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1st Lesson Plan: Bill of Rights
                                                                                                                        by Terry Parent
Class Info

Topic/Subject/Duration/Grade Level

Topic: The Real Life Bill of Rights

Subject: American history

Duration of Lesson: 55 minutes

Grade Level: Middle School (Eighth Grade)


Demographics

Class Demographics

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

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


Standards (CA)

Standards Directions

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

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

Note: Delete this "Standards Directions" section of this page prior to submitting for review.
Academic Content (CA) Standards

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

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

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


ELD Standards (CA-ELD)
                                                        No standards added.

TPE Standards (CA-TPE)
                                                        No standards added.

Goal

Unit Goal

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



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


Lesson Objective

Objective


The students will ...
identify specific rights protected in the Amendments of the Constitution.

demonstrate situations in which certain rights have been violated.

interpret stated rights into practical situations.

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

create a short skit demonstrating a violation of rights.


Assessment

Type


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

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

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

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


Method

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

Points- 2 points for participating in the skit.

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

On the Assessment, I will encourage the students to target 70%.
Students who get 95-100% I will give them the opportunity to create a video.

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


Connection

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

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

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


Rubric (if applicable)



Materials

Materials

Student reflection paper, scenario sheet, laptops, projector.


Resources -- if applicable (includes videos)
                                                         No resources added.

Vocabulary

Vocabulary

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


Instructional Plan

Questions to Consider When Planning for Instruction
Please respond briefly to each question before completing your Teacher Actions and Student Actions.

1.     How will you make transitions between activities?

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

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

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

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

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

4. What questioning strategies will you use?

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

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

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


Into



                               TEACHER ACTIONS/STUDENT ACTIONS
 - Describe how and why you will teach content, - Describe what students will be doing and how
including:                                      this supports mastery of the standard(s)

1. I will introduce the lesson by refering to    - Students will be verbally answering questions
prior knowledge about the Bill of Rights and the the teacher will be asking.
Constitutional Convention of 1787.
Students will complete a KWL Chart



I will also refer to prior knowledge about
colonial governments and injustices by the
British government.




Through




                            TEACHER ACTIONS/STUDENT ACTIONS

-Describe how and why you will teach content,        - Describe what students will be doing and how
including:                                           this supports mastery of the standard(s)

I will ask the students to read their scenarios as   -The student will be able to work in their
a group. I will also ask them to write a             groups on their own scenario. They will be
reflection about their skit as a group answering     allowed to reflect for five to 7 minutes.
questions such as:                                   Then they will have 10 minutes to
                                                     formulate their skit.
   1. What rights are being violated?
   2. What amendment protects these rights?          When a group is called up, they will have a
   3. Can there be a historical colonial             few moments to get set up. When the bell
      connection to be made?                         rings, they will demonstrate their skits.
   4. Have there been other times in history
      when this right may have been violated?        After the short skit, the group will be
                                                     allowed to sit down.
After students have reflected on this scenario, I
will ask the students to create a short skit      With the whole class, they will participate
demonstrating this scenario.                      in discussion, and then have time to
                                                  reflect.
I will then call the students up as a group.
When they have finished, I will ring the bell and
they will present.
After the presentation, I will facilitate discussion
with the whole class.

Then, I will ask the students to formulate their
reflections.




Beyond




                             TEACHER ACTIONS/STUDENT ACTIONS
                                                       -
                                                       Students will be able to ask any questions they
3. I will close by reviewing the lesson we've          may still have about the Bill of Rights.
learned. We will discuss each of the
Amendments presented in class. They will have
the opportunity to read their reflections to their Students will write their grattitude and thanks
groups, and then to the whole class.               to any of the groups in the backchannel
                                                   discussion.
Students will write their grattitude and thanks
to any of the groups in the backchannel
discussion.




Planning Review

Differentiation

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

Students have been working in teams through out the year. They help develop confidence in students by working in smaller groups.
I allow much of the discussion to occur within these small groups as possible. I moderate discussion as I walk around the
classroom.

