a blank diagram providing some key checking power from each branch without the branches labeled and ask students to label which branch is which based on the example powers
Answering the bell work and discussing
Phase 1 (Body of Lesson) I will show the students the class activity for the day and explain that the first page is to be done individually and after completion they must find a partner for the second page
I will pass out the activity
Listening to instruction and receiving class activity “checks and balances” sheet
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will walk around and help students with the questions by explaining a strategy to help them figure out the answers
I will draw a diagram on the white board to help students remember the groups that are in each branch of government
Completing the first page individually and referring to my supplementary diagram
Phase 3 (Body of Lesson) I will remind students to find a partner for the second half of the activity
Getting into pairs for the second part of the activity
Conclusion I will ask students put the activity in the turn in bin
Turning in their work upon completion
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I will focus on the low achieving students by
addressing them individually during class and helping with the activity, helping them locate key words and work through the diagram with me
Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
5 Individuals, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions
This lesson addresses this standard because students are learning about the institution that is the three branches of US government and how they interact with each other (specifically through checks and balances) and US citizens on a group and individual level
C3 Standards Standard: How this lesson addresses this
standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Students are learning about the formation of the three branches of government and why and how they function the way they do in US society. By having their own separate powers, they also need to be permitted to check those powers as to balance the power of US government so no branch becomes too powerful
Common Core State Standards
Standard: How this lesson addresses this standard:
RH.6-8.1 Cite specific textual evidence to support analysis of primary or secondary sources
Students will be citing sources when addressing which checking power from which branch they think should be eliminated, which one they think is the most important, and why
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
2A.3a. Predict others’ feelings and perspectives in a variety of situations.
Students will be addressing this standard for the second half of the checks and balances activity when they have to debate their opinions on which is the most important and which is the least important checking power within the branches of government. By doing so, they will be expressing their own feelings and taking their partners perspective into account
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Constitution: A More Perfect
Union
Teacher’s Name Lesson Topic Lesson Title
US History 8 -
Course Textbook Chapter Textbook Pages
PowerPoint, projector, guided notes
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the events leading up to the constitution and the causes and effects of the founding fathers and framers creating a new constitution for the USA, as well as the actual document itself
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the events that led up to the creation of the constitution and its components
I will present a PowerPoint to the students as they follow with guided notes and recall events they learned about in chapter seven about the Revolutionary War
Students will be asked discussion questions during the PowerPoint to make sure they are making accurate connections between the American Revolutionary War and how it led to the constitution
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
Preparing the presentation on the laptop, printing out notes
Preparing to start a new unit
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will ask students, “Re-evaluate the articles of confederation. Why did they fail?”
Answering the bell work question
Phase 1 (Body of Lesson) I will explain to students that we are starting the constitution unit and throughout will be taking the constitution test
I will pass out guided notes
Listening to instruction and passing the guided notes
Phase 2 (Body of Lesson) I will start the PowerPoint and make sure that students are following along, asking and answering questions
Taking guided notes
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Conclusion We will reflect by comparing and contrasting the differences between the articles of confederation and the new constitution
Comparing and contrasting the articles of confederation and the constitution
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: Students will get a PowerPoint print out Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance
Students will be learning about the building blocks of our Constitution, its significance, and why it was necessary when starting the new independent nation. They are learning US systems of authority and the foundation of our government in this exercise
C3 Standards
Standard: How this lesson addresses this standard:
D2.Civ.3.6-8. Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
Students are learning the origins of our US constitution and how it has impacted our nation up to present day
Common Core State Standards
Standard: How this lesson addresses this standard:
RH.6-8.7 Integration of Knowledge and Ideas Integrate visual information with other information in print and in digital texts
Students will be receiving their information through a PowerPoint presentation, note taking, and videos
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3A.3b. Analyze the reasons for school and societal rules.
Students will be learning why the constitution is important to learn about in school and how it affects society and them as school students and American citizens
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The American Revolution Lord Dunmore’s Proclamation
Day 3
Teacher’s Name Lesson Topic Lesson Title
US History 7 -
Course Textbook Chapter Textbook Pages
Lord Dunmore’s Proclamation, completed APPARTS sheet from day 2, Dunmore’s Editorial Response sheet, my example of an editorial response to Dunmore’s Proclamation Projector, “How to Write an Editorial” word document
Additional Resources Used
Lesson Overview: Unit Objective:
Lesson Objectives: Method/Activities: Assessment:
Today we will generate an editorial response to Dunmore’s Proclamation through the perspective of a loyalist, patriot, or moderate, and justify our arguments, using evidence from our notes and sources
I will ask students to get out their materials from the previous day
I will pass out Dunmore’s editorial response sheet and instruct how to do it
I will project what an editorial is and explain how to write one
Dunmore’s editorial response sheet, showing knowledge of the terms as they relate to perspective and motivation. By crafting different responses by different people, students predict some of the colonists’ responses, tapping into prior knowledge of American colonial culture
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out handouts Bringing their materials to class from Dunmore’s activity day 2
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
No time for bell work- checking that students have their APPARTS sheets done
Taking out their materials from Dunmore day 2 APPARTS sheet
Phase 1 (Body of Lesson) I will pass out Dunmore’s editorial response sheet and instruct how to do it
I will go through each row of students and assign them to the perspective of a loyalist, moderate, or patriot in constructing their responses
Listening to instruction and circling their assigned perspective on the Dunmore’s Editorial Response sheet
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will project the “How to Write an Editorial” word document, providing key elements of an editorial and explain to the class what it is and how to write one
Looking at the screen on how to write an editorial
Phase 3 (Body of Lesson) I will project my completed example of how to complete the assignment on the projector
Looking at an example of how to complete the editorial response
Phase 4 I will walk around and help students that have questions
Writing their editorial responses
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
Dunmore’s Editorial Response sheet
Students will demonstrate correct, contextual usage of vocabulary terms and defend their usages
Students will use perspective writing through role-play to demonstrate the flexibility of the unit’s key terms and concepts
Through the exercise, students will hypothesize reactions of different groups in the American colonies
This was the activity they started in class and it will take up too many class periods to finish only in school
Differentiation: Adaptations for students needing additional support: Providing extra vocabulary definitions with the
proclamation and helping them outline the proclamation
Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
1 Culture Cultures are dynamic and change over time.
Students are focusing on culture through this exercise because it is aimed at teaching them how views and cultural norms and values change not only by geographical location, but by time period and one’s background
C3 Standards Standard: How this lesson addresses this
standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Students are analyzing the view of different American colonists and their potential reactions and why they, and the developments they shaped, are seen as historically significant
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
Students will be writing with an American colonists perspective in mind, addressing Lord Dunmore as their specific audience and organizing and developing it around the purpose they imagine their assigned perspective to have
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
2A.3a. Predict others’ feelings and perspectives in a variety of situations.
