1st Lesson Plan: Bill of Rights by Terry ParentClass InfoTopic/Subject/Duration/Grade LevelTopic: The Real Life Bill of RightsSubject: American historyDuration of Lesson: 55 minutesGrade Level: Middle School (Eighth Grade)DemographicsClass Demographics(ELL, IEP/ISP, 504, GATE, Gender, Ethnicity).This is a general education class with 23 students. 14 students are male and 9 students are female. 21 students are Latino. Onestudent is African American and one student is Caucasian. None of the students in the class are currently in the Title 1 program.Standards (CA)Standards DirectionsSelect appropriate content and, as appropriate, ELD and TPE standards for your lesson in the standards sections indicated below.For special educators, be sure to concentrate on content standards that have been identified by the State of California as"Essential." For your convenience, a list of those standards that are considered essential by the State of California are listed withinManeGate -> Groups -> SOE Teacher Ed Students -> Files-> Lesson Plan Info -> Essential Strds - Spec Ed.Note: Delete this "Standards Directions" section of this page prior to submitting for review.
Academic Content (CA) StandardsCA.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 rightsCA.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.GoalUnit GoalEssential Question(s):How do we know when our rights have been violated? Who violates them? How does the Bill of Rights protect us from thishappening?Focus Question:How does the Bill of Rights fit into our lives today?Lesson ObjectiveObjectiveThe 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 whats the first ten amendments of the Constituion.create a short skit demonstrating a violation of rights.AssessmentTypeEntry level- Teacher will discuss with class about prior knowledge of the creation of the Bill of Rights. I will be able to asses priorknowledge by discussing with the class while filling out a KWL chart on the front white board. I will then lead a discussion on theparameters of the expectations of the lesson. This will give me a good feel for which groups to focus on when they break off.Formative- As I walk around, I can see whether students are on task and meeting the objectives by asking them questions. I canintervene and make students re-work their skit if they are moving off target.Summative- Students will fill out a reflection paper of each of the different skits presented in class by their peers. Then studentswill do a written exam that will assess their attainment of the information presented.If students want to extend this further, they can create a short video, or blog post that teaches the importance of the Bill of Rights.I would then guide them to connect other historical events such as the Civil Rights Movement, Slavery, Trail of Tears, L.A. SchoolBoycotts, to this lesson.MethodStudents will receive credit for performing the skit. All students will know the criteria before hand, and we will discuss what makesan "on target" skit as oppose to one that misses the mark.Points- 2 points for participating in the skit. 3 points per reflection of each of the scenarios demonstrated by their peers.On the Assessment, I will encourage the students to target 70%.
Students who get 95-100% I will give them the opportunity to create a video.Students who score below 70% will be given the opportunity to re-take the quiz.ConnectionIf 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)MaterialsMaterialsStudent reflection paper, scenario sheet, laptops, projector.Resources -- if applicable (includes videos) No resources added.VocabularyVocabularyWords to review: constituional, rights, violated, amendment, accusedInstructional PlanQuestions 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 minutesto jot down notes on their reflection page. Students will also be writing down notes while discussion will be going on. Students willthen have 10-15 minutes at the end of all senerios to fomalize their reflections.3. What procedures will students need to know to complete lesson activities?Students will need to be able to listen and be attentive to each group presenting.4. What questioning strategies will you use?I will try to ask questions that try to connect the Bill of Rights to the everyday lives of the students.5. How will you make sure that all students participate in the lesson?Each student will be graded on their participation of the skit. They will also be required to reflect on each scenario when presented.Students will also show participation in a backchannel discussion forum going on during the class.Into TEACHER ACTIONS/STUDENT ACTIONS - Describe how and why you will teach content, - Describe what students will be doing and howincluding: this supports mastery of the standard(s)1. I will introduce the lesson by refering to - Students will be verbally answering questionsprior knowledge about the Bill of Rights and the the teacher will be asking.Constitutional Convention of 1787.
Students will complete a KWL ChartI will also refer to prior knowledge aboutcolonial governments and injustices by theBritish government.Through TEACHER ACTIONS/STUDENT ACTIONS-Describe how and why you will teach content, - Describe what students will be doing and howincluding: 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 theira group. I will also ask them to write a groups on their own scenario. They will bereflection 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, Iwill ask the students to create a short skit With the whole class, they will participatedemonstrating 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 andthey will present.
After the presentation, I will facilitate discussionwith the whole class.Then, I will ask the students to formulate theirreflections.Beyond TEACHER ACTIONS/STUDENT ACTIONS - Students will be able to ask any questions they3. I will close by reviewing the lesson weve may still have about the Bill of Rights.learned. We will discuss each of theAmendments presented in class. They will havethe opportunity to read their reflections to their Students will write their grattitude and thanksgroups, and then to the whole class. to any of the groups in the backchannel discussion.Students will write their grattitude and thanksto any of the groups in the backchanneldiscussion.Planning ReviewDifferentiationFor differentiation, I try to present the material to the students in as many ways as I can. This is a good lesson because they areseeing the material presented by their peers 5 different times (5 groups).Students have been working in teams through out the year. They help develop confidence in students by working in smaller groups.
I allow much of the discussion to occur within these small groups