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

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


Adaptations


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

Self-Reflection

Worked

This is what worked:

      to achieve the academic content standard goal


Didn't Work

This is what did not work:

      to achieve the academic content standard goal


Changes

This is what I will change:

      to achieve the academic content standard goal
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Lesson Plan: Bill of Rights

  • 1. 1st Lesson Plan: Bill of Rights by Terry Parent Class Info Topic/Subject/Duration/Grade Level Topic: The Real Life Bill of Rights Subject: American history Duration of Lesson: 55 minutes Grade Level: Middle School (Eighth Grade) Demographics Class Demographics (ELL, IEP/ISP, 504, GATE, Gender, Ethnicity). This is a general education class with 23 students. 14 students are male and 9 students are female. 21 students are Latino. One student is African American and one student is Caucasian. None of the students in the class are currently in the Title 1 program. Standards (CA) Standards Directions Select appropriate content and, as appropriate, ELD and TPE standards for your lesson in the standards sections indicated below. For special educators, be sure to concentrate on content standards that have been identified by the State of California as "Essential." For your convenience, a list of those standards that are considered essential by the State of California are listed within ManeGate -> Groups -> SOE Teacher Ed Students -> Files-> Lesson Plan Info -> Essential Strds - Spec Ed. Note: Delete this "Standards Directions" section of this page prior to submitting for review.
  • 2. Academic Content (CA) Standards CA.SS.8.2.6 ...Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. CA.SS.8.2.7 ...Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights CA.SS.8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. ELD Standards (CA-ELD) No standards added. TPE Standards (CA-TPE) No standards added. Goal Unit Goal Essential Question(s): How do we know when our rights have been violated? Who violates them? How does the Bill of Rights protect us from this happening? Focus Question: How does the Bill of Rights fit into our lives today? Lesson Objective Objective The students will ...
  • 3. identify specific rights protected in the Amendments of the Constitution. demonstrate situations in which certain rights have been violated. interpret stated rights into practical situations. explain what's the first ten amendments of the Constituion. create a short skit demonstrating a violation of rights. Assessment Type Entry level- Teacher will discuss with class about prior knowledge of the creation of the Bill of Rights. I will be able to asses prior knowledge by discussing with the class while filling out a KWL chart on the front white board. I will then lead a discussion on the parameters of the expectations of the lesson. This will give me a good feel for which groups to focus on when they break off. Formative- As I walk around, I can see whether students are on task and meeting the objectives by asking them questions. I can intervene and make students re-work their skit if they are moving off target. Summative- Students will fill out a reflection paper of each of the different skits presented in class by their peers. Then students will do a written exam that will assess their attainment of the information presented. If students want to extend this further, they can create a short video, or blog post that teaches the importance of the Bill of Rights. I would then guide them to connect other historical events such as the Civil Rights Movement, Slavery, Trail of Tears, L.A. School Boycotts, to this lesson. Method Students will receive credit for performing the skit. All students will know the criteria before hand, and we will discuss what makes an "on target" skit as oppose to one that misses the mark. Points- 2 points for participating in the skit. 3 points per reflection of each of the scenarios demonstrated by their peers. On the Assessment, I will encourage the students to target 70%.
  • 4. Students who get 95-100% I will give them the opportunity to create a video. Students who score below 70% will be given the opportunity to re-take the quiz. Connection If students make it over the 80% mark on the quiz, I will consider that they understand and have met the objectives for the lesson. Students who score below this will be asked to take a parallel quiz. Students who score high on this assessment, 95-100%, will be asked to go further by creating a video for their peers. Rubric (if applicable) Materials Materials Student reflection paper, scenario sheet, laptops, projector. Resources -- if applicable (includes videos) No resources added. Vocabulary Vocabulary Words to review: constituional, rights, violated, amendment, accused Instructional Plan Questions to Consider When Planning for Instruction