Students will be taking on the perspective of their assigned American Colonist and taking their feelings into consideration when addressing Lord Dunmore’s proclamation
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Executive Branch
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
PowerPoint presentation, guided notes, projector
Additional Resources Used
Lesson Overview: Unit Objective: Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the Executive branch of government by filling out guided notes during a PowerPoint presentation and answering discussion question slides along the way
Students will analyze what kinds of characteristics they think it takes to make a good president and justify their arguments as bell work
I will present a PowerPoint presentation on the Executive branch
The interactive Stop and Think! Slides to make sure that the students are focused, following, and understanding the content
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be preparing the PowerPoint presentation
Making sure they have their PowerPoint notes for class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will ask the students to analyze what kinds of characteristics they think it takes to make a good president and justify their arguments as their bell work
We will discuss and debate a little bit
Answering the bell work and discussing and debating
Phase 1 (Body of Lesson) I will walk around and make sure that students have their PowerPoint notes and are turned to the right page
Taking out their PowerPoint notes and turning to the Executive branch section
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will present the Executive PowerPoint, making sure to stay at a pace where they can keep up and write down all of the important information
Following the presentation and taking guided notes accordingly
Phase 3 (Body of Lesson) I will ask students to participate in the interactive slides to keep them on track and focused
Discussing, answering, and possibly debating the interactive slides
Conclusion I will ask that they place the notes in a safe spot as to not lose them for the remainder of this unit
Putting their notes in a responsible spot
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I bolded or underlined key words for
students that need more guidance
I made sure to provide the translator with a word document of the notes for the ELL students
Adaptations for students needing additional rigor: I will encourage them to write more from the slides than what is omitted in the notes in the extra space provided
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
This standard is addressed because students will be learning about the first branch of US government, why it is important, who is in it, what they do, and how it interacts with the other branches and US citizens
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
This standard is being addressed because students are learning about the Executive branch in the US government, the president, and analyzing why this branch is so important in our government. Also how this shapes our society and how certain presidents affected us in the past and present
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently
The PowerPoint will be filled with links to videos as well as me providing links to articles in helping explain different components of the Executive branch
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3A.3b. Analyze the reasons for school and societal rules
Students are learning about the responsibilities of the president and how we can play a role in this process which will result in them learning about how laws are passed and why US society is run the way it is
The Executive branch will help them understand democracy the most
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Legislative Branch How does a bill become a law
and what is a Committee? Day 1
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
PowerPoint Presentation, bill into a law rubric, notebook
Additional Resources Used
Lesson Overview: Unit Objective:
Lesson Objectives: Method/Activities: Assessment:
Today we will evaluate the process of how a bill becomes a law through a two part group activity
Bell work question to open class
PowerPoint presentation on what a committee is and how a bill becomes a law while taking notes in their notebook
Passing out the activity rubric and explaining how to complete it
Getting into groups and working
Checking to see what kinds of bills the students create and helping them through the process so they actively analyze the steps a bill goes through to become a law
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will construct the PowerPoint presentation about how a bill becomes a law and the importance of committees in Congress
I will print out the bill activity rubric
Bringing their binders to class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will have students answer the bell work, “With your prior knowledge of the fact that any regular citizen can send a bill to their representative, speculate the kinds of bills people send in every day. Justify what kinds of bills the representative will accept into the House” written on the white board
Students will be taking their bell worksheets out and answering
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 1 (Body of Lesson) I will start the PowerPoint presentation and ask students to get out notebook paper to record the black text off of the slides
Taking notes from the PowerPoint
Phase 2 (Body of Lesson) I will pass out the law making activity rubric and explain the instructions
Getting the rubric and following the directions
Phase 3 (Body of Lesson) I will ask students to get into groups of 3 to draft their own bill
If they finish writing it I need to okay it and then they will switch with another finished group and act as each other’s committees, making revisions if needed
Getting into groups and drafting a bill
Exchanging with another group for “committee” revisions
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I will give them pre-made notes from the
PowerPoint Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
Students explore this theme through the law making activity because they are learning how American citizens have the ability to interact with the government and change the structures of power in the democratic process
C3 Standards
Standard: How this lesson addresses this standard:
D4.4.6-8. Critique arguments for credibility
Students will be revising each other’s bills based on possible weaknesses in their plans
Common Core State Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research
Students will be using their prior knowledge of the Legislative branch as well as today’s PowerPoint in how they form their bill and explain the benefits of it if it were to become a law
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3A.3b. Analyze the reasons for school and societal rules
This activity addresses this standard because students are learning about the legislative branch and “societal rules” by learning about how a bill becomes an actual, approved law in our society. It also brings up the reasons for school through my example of a bill someone in class came up with (school dismissing at 1pm) to discuss
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Legislative Branch How does a bill become a law
and what is a Committee? Day 2
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
Bill into a law rubric, drafted bills
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today we will evaluate the process of how a bill becomes a law through the second part of a two part group activity
Bell work question to open class on GMO’s
Students get back into groups from day 1 and finish revising bills
Start presenting bills and vote “yay” or “nay” on approval or veto
Checking to see what kinds of bills the students create and helping them through the process so they actively analyze the steps a bill goes through to become a law
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will give students an example of a bill that was proposed in 2014 for GMO’s not having to mandatorily be labeled on food products
We will discuss and debate the outcome and what the opposite would mean
Bringing their materials from day 1 to class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
Recently Indiana passed a “Religious Freedom” law. As a class we will go through what happened and debate
Listening to the case and debating their stance on the passage of the law
Phase 1 (Body of Lesson) I will ask that the students get back into their groups and finish revising another groups bill/ getting their bill revised so we can start the presentations
Finishing up “committee” tasks
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) Students will sit together in their groups and start presentations to the class
The job of the listeners is to come up with cons to the group presenting’s bill for discussion and debate
Presenting their bills or listening to other groups’ bills
Debating the bill
Phase 3 (Body of Lesson) I will take 3-4 cons from the crowd and then ask the class to vote “yay” or “nay” on passing the bill into a law
Voting on the proposed bill
Conclusion I will collect the bills and keep tabs of who’s passed and who’s did not
Submitting their bills to me
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
Students explore this theme through the law making activity because they are learning how American citizens have the ability to interact with the government and change the structures of power in the democratic process
C3 Standards
Standard: How this lesson addresses this standard:
D4.4.6-8. Critique arguments for credibility
Students will be revising each other’s bills based on possible weaknesses in their plans and raising cons to the proposed bill for debate
Common Core State Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
WHST.6-8.1 Write arguments focused on discipline-specific content
Students will be acknowledging counter claims to their bill when the audience must debate with them on whether or not their proposed bill should become a law. Students will also need to support their claim (bill) with logical reasoning by coming up with benefits if it becomes a law. Lastly, students will be forming a concluding statement that supports their bill when closing out their argument to try to win the audience over before voting time.
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3A.3b. Analyze the reasons for school and societal rules
This activity addresses this standard because students are learning about the legislative branch and “societal rules” by learning about how a bill becomes an actual, approved law in our society. It also brings up the reasons for school through my example of a bill someone in class came up with (school dismissing at 1pm) to discuss
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution Constitution Test 2 Review
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
Jeopardy PowerPoint Game, Projector
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today students will complete analyzing the three branches of government and checks and balances with a Jeopardy review game
Jeopardy Review Game I will assess the students by asking them the 23 most difficult questions on the constitution test 2 and two of my own constructed critical thinking questions that utilize different parts of the unit
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be choosing the most difficult questions to include in the review
Preparing for the review game by studying
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will do a brief review of what the three branches are, who are the main groups within each branch, and their main powers concerning law (ex. Makes laws, enforces laws, interprets laws)
Informally answering the bell work
Phase 1 (Body of Lesson) I will split students into no more than groups of 4
I will number the groups accordingly and choose a spot on the board to record points
Choosing their groups and finding somewhere to sit
Phase 2 (Body of Lesson) I will show students how the PowerPoint version of the review game works and explain scores and points
Listening to instruction
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 3 (Body of Lesson) I will ask the students review questions, making sure the correct answer is clear and add points to the board
Participating in the review game
Conclusion Students should be prepared for tomorrow’s exam, as I will encourage them to take notes during review
Making sure they have all of the proper materials to prepare for tomorrows exam
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I will provide students with a print out of the
questions and answers addressed by todays review to study at home
Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
5 Individuals, Groups, and Institutions
Students will be learning about the three branches of government, checks and balances, and how a bill becomes a law
C3 Standards
Standard: How this lesson addresses this standard:
D2.Civ.5.6-8. Explain the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government.
Students will be learning about the structure of our government as it connects to the US constitution
Common Core State Standards
Standard: How this lesson addresses this standard:
RH.6-8.7 Integration of Knowledge and Ideas Integrate visual information with other information in print and in digital texts
Students will be sharing their knowledge and ideas of the three branches of government through a PowerPoint jeopardy game
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
3A.3a. Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions.
Students will need to respect other groups participating in the game, while respecting them when it is someone else’s turn and their team mates contribution to the game. They need to know how to play a fair game
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Judicial Branch Investigating Federal and State
courts and Civil and Criminal Cases
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
Comparing State and Federal Courts Handout, State and Federal Jurisdiction Worksheet, Case Scenarios strips
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today we will evaluate the Judicial Branch by completing a two part activity differentiating the different types of courts and cases
Students will answer the bell work question
They will receive a supplementary question sheet with my short PowerPoint presentation and we will discuss as we go
I will pass out a list of hypothetical cases, have the students label them based on what they learned, and discuss
Students will be assessed on their knowledge of both Federal and State courts and the differences between criminal and civil cases through constant discussion and debate between them, their partner, me, and the class
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be writing the days agenda on the board, projector, and printing out the handouts
Bringing their materials from day 1 and situating into their pairs
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will open class by asking students what they can recall about their old vocabulary term “Federalism,” our dual system of government, and how it might affect the way our court system works
They will be writing their Bell Work
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 1 (Body of Lesson) I will distribute the Student Worksheet: State and Federal Jurisdiction (HANDOUT F), and ask students to complete it in the same pairs as the first half of the activity
I will allow time to complete, then go over the answers to be sure everyone has all answers correct through discussion
Answering the questions on the State and Federal Jurisdiction worksheet with their partner from the first day of the activity
Phase 2 (Body of Lesson) I will instruct students to decide whether each of their two example cases (from ARTICLES 1 and 2 on day 1) would be heard in state or federal court, and give reasons.
I will ask for a volunteer for each, and discuss the correct answers.
Students will be discussing and answering which types of cases articles 1 and 2 from day 1 are
Phase 3 (Body of Lesson) I will write each of these headings (state criminal, state civil, federal criminal, federal civil) on the board.
I will then distribute the paper with case scenarios to each pair, and allow 2 minutes for them to decide the correct jurisdiction.
I will post the two original news stories first as examples.
Students will be deciding in their pairs what types of cases the scenarios are.
They will categorize them and I will keep a tally on the board of their answers
Conclusion We will go through the 4 columns on the board as a class, making any corrections needed. The corrected lists with the class will be discussed. a. State criminal b. State civil c. Federal criminal d. Federal civil
They will be helping me make corrections as I guide them through any wrong answers
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I have provided a supplementary vocabulary sheet
for students that might not be familiar with or understand certain words
Adaptations for students needing additional rigor: They can debate their point of view on the cases with their partner and/ or the class
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
5. Individuals, Groups, and Institutions: Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.
The lesson incorporates this standard because the students will be learning about different government agencies like the State and Federal governments in the Judicial Branch. They will be learning about the important roles that individuals (plaintiff, defendant, and prosecutor) play when reviewing both civil and criminal cases.
C3 Standards
Standard: How this lesson addresses this standard:
Reading Standards for Informational Texts: Key Ideas and Details: 1. Cite several pieces of
textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
The lesson incorporates this standard because students will have to cite certain parts of the article in explaining their answers in the organizer. They will also be analyzing the interactions between the individuals involved in the case and government agencies (police, FBI) during the events that took place.
Common Core State Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
WHST.6-8.1 Write arguments focused on discipline-specific content.
a. Introduce claims about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims.
This lesson utilizes this standard because students will be sharing and discussing their arguments over how they label certain cases with their opinions shared with their partner and the information from the texts and cases.
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
A. Identify and manage one’s emotions and behavior. 1A.3a. Analyze factors that create stress or motivate successful performance.
Students will need to work with a partner that I assign them to instead of choosing. This allows the students to review their behavior when working with others that they are not used to.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms.Zozzaro The Judicial Branch Investigating Civil and Criminal
Court Cases
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
Article 1, Article 2, Article 2, Guided Vocabulary , Student Worksheet Organizer, Teacher Answer Key
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today we will evaluate the Judicial Branch by completing a two part activity differentiating the types of court cases
Bell work
Read articles 1 and 2 on civil and criminal cases
Summarize and identify parts of each article in pairs
Discuss answers with the class
Students will be assessed on their prior knowledge of civil and criminal cases, as well as applying that knowledge to the case articles they read
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out the handouts and writing the agenda on the projector and white board
Bring their Constitution notes and bell work sheets to class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will ask the students to, “Speculate the differences between Federal and State courts. Justify what kinds of cases you think each review.”
Answering the bell work
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 1 (Body of Lesson) I will ask the students to pair up with someone they are sitting by
I will explain to the students that one of them will read article 1, the other article 2, and they will both fill out their column in the organizer
I will pass out articles 1 and 2, the guided vocabulary, and the student worksheet organizer
Getting into pairs and deciding who is in charge of which article
Phase 2 (Body of Lesson) I will walk around as the students read and help them with the organizer questions
They will be filling out their columns in the organizer as they read their articles
Phase 3 (Body of Lesson) I will ask students to summarize their article and offer answers to the questions through discussion
They will be discussing a summary of the articles and the answers
Conclusion I will project the correct answers on the overhead and explain which ones they may have been incorrect about
They will be looking at the correct answers on the overhead
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: Students will be provided with a vocabulary sheet
that I created to help with some words they may find difficult to understand
Adaptations for students needing additional rigor: Students that need additional rigor will be encouraged to identify the individuals in the case not only by name, but by status (ex. Plaintiff, defendant, prosecutor, etc.)
Standards: NCSS Thematic Theme: How this lesson addresses this theme:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Standards 5. Individuals, Groups, and Institutions: Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.
The lesson incorporates this standard because the students will be learning about different government agencies like the State and Federal governments in the Judicial Branch. They will be learning about the important roles that individuals (plaintiff, defendant, and prosecutor) play when reviewing both civil and criminal cases.
C3 Standards
Standard: How this lesson addresses this standard:
Reading Standards for Informational Texts: Key Ideas and Details:
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
The lesson incorporates this standard because students will have to cite certain parts of the article in explaining their answers in the organizer. They will also be analyzing the interactions between the individuals involved in the case and government agencies (police, FBI) during the events that took place.
Common Core State Standards
Standard: How this lesson addresses this standard:
Rh.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
The students are required to summarize their case in the article as well as identify all of its components (people involved, cause, effect, etc.) This is all to be completed before I instruct the differences between civil and criminal cases.
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
A. Identify and manage one’s emotions and behavior. 1A.3a. Analyze factors that create stress or motivate successful performance.
Students will need to work with a partner that I assign them to instead of choosing. This allows the students to review their behavior when working with others that they are not used to.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms.Zozzaro The American Revolutionary
War The American Army’s Break-up Letter
Teacher’s Name Lesson Topic Lesson Title
US History 7 119-139
Course Textbook Chapter Textbook Pages
Youtube video “Too Late to Apologize: A Declaration,” Break-Up letter Rubric, projector
Additional Resources Used
Lesson Overview: Unit Objective:
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the causes of the American Revolutionary war by writing a break-up letter to King George III through the perspective of a Continental soldier
I will open class with the history spoof of the song “Too Late to Apologize” by One Republic
I will explain to students that today they will be taking on the perspective of a continental soldier and write as if they were breaking up with King George III
I will suggest that they take all of their notes out and use chapter 7 as they need
I will pass out the rubric for the assignment and allow them to work individually
We will Reflect at the end of class on the different reasons that the Americans no longer wanted to be a part of Great Britain, but instead, their own independent nation.
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be preparing the video on the laptop to show on the projector and printing out copies of the rubric
They will bring their chapter 7 notes to class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will be showing the “Too Late to Apologize: A Declaration” video
Watching the video
Phase 1 (Body of Lesson) I will tell the students to get their materials out and passing out the rubric
Getting their materials out and a book and receiving the rubric
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will explain the assignment to the students and what to do with the information they have collected in chapter 7 this far
Listening to instruction and looking over the instruction/ rubric
Phase 3 (Body of Lesson) I will walk around the classroom answering any questions and helping students get their letters outlined and started
Picking out important information from their materials that they want to include in their letter and starting it
Conclusion We will Reflect at the end of class on the different reasons that the Americans no longer wanted to be a part of Great Britain, but instead, their own independent nation.
Discussing the reflection question and writing it on their bell work sheet
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
Work on the break up letter
Analyzing the causes of the American Revolutionary war by writing a break-up letter to King George III through the perspective of a Continental soldier
It will be worked on in and outside of class as a summative assessment
Differentiation: Adaptations for students needing additional support: I will provide them with a pre-highlighted print out
of chapter 7 Adaptations for students needing additional rigor: I will allow them to address King George with
reasons they might actually want to stay a part of Great Britain (loyalist perspective) and argue why it is wrong
Standards: NCSS Thematic Theme: How this lesson addresses this theme:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Standards 10 Civic Ideals and Practices: Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good.