  • 5. Please respond briefly to each question before completing your Teacher Actions and Student Actions. 1. How will you make transitions between activities? Between each senerio presented by the students, the other groups will be writing reflections of what they just saw. 2. How much time will you allot for different parts of the lesson? I will allot about 5 minutes in between each senerio for whole group discussion. Then, students will have approximately 2-3 minutes to jot down notes on their reflection page. Students will also be writing down notes while discussion will be going on. Students will then have 10-15 minutes at the end of all senerios to fomalize their reflections. 3. What procedures will students need to know to complete lesson activities? Students will need to be able to listen and be attentive to each group presenting. 4. What questioning strategies will you use? I will try to ask questions that try to connect the Bill of Rights to the everyday lives of the students. 5. How will you make sure that all students participate in the lesson? Each student will be graded on their participation of the skit. They will also be required to reflect on each scenario when presented. Students will also show participation in a backchannel discussion forum going on during the class. Into TEACHER ACTIONS/STUDENT ACTIONS - Describe how and why you will teach content, - Describe what students will be doing and how including: this supports mastery of the standard(s) 1. I will introduce the lesson by refering to - Students will be verbally answering questions prior knowledge about the Bill of Rights and the the teacher will be asking. Constitutional Convention of 1787.
  • 6. Students will complete a KWL Chart I will also refer to prior knowledge about colonial governments and injustices by the British government. Through TEACHER ACTIONS/STUDENT ACTIONS -Describe how and why you will teach content, - Describe what students will be doing and how including: this supports mastery of the standard(s) I will ask the students to read their scenarios as -The student will be able to work in their a group. I will also ask them to write a groups on their own scenario. They will be reflection about their skit as a group answering allowed to reflect for five to 7 minutes. questions such as: Then they will have 10 minutes to formulate their skit. 1. What rights are being violated? 2. What amendment protects these rights? When a group is called up, they will have a 3. Can there be a historical colonial few moments to get set up. When the bell connection to be made? rings, they will demonstrate their skits. 4. Have there been other times in history when this right may have been violated? After the short skit, the group will be allowed to sit down. After students have reflected on this scenario, I will ask the students to create a short skit With the whole class, they will participate demonstrating this scenario. in discussion, and then have time to reflect. I will then call the students up as a group. When they have finished, I will ring the bell and they will present.
  • 7. After the presentation, I will facilitate discussion with the whole class. Then, I will ask the students to formulate their reflections. Beyond TEACHER ACTIONS/STUDENT ACTIONS - Students will be able to ask any questions they 3. I will close by reviewing the lesson we've may still have about the Bill of Rights. learned. We will discuss each of the Amendments presented in class. They will have the opportunity to read their reflections to their Students will write their grattitude and thanks groups, and then to the whole class. to any of the groups in the backchannel discussion. Students will write their grattitude and thanks to any of the groups in the backchannel discussion. Planning Review Differentiation For differentiation, I try to present the material to the students in as many ways as I can. This is a good lesson because they are seeing the material presented by their peers 5 different times (5 groups). Students have been working in teams through out the year. They help develop confidence in students by working in smaller groups.
  • 8. I allow much of the discussion to occur within these small groups as possible. I moderate discussion as I walk around the classroom. I use a backchannel discussion throughout the whole class. This help students read the thoughts going on in other student's minds. This also helps with collaboration. Students who are shy to verbally speak out find that they are more comfortable typing questions or comments. I will differentiate my assessments as well. The students will need to demonstrate their understandings to exhibit mastery. If I find students struggling, I will allow them to take another test until they get it. Adaptations IEP or SST/504 Goals -- Student(s) IEP goals or SST/504 accommodations have been reviewed and incorporated into instruction (identify within lesson by an asterisk/examples). Self-Reflection Worked This is what worked: to achieve the academic content standard goal Didn't Work This is what did not work: to achieve the academic content standard goal Changes This is what I will change: to achieve the academic content standard goal
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