Students are acquiring a historical and contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the institutions and practices that support and protect these freedoms and rights, as well as the important historical documents that articulate them by learning about the causes that led Americans to want to become their own, independent nation from Great Britain. This is achieved by collecting the reasons behind the events of the American Revolutionary war and using it as evidence in their break up letter to King George III.
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
Students will be evaluating all of their notes on the events that made up the American Revolutionary war and using them as a part of their argument in their break up letters. It will help them understand and interpret the events that happened after the war as well as during and before it.
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.5 Production and Distribution of Writing With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
By writing this break up letter to King George III, students are developing and strengthening their writing by planning, revising, editing, and rewriting, while keeping their focus on how well purpose (to break away from Great Britain) and audience (King George III) have been addressed.
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
3B.3a. Analyze how decision-making skills improve study habits and academic performance.
Students will have to make the executive choice to use their class time wisely in order to maximize their potential on writing a good letter. They will also need to be responsible enough to work on it outside of class if needed, to insure that it is submitted by the due date.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Legislative Branch The Legislative Branch
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
PowerPoint presentation, guided notes, projector
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the Legislative Branch by learning about all of its components and functions in US government through a PowerPoint presentation and guided notes
Students will display prior knowledge on the legislative branch by the opening bell work question
I will show a presentation on the Legislative branch and students will follow with notes
We will reflect on Legislation by looking at the US Census Statistics Online, evaluating how House of Representatives represent state population
I have “Stop and think!” slides throughout the PowerPoint for questions and discussion to make sure that students are following and fully understanding the content
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be preparing the PowerPoint and printing out guided notes
-
During the Lesson: What the teacher will be doing: What the students will be doing:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Set Induction (Introduction)
I will open class with the bell work question, “The legislative branch is arguably the largest and first branch of US government. Justify the kinds of powers you think it has”
We will discuss answers and I will give them a verbal preview on what will be on today’s presentation
Answering the bell work, written and verbally
Phase 1 (Body of Lesson) I will pass out the guided notes and explain to the students that they need to hold onto this packet for the entire second segment of the constitution, as it will be about all three branches of government
Receiving guided notes and locating the first clue for writing
Phase 2 (Body of Lesson) I will start presenting and making sure to keep a pace for enough time for the students to record the information
Writing in their guided notes
Phase 3 (Body of Lesson) Along with phase 2, I will stop and make sure that students are answering the stop and think! Slides and discussing
Interacting with the PowerPoint presentation
Conclusion I will make sure that students keep their notes in a responsible spot as to not lose them
Putting their notes in a place they will not lose them
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I bolded or underlined key words for
students that need more guidance
I made sure to provide the translator with a word document of the notes for the ELL students
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Adaptations for students needing additional rigor: I will encourage them to write more from the slides than what is omitted in the notes in the extra space provided
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
This standard is addressed because students will be learning about the first branch of US government, why it is important, who is in it, what they do, and how it interacts with the other branches and US citizens
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
This standard is being addressed because students are learning about the legislative branch in the US government, the group that runs the legislative branch and its components, and analyzing why this branch is so important in our government. Also how this shapes our society
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently
The PowerPoint will be filled with links to videos as well as me providing links to articles in helping explain different components of the legislative branch
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3A.3b. Analyze the reasons for school and societal rules
Students are learning about the law making branch of government which will result in them learning about how laws are passed and why US society is run the way it is
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms.Zozzaro The American Revolutionary
War Lord Dunmore
Teacher’s Name Lesson Topic Lesson Title
US History 7 -
Course Textbook Chapter Textbook Pages
Revolutionary War PowerPoint, Guided Notes, Lord Dunmore GIST Summary example, Lord Dunmore biography, projector, overhead
Additional Resources Used
Lesson Overview: Unit Objective:
Students will evaluate the causes and effects of the Revolutionary War and develop their own opinions and understanding of how these events transformed a nation.
Lesson Objectives: Method/Activities: Assessment:
Students will analyze the causes and effects Of the Revolutionary war with a PowerPoint presentation and guided notes. They will also evaluate the social norms of the time by starting an activity about race and slavery.
I will complete sections 7.2-7.5 in the PowerPoint to coincide with where they are in chapter 7
I will pass out and present my example of a GIST summary strategy, along with Lord Dunmore’s biography
Students will individually write one about Lord Dunmore after reading his biography, read it aloud to me, and turn it in
Students will be assessed on their reading, note taking, and summary skills with the GIST summary
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out the handouts for the GIST summary and creating and printing out the PowerPoint notes. I will also be making sure the PowerPoint is loaded on my presentation laptop
They will be preparing for the new chapter by getting any late work turned in in the turn in bin
During the Lesson: What the teacher will be doing: What the students will be doing:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Set Induction (Introduction)
I will project the opening picture in their textbooks on the overhead and ask the students to analyze the who, what, where, when, and why’s of the picture before discussing what the new unit is about
Analyzing the picture projected on the overhead
Phase 1 (Body of Lesson) I will pass out the guided notes and explain to the students that they need to hold onto them throughout unit 7
I will get the PowerPoint ready and make sure they are keeping up with note taking throughout the presentation
Taking notes during the PowerPoint presentation
Phase 2 (Body of Lesson) I will pass out Lord Dunmore’s biography and my example of a GIST summary
I will put my example on the overhead and explain to the students how to do the GIST strategy
They will be listening to my example and asking questions for clarification
Phase 3 (Body of Lesson) I will be walking around and helping students highlight or underline the biography to help them summarize
Reading Lord Dunmore’s biography while deciding what important information they want to include in their GIST summaries
Conclusion I will ask some students to share their summaries and we will discuss if it includes all of the main points or not.
I will request they turn it into the turn in bin
Sharing/ evaluating their GIST summary and turning it into the turn in bin
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: I will let them exchange with a partner to suggest
modifications.
Standards:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
1 Culture Students will be learning about the culture in the time before, during, and after the American Revolution, and how values, attitudes, behaviors, and norms changed throughout. It is addressed in this activity because they are learning Dunmore’s culture and ideals through his background information
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
Students are addressing this standard because they are using questions about lord Dunmore to figure out his contribution in history and what he represents in regards to this time in history Students address this standard because they are analyzing Dunmore’s perspective during this historical era, as well as that of a loyalist and a patriot and a slave
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.9 Research to build and present knowledge Draw evidence from informational texts to support analysis reflection, and research
Students will be drawing information about Lord Dunmore from his biography and generating a short summary about him, highlighting main points
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
1A.3b. Apply strategies to manage stress and to motivate successful performance.
Students will have to learn how to manage their class time and summarize a reading within that time in order to keep stress levels low and successfully complete the task
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Legislative Branch and
Checks and Balances
Teacher’s Name Lesson Topic Lesson Title
US History 9 172-175
Course Textbook Chapter Textbook Pages
Interactive reading notes, flashcards
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today the students will be analyzing the legislative branch of the constitution by identifying the vocabulary, representatives, powers, offices, and qualifications that make up congress. They will also evaluate the concept of checks and balances by completing 9.6 and 9.8 interactive notes with their social studies readings.
We will collectively go over the correct material for the flashcards and work in pairs for the interactive notes for 9.6 and 9.8.
Students will have a completed (and corrected) set of flashcards to study for their first quiz for the second segment of the constitution test.
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out the 9.6 and 9.8 notes for class
I will be preparing to project the correct answers for their study flashcards for the first quiz after spring break
Taking out their completed flashcards
Recall of some of the ch.9 information they skimmed while constructing a poster project earlier in the week
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will be doing a completion check of their assignment
Taking out their completed flashcards for a completion grade
Phase 1 (Body of Lesson) I will systematically call on the students for the correct answers to the flashcards, before revealing the correct answer
Answering their assigned question and fixing their notes
Phase 2 (Body of Lesson) I will pass out the 9.6 and 9.8 interactive notes about Checks and Balances while helping the students complete the classwork
Grab a book and work with a partner on the reading notes
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Conclusion Making sure that the students know the date of their first quiz and keep their flashcards as study guides
Keep their flashcards in their history binder or take them home to study.
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: There is a Spanish translated version of each
chapter and supplementary notes offered on the Tci website
Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
V Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs.
It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed.
C3 Standards
Standard: How this lesson addresses this standard:
D2.Civ.5.6-8. Explains the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government by thoroughly going through the Legislative Branch before addressing the other two branches with the flashcards
Common Core State Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
RH.6-8.2 Students determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions by applying reading strategies to the section in order to extract the correct information for the notes prompt
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
2c.1b. Students demonstrate appropriate social and classroom behavior by pairing up and working on the 9.6 and 9.8 notes together
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms.Zozzaro The American Revolution Armies of the American
Revolution
Teacher’s Name Lesson Topic Lesson Title
US History 7 112-113
Course Textbook Chapter Textbook Pages
Strength and Weaknesses worksheet
Additional Resources Used
Lesson Overview: Unit Objective:
Students will evaluate the causes and effects of the Revolutionary War and develop their own opinions and understanding of how these events transformed a nation.
Lesson Objectives: Method/Activities: Assessment:
Students will evaluate the British and Continental armies in the Revolutionary War to support their understanding of the outcome of the war
Army strength and weaknesses sheet
How students analyze a test, note take, and connect the strength and weaknesses of the armies to the chain of events throughout the war and the outcome
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
Write the bell work question and reflection on the board
project the days agenda and anything important coming up or homework due
Printing out the Strength and Weaknesses activity
Preparing for the American Revolution unit by gathering any late work from chapter 6
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
We will open class by answering the bell work question, “Explain the rights that the declaration of independence gave the new, independent United States of America.” I will also ask for volunteers to share their answer.
They will grab a new bell work sheet from the bin in the back of the room and answer the bell work. Students that I call on will verbally answer and discuss.
Phase 1 (Body of Lesson) I will ask that the students grab a text book from the room and turn to section 7.4 in the book
Students will be turning to section 7.4 in the book
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will pass out the Strength and Weaknesses worksheets to the class and explain how to fill it out based on the material in the book
Receiving the worksheet and listening to instruction
Phase 3 (Body of Lesson) Walk around and help students complete the activity
Complete the activity in class or at home
Conclusion I will read the reflection for students to answer of, “Analyze how the conditions of each army affected the outcome of the war”
Reflecting
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: A printed out packet of chapter 7 so we can
highlight and underline parts that they cannot find on their own. Also for easy access.
Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
2 Time, Continuity, and Change
Students are learning about the British and continental armies involved in the American Revolutionary war, showing them how these conditions affected the outcome of events making up the war and thereafter
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
Students will use the information from today’s activity when they are analyzing the events that took place during and after the American Revolutionary war
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.9 Research to build and present knowledge Draw evidence from informational texts to support analysis reflection, and research
Students will be utilizing information they know prior to this activity and involved in this activity to complete the sheet
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
1C.3a. Set a short term goal and make a plan for achieving it.
Students will have to learn how to manage their class time and summarize a reading within that time in order to keep stress levels low and successfully complete the task
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Three Branches of
Government The Three Branches of Government Poster
Teacher’s Name Lesson Topic Lesson Title
US History 9 172-177
Course Textbook Chapter Textbook Pages
Poster paper, scissors, glue, construction paper, star templates, projector, markers, colored pencils
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the three branches of government by completing a poster project on all of their individuals, qualifications, powers, and checks and balances
Explain to students we will start a fun group activity for PARCC testing
Present PowerPoint on how to do poster project
Request they use notebook paper to gather notes for poster
Pass out rubrics and offer materials for construction
Alternate activity will be offered for individual workers
Students will be assessed on their ability to successfully note take from chapter nine when finding specific information for their posters
They will also be assessed on their collaborative and creative efforts through the poster construction
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be preparing the presentation and gathering all materials to one area of the classroom
Preparing for PARCC testing
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
Class will open with a brief overview of today’s agenda
Listening to directions
Phase 1 (Body of Lesson) I will show PowerPoint presentation on what students must have successfully created by the end of PARCC testing, with the four extended periods between this week and next
Listening to instruction
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will pass out the rubrics for the posters and ask that students get into groups of no more than four
Getting into groups and receiving rubrics
Phase 3 (Body of Lesson) I will walk around making sure that students are staying on task and answer any questions they might have about chapter nine
Looking for their notes in chapter nine
Phase 4 Once I okay their notes, students may decide how they want to design their poster and get started when ready
Working on notes completion or starting to design their poster
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: Individual poster project
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance
Students are learning about the three branches of government and their powers and so conclusively learning about the power, authority, and US government system
C3 Standards
Standard: How this lesson addresses this standard:
D2.Civ.4.6-8. Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.
Students are addressing all of these by being required to record this specific information in their notes and on their posters
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.9 Research to build and present knowledge Draw evidence from informational texts to support analysis reflection, and research
Students will be drawing information and evidence from their notes and chapter in supporting what they will include on their posters
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
2C.3b. Demonstrate cooperation and teamwork to promote group effectiveness.
Students will be completing these posters in groups of four
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The American Revolution Revolutionary Comic
Teacher’s Name Lesson Topic Lesson Title
US History 7 122-126
Course Textbook Chapter Textbook Pages
Revolutionary Comic handout, example of Revolutionary Comic, projector, overhead, colored pencils
Additional Resources Used
Lesson Overview: Unit Objective:
Students will evaluate the causes and effects of the Revolutionary War and develop their own opinions and understanding of how these events transformed a nation.
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the individuals that had a big impact on the outcome of the American Revolutionary war by illustrating and writing a short comic about them
I will explain the activity to the class while projecting my own example
I will pass out the handouts and students will look in their books and notes for information on the individual they choose
Students will be assessed on their comprehension and analysis of the important individuals that contributed to the Revolutionary war
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
Before the lesson I will be printing out the sheets and preparing coloring materials for the students
I will collect summaries of each individual to easily help students that need my guidance on who an individual is
Bringing their unit notes to class
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will ask students to answer the bell work, “Analyze the main events we have learned about the American Revolution so far. Given the context of the next event we will focus on, speculate and generate predictions on how it might take place. Justify your answers.”
Answering the bell work and discussing
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 1 (Body of Lesson) I will explain to the students how to complete the Revolutionary Comic activity and project my own completed example
Listening to instruction
Phase 2 (Body of Lesson) I will pass out the templates Receiving the sheets, looking over directions again, and choosing who they want to draw and write about
Phase 3 (Body of Lesson) I will walk around the room answering questions and guiding students on where to find the information
Completing the activity
Conclusion We will reflect on how this activity ties in with the bell work
Completing the reflection
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: I will help them locate the individuals that are
easier to focus the activity on Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
5 Individuals, Groups, and Institutions
Students will be learning about the highlighted individuals that made an impact in the American Revolutionary war
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Students will be analyzing how these individuals they must illustrate and write about were historically significant in the American Revolution
Common Core State Standards
Standard: How this lesson addresses this standard:
WHST.6-8.2 Text types and purposes Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes
Students will be writing informative texts about individuals of their choice
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
1C.3a. Set a short term goal and make a plan for achieving it.
Students will have to learn how to manage their class time and summarize the significance of an individual within that time in order to keep stress levels low and successfully complete the task
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Bill of Rights
Teacher’s Name Lesson Topic Lesson Title
US History 10 182-199
Course Textbook Chapter Textbook Pages Parent Constitution handout, Prompt to challenge the Parent Constitution, Section 1 questions, Section 2 Reading Notes
Additional Resources Used
Lesson Overview: Unit Objective:
When this unit is completed students will have analyzed the Bill of Rights and be able to interpret the different
amendments in a historical and contemporary context.
Lesson Objectives: Method/Activities: Assessment:
Students will be able to analyze a document and connect it to historical and contemporary situations. They will also be able to identify and interpret the amendments in the Bill of Rights.
Students will analyze the “Parent Constitution” and answer questions about it based on their opinion of what it demands and questions comparing it to the Bill of Rights. They will then read through Section 1 and answer questions about the creation of the Bill of Rights and why it is important. Lastly, students will complete the Section 2 Reading Notes by identifying more components of the Bill of Rights and going through their vocabulary for the unit.
Students will have to submit their completed Parent’s Constitution.
Procedures:
Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out the Parent
Constitution handout, Prompt to
challenge the Parent Constitution,
Section 1 questions, and Section 2
Reading Notes.
Be ready to start a new unit today and finish up any
leftover work from the previous one.
During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will open class by directing students’
attention to the essential question,
“What Rights and Freedoms does the
Bill of Rights protect and why are they
important?” to give them a preview of
the unit. I will also be handing out the
Parent Constitution, section 1
questions, and section 2 Reading Notes.
Gathering their handouts and locating the essential
question within their section 2 Reading Notes.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 1 (Body of Lesson) I will read the Parents Constitution out
loud with the students.
Reading through the Parent Constitution and
answering the questions.
Phase 2 (Body of Lesson) I will put the transitional prompt connecting the Parent Constitution and the Bill of Rights on the projector as a Segway into the next task.
Will be looking at the prompt up on the projector as I read it to them. They will then read section 1 and complete the Reading Notes.
Phase 3 (Body of Lesson) I will go over the key vocabulary terms
with them from the section 2 Reading
Notes and then walk around as they
work.
Go through the vocabulary with the teacher and
read section 2 and complete the Reading Notes.
Conclusion I will collect the students’ Parent
Constitution whether they completed it
or not.
Turning in their Parent Constitution as it is.
Homework Assignments: Assignment Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation:
Adaptations for students needing additional support: My ELL students that need extra support will be provided with
Spanish translated handouts for their work and the projected
directions. They will have an assistant answer any questions they
might have.
Adaptations for students needing additional rigor: I will allow students that need additional rigor to put the
vocabulary content terms in section 2 into their own words for
extra credit.
Standards:
Common Core State Standards Theme: How this lesson addresses this theme:
RH.6-8.4 Determine the meaning of
words and phrases as they are used
in a text, including vocabulary
specific to domains related to
history/ social studies.
Students will be introduced to the key
concepts that they must identify in order to
fully understand the unit. They are also
required to use this vocabulary in their
answers to the section 2 Reading Notes.
NCSS Thematic Standards
Standard: How this lesson addresses this standard: NCSS 6- Power, Authority, and
Governance
Students will be learning about the basic
ideals and values of a constitutional
democracy by being introduced to the Bill of
Rights and analyzing its contents.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
NCSS 10- Civic Ideals and Practices Students will have a historical and
contemporary understanding of their basic
rights and freedoms and the institutions and
practices that protect them by analyzing the
Parent Constitution and connecting it with
the Bill of Rights.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Bill of Rights
Teacher’s Name Lesson Topic Lesson Title
US History 10 182-199
Course Textbook Chapter Textbook Pages Response Group Activity directions, Round 1 case 1, Section 3 Reading Notes
Additional Resources Used
Lesson Overview: Unit Objective:
When this unit is completed students will have analyzed the Bill of Rights and be able to interpret the different
amendments in a historical and contemporary context. Lesson Objectives: Method/Activities: Assessment:
By the end of this lesson, students will be able to differentiate between the 5 basic freedoms protected by the First Amendment by analyzing it. They will also actively apply the freedoms guaranteed in the first amendment in a new activity.
Students will start a Response Group Activity today called “Do They Have the Right?” where they evaluate a criminal case and build an argument for or against the prosecuted individual(s) based on the days amendment (amendment 1). To prepare for the case, they will start class by completing Section 3 and filling out the Reading Notes that require them to identify the 5 basic freedoms in the first amendment.
They will submit the question in the section 3 Reading Notes that requires them to explain why one of the freedoms protected by the first amendment is important to them.
Procedures:
Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out Response Group
Activity directions, Round 1 case 1, and
Section 3 Reading Notes.
Bringing Monday’s notes to class with them.
During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will tell the students that today is the
start of a game day activity that will last
the rest of the week! I will then assign
them to groups of three.
Getting into groups of three and moving desks (in a
way that they can have discussions but see the
screen at the same time).
Phase 1 (Body of Lesson) I will put the “Do They Have the Right?”
Response Group Activity directions on
the projector.
Following/ listening to/ reading the directions.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will pass out the section 3 Reading Notes. I will explain that in order to prepare for Round 1, they must first read section 3 and complete the Notes. I will make sure that they write their answer to the last segment of question 1 on a separate sheet of paper to turn in at the end of class.
Getting the section 3 Reading Notes and completing them while reading section 3. They will take out a separate sheet of paper for the last segment of question 1.
Phase 3 (Body of Lesson) I will pass out the Round 1, Case 1
prompt and read it out loud with them.
They will read Round 1, Case 1 and go through the
steps on the prompt.
Conclusion I will put the last step of the process on
the projector (step 5) and we will go
through what the Supreme Court
decided in regards to the first
amendment. I will collect the question
from the Reading Notes.
Find out what the Supreme Court decided and
submit their section 3 question.
Homework Assignments: Assignment Description Objectives Addressed by Assignment Reason for Assignment
Number 4 in the section 3
Reading Notes: Students will
be finding an internet site or
article that shows a role the
press plays in a Democratic
society. They will need to
print out the text and explain
what role the press fulfills.
This assignment will be checking the
students’ evaluation and reasoning
skills.
This assignment will require students to evaluate a
news piece and apply their knowledge of roles in a
Democratic society. This will show me whether they
are able to apply concepts to current events or not.
Differentiation:
Adaptations for students needing additional support: My ELL students that need extra support will be provided with
Spanish translated handouts for their work and the projected
directions. They will have an assistant answer any questions they
might have. She will also help them participate in the debates by
translating their answers to their group members.
Adaptations for students needing additional rigor: Students that need additional rigor will be allowed to build an
argument inferring what they think the Supreme Court actually
decided in the end and connect legal concepts to support their
prediction.
Standards:
Common Core State Standards Theme: How this lesson addresses this theme:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
RH.6-8.3 Identify key steps in a
text’s description of a process
related to history/ social studies.
Students will be working through a lawful
process by examining criminal cases and
deciding whether the amendment works in
favor of the victim or the prosecutor.
NCSS Thematic Standards
Standard: How this lesson addresses this standard: NCSS 5- Individuals, Groups, and
Institutions
By this time, students will know how the
Bill of Rights was formed, what controls and
influences them, how they control and
influence individuals and culture, and how
they can be maintained or changed. They
will apply this knowledge when starting to
analyze the cases for “Do They Have the
Right?” NCSS 10- Civic Ideals and Practices Students will have a historical and
contemporary understanding of their basic
rights and freedoms and the institutions and
practices that protect them by analyzing the
first case in round 1 of “Do They Have the
Right?” and building an argument based on
the rights that amendments in the Bill of
Rights provide.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Bill of Rights
Teacher’s Name Lesson Topic Lesson Title
US History 10 182-199
Course Textbook Chapter Textbook Pages Round 1 case 2, round 1 discussion questions, section 4 Reading Notes, Video
Additional Resources Used
Lesson Overview: Unit Objective:
When this unit is completed students will have analyzed the Bill of Rights and be able to interpret the different
amendments in a historical and contemporary context.
Lesson Objectives: Method/Activities: Assessment:
Students will learn how to apply the first amendment to a real- life situation. They will also analyze the third and fourth amendments and justify how all three can be important in their lives.
Students will complete round 1 today by arguing for case 2, applying amendment 1 to the situation. We will then have a class discussion evaluating the amendment, and analyze the second and third amendments in the section 4 Reading Notes. Class will close with short video about the Bill of Rights.
Students will have to answer an exit slip on a separate sheet of paper asking a question about the video: “Which amendments are otherwise known as the “non-rights” amendments? What is their purpose?” This is how I will see that they paid attention and can correctly analyze the Bill of Rights.
Procedures:
Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out Round 1 case 2,
round 1 discussion questions, section 4
Reading Notes, and preparing the video
for the end of class.
Students will be bringing their notes to class from
the previous days. They will also be turning in their
homework from Tuesday.
During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will remind the students to remember
to keep their notes organized for the
essential question, “What rights and
freedoms does the Bill of Rights protect
and why are they important?”
Grabbing their binders and organizing their notes.
Getting ready for Round 1, Case 2.
Phase 1 (Body of Lesson) I will pass out the second case to the
students and go through the case with
them. Then we will go up to step 4.
Students will read the case and then work through
up to step 4.
Phase 2 (Body of Lesson) I will project step 5 onto the projector and reveal what the Supreme Court decided in regards to the first amendment. I will then project the 2 class discussion questions on Round 1 and we will discuss.
Read and listen to what the Supreme Court decided, assessing their own debated and decisions on the case. They will then discuss the closing questions on Round 1.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 3 (Body of Lesson) I will pass out the section 4 Reading
Notes and walk around as they work.
Reading section 4 and filling out the Reading Notes.
Conclusion I will explain the exit slip question to
them based on the video, play the
video, and then collect.
Listening to exit slip directions, watching the video,
and submitting.
Homework Assignments:
Assignment Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation:
Adaptations for students needing additional support: My ELL students that need extra support will be provided with
Spanish translated handouts for their work and the projected
directions. They will have an assistant answer any questions they
might have. She will also help them participate in the debates by
translating their answers to their group members.
Adaptations for students needing additional rigor: Students that need additional rigor will be allowed to build an
argument inferring what they think the Supreme Court actually
decided in the end and connect legal concepts to support their
prediction.
Standards:
Common Core State Standards Theme: How this lesson addresses this theme:
TH.6-8.1 Cite specific textual
evidence to support analysis of
primary and secondary sources.
Students will be citing specific textual
evidence in their analysis of the Bill of Rights
when completing their section 2 Reading
Notes.
NCSS Thematic Standards
Standard: How this lesson addresses this standard: NCSS 4- Individual Development
and Identity
Through the Response Group Activity,
students will understand how personal
identity is shaped by an individual’s
culture, by groups, by institutional
influences, and by lived experiences
shared with people inside the individual’s
own culture throughout her or his
development. Case 2 in round 1 applies
this because it focuses on a students’
behavior based on the rights and
freedoms the Bill of Rights grants them.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
NCSS 10- Civic Ideals and Practices Students will have a historical and
contemporary understanding of their basic
rights and freedoms and the institutions and
practices that protect them by analyzing the
second case in round 1 of “Do They Have the
Right?” and building an argument based on
the rights that amendments in the Bill of
Rights provide.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Bill of Rights
Teacher’s Name Lesson Topic Lesson Title
US History 10 182-199
Course Textbook Chapter Textbook Pages Round 2 case 1, round 2 case 2, discussion questions, section 5 Reading Notes
Additional Resources Used
Lesson Overview: Unit Objective:
When this unit is completed students will have analyzed the Bill of Rights and be able to interpret the different
amendments in a historical and contemporary context. Lesson Objectives: Method/Activities: Assessment:
Students will be able to justify an argument while applying the fourth amendment. They will also evaluate the second, third, and fourth amendments and explain their importance. Lastly, students will identify the components of the fifth, sixth, and eighth amendments.
Today students will be starting and finishing round 2 of “Do They Have the Right?” by justifying their argument for or against the prosecuted in the 2 cases. They will then complete the Section 5 Reading Notes that identify and evaluate amendments 2-8.
Students will submit the question from the section 5 Reading Notes that asks them to identify a part of the fifth amendment and justify why they think it is important.
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out Round 2 case 1,
round 2 case 2, discussion questions,
and Section 5 Reading Notes.
Students will be bringing their notes to class from
the previous days.
During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction)
Phase 1 (Body of Lesson) I will start on Round 2 of “Do They Have
the Right?” by going through Case 1
with them and passing it out to them.
We will then go through steps 1-4.
Read Round 2, Case 1 and go through steps 1-4.
Phase 2 (Body of Lesson) I will project what the Supreme Court decided to do while applying the fourth amendment and we will discuss.
Discuss their debates and decisions based on what the Supreme Court decided.
Phase 3 (Body of Lesson) We will go through Round 2, Case 2 in
the same steps. I will then project the
discussion questions about Round 2 and
we will discuss.
Go through Round 2, Case 2 in the same steps.
Discuss the questions at the end of the round
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Conclusion I will pass out the section 5 reading
notes and walk around as they
complete them. I will also tell them to
complete the second part of question 1
on a separate sheet of paper since I will
be collecting it.
Completing the Section 5 reading notes and
submitting the second part of the first question to
me at the end of class.
Homework Assignments: Assignment Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation:
Adaptations for students needing additional support: My ELL students that need extra support will be provided with
Spanish translated handouts for their work and the projected
directions. They will have an assistant answer any questions they
might have. She will also help them participate in the debates by
translating their answers to their group members.
Adaptations for students needing additional rigor: Students that need additional rigor will be allowed to build an
argument inferring what they think the Supreme Court actually
decided in the end and connect legal concepts to support their
prediction.
Standards:
Common Core State Standards Theme: How this lesson addresses this theme:
WHST.6-8.1 Write arguments
focused on discipline- specific
content.
Students will be working through round 2 of
the response group activity today and are
required to build an argument for their
criminal case readings based on their rights
and freedoms provided by the Bill of Rights.
NCSS Thematic Standards
Standard: How this lesson addresses this standard: NCSS 6- Power, Authority, and
Governance
During “Do They Have the Right?” students
will be confronted with questions such as:
“Under what circumstances is the exercise of
political power legitimate? What are the
proper scope and limits of authority? How
are individual rights protected and
challenged within the context of majority
rule?” while building an argument for each
case.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
NCSS 10- Civic Ideals and Practices Students will have a historical and
contemporary understanding of their basic
rights and freedoms and the institutions and
practices that protect them by analyzing the
cases in round 2 of “Do They Have the
Right?” and building an argument based on
the rights that amendments in the Bill of
Rights provide.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Bill of Rights
Teacher’s Name Lesson Topic Lesson Title
US History 10 182-199
Course Textbook Chapter Textbook Pages Round 3 case 1, round 3 case 2, section 6 Reading Notes
Additional Resources Used
Lesson Overview: Unit Objective:
When this unit is completed students will have analyzed the Bill of Rights and be able to interpret the different
amendments in a historical and contemporary context.
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze situations and apply the fifth and sixth amendments to their arguments. They will also identify the ninth amendment and relate the Bill of Rights to their lives.
Students will be completing the Response Group Activity of “Do They Have the Right?” by analyzing the 2 cases in the final round 3. They will have to interpret the fifth and sixth amendments and use them to support their arguments. They will then complete the section 6 Reading Notes which require them to explain the ninth amendment and connect the Bill of Rights to their life.
I will ask students to submit question 2 in the section 6 Reading Notes asking about which reserved power affects their life, analyzing the ninth amendment.
Procedures:
Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out Round 3 case 1,
round 3 case 2, and Section 6 Reading
Notes.
Students will be bringing their notes to class from
the previous days.
During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will write the essential question on the
board today (What rights and freedoms
does the Bill of Rights protect and why
are they important?) and make sure
they have all of their notes in order in
their binders for an accurate answer. I
will also pass back exit slips.
Organizing their notes and getting their exit slips
back, adding them into the binder.
Phase 1 (Body of Lesson) I will go through Round 3, Case 2 with
the class and pass it out to them. They
will then go through steps 1-5.
Go through Round 3, Case 1 with me and their
group and go through steps 1-5.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 2 (Body of Lesson) I will go through Round 3, Case 1 with the class and pass it out to them. They will then go through steps 1-5.
Go through Round 3, Case 2 with me and their group and go through steps 1-5.
Phase 3 (Body of Lesson) I will project the 2 discussion questions
based on round 3 on the projector and
students will answer them.
Students will be answering the discussion
questions.
Conclusion I will pass out the section 6 Reading
Notes and walking around as they fill
them out. I will ask that they complete
the second question on a separate
sheet of paper so I can collect it at the
end of class.
Reading section 6 and completing the Reading
Notes. They will need another sheet of paper to
submit their answers to question 2 to me.
Homework Assignments:
Assignment Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation:
Adaptations for students needing additional support: My ELL students that need extra support will be provided with
Spanish translated handouts for their work and the projected
directions. They will have an assistant answer any questions they
might have. She will also help them participate in the debates by
translating their answers to their group members.
Adaptations for students needing additional rigor: Students that need additional rigor will be allowed to build an
argument inferring what they think the Supreme Court actually
decided in the end and connect legal concepts to support their
prediction.
Standards:
Common Core State Standards Theme: How this lesson addresses this theme:
WHST.6-8.1 Write arguments
focused on discipline- specific
content.
Students will be working through round 3 of
the response group activity today and are
required to build an argument for the
criminal cases they read about based on
their rights and freedoms provided by the
Bill of Rights. NCSS Thematic Standards Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
NCSS 4- Individual Development
and Identity
Through the section 6 Reading Notes,
students will understand how personal
identity is shaped by an individual’s
culture, by groups, by institutional
influences, and by lived experiences
shared with people inside the individual’s
own culture throughout her or his
development. The final question in the
Notes requires students to write a
personal narrative based on one of the 10
amendments in the Bill of Rights, explain
what it protects, and consider what life
would be like for them if it did not exist.
NCSS 10- Civic Ideals and Practices Students will have a historical and
contemporary understanding of their basic
rights and freedoms and the institutions and
practices that protect them by analyzing the
cases in round 3 of “Do They Have the
Right?” and building an argument based on
the rights that amendments in the Bill of
Rights provide.
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Judicial Branch
Teacher’s Name Lesson Topic Lesson Title
US History 9 -
Course Textbook Chapter Textbook Pages
PowerPoint, Projector, Guided Notes
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.
Lesson Objectives: Method/Activities: Assessment:
Today students will analyze the Judicial branch, the final branch of government, with a PowerPoint presentation and guided notes
I will present the Judicial branch PowerPoint presentation
When time permits, I will show the students the houses of Congress, the Supreme Court, and the President on Google Earth as an introduction to checks and balances
Students will be assessed throughout the presentation with Stop and Think! Slides, to ensure they are focused, on task, and fully understanding the content
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be preparing the presentation and printing out guided notes
Preparing for the judicial branch
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will ask students, “After evaluating the legislative and executive branches of government, predict what the main powers of the judicial government entail.”
Answering the bell work
Phase 1 (Body of Lesson) I will explain to students that this is the last segment of the unit before the constitution test
I will pass out the guided notes
Listening to instruction
asking questions about the remainder of the unit
receiving notes
Phase 2 (Body of Lesson) I will start the presentation, pausing for questions and discussion
Recording the guided notes and discussing main points
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Conclusion We will reflect by discussing, “how do all three of the branches of government successfully (or unsuccessfully) maintain our nation? Justify your argument”
Reflecting
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: They will get a print out of the presentation Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, Authority, and Governance
Students are learning about the power, authority, and governance of the US by learning about the third and final branch of the judicial supreme court
C3 Standards
Standard: How this lesson addresses this standard:
D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.
Students will answer supporting questions through the notes and compelling ones during the discussion questions when we stop and think during the presentation
Common Core State Standards
Standard: How this lesson addresses this standard:
RH.6-8.2 Key Ideas and Details Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Students will have to differentiate the main ideas and extra supporting information and decide what they do and do not want to record in their notes to help them remember the judicial branch
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
3B.3a. Analyze how decision-making skills improve study habits and academic performance.
Students will have to contemplate how they will note take and discuss in class in order to make the best out of the guided notes as a study material for their constitution test
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro The Constitution The Articles of Confederation vs.
the Constitution
Teacher’s Name Lesson Topic Lesson Title
US History 8 -
Course Textbook Chapter Textbook Pages
Movie list, projector
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the events leading up to the constitution and the causes and effects of the founding fathers and framers creating a new constitution for the USA, as well as the actual document itself
Lesson Objectives: Method/Activities: Assessment:
Students will analyze the articles of confederation one last time while comparing and contrasting the document with their classroom experience today
Open class with bell work
I will explain the activity
Split students into 13 groups
Debate and vote
Discussion
I am assessing students’ prior knowledge on the articles of confederation and their ability to identify its strengths, weaknesses, and ultimately why it failed to maintain the new independent nation
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will print out one movie list to project
Preparing for a new unit
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
I will ask students what their favorite movies are and why (movie list pending on their tastes)
Offering good movie ideas for the activity
Phase 1 (Body of Lesson) I will explain today’s activities to the students while projecting the (possibly revised) movie list on the overhead
Listening to instruction
Phase 2 (Body of Lesson) I will request students to split into 13 groups
I will assign each of them a movie from the list to defend
Getting into groups
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Phase 3 (Body of Lesson) I will walk around and make sure everyone is staying on task
Students will discuss in their groups why their movie would be the best to play in class
Students will make argument to class on why their movie is the best and need 9/13 votes to win (each group gets 1 vote)
Conclusion We will discuss the benefits and weaknesses of the activity and if there is a better way to do it
I will shot a T-chart between the articles of confederation and how they are similar to the class activity
Discussion
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: -
Standards:
NCSS Thematic Standards
Theme: How this lesson addresses this theme:
6 Power, authority, and governance
Students are reaffirming the weaknesses of the articles of confederation and learning why a new system of government was necessary to maintain a new, independent nation
C3 Standards
Standard: How this lesson addresses this standard:
D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past
Students are examining the causes and effects of the articles of confederation and reviewing why and how they ultimately failed
Common Core State Standards
Standard: How this lesson addresses this standard:
RH.6-8.3 Key ideas and details Identify key steps in a text’s description of a process related to history/ social studies (e.g., how a bill becomes a law)
Students are analyzing the governmental process in the articles of confederation by mimicking it through a movie vote activity
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
2A.3a. Predict others’ feelings and perspectives in a variety of situations.
Students will be hearing out each other’s 13 arguments on why their movie would be the best fit to watch in class
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
General Information: Ms. Zozzaro Character Analysis Character Scenario
Teacher’s Name Lesson Topic Lesson Title
WIN - -
Course Textbook Chapter Textbook Pages
Character analysis scenario rubric, reading books, colored pencils
Additional Resources Used
Lesson Overview: Unit Objective:
Students will analyze the elements of a narrative of their choice by completing activities that focus on each component
Lesson Objectives: Method/Activities: Assessment:
Students will learn how to analyze the main characters in their stories by completing an activity that asks them to focus on character traits and create a scenario utilizing those characteristics
Students will read a part of their story for ten minutes
I will introduce the activity to them and they will receive a rubric
Students will choose which characters they want to write about and start the activity
Students will be assessed on their analytical skills not only in a narrative in general, but when learning about characters in their story
Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:
I will be printing out rubrics Choosing their books if they have not already
During the Lesson: What the teacher will be doing: What the students will be doing:
Set Induction (Introduction)
Students will read for the first ten minutes of class
I will open class by asking students who their favorite character in their favorite book is and why
Reading
Answering the bell question
Phase 1 (Body of Lesson) I will introduce todays activity and project it on the overhead
Listening to instruction
Phase 2 (Body of Lesson) I will pass out the rubrics and allow the students to look for the characters they want to write and draw about
Will be looking for main characters and choosing their six main traits
Phase 3 (Body of Lesson) I will walk around and guide students while making sure they are on task
Working on the activity
Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment
- - -
Lesson Planning Template
History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015
Differentiation: Adaptations for students needing additional support: This is a strictly high achievement class Adaptations for students needing additional rigor: -
Standards: NCSS Thematic Standards
Theme: How this lesson addresses this theme:
- -
C3 Standards Standard: How this lesson addresses this
standard:
- -
Common Core State Standards
Standard: How this lesson addresses this standard:
W.7.3 Text types and purposes Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences
Students will be taking the main traits of their main character into consideration when writing and illustrating a short, alternative situation that they would react in
Social Emotional Learning Standards
Standard: How this lesson addresses this standard:
2A.3a. Predict others’ feelings and perspectives in a variety of situations.
Students will be taking on the perspective of their characters by putting them in an alternate setting and predicting how they would look, act, and feel in the made up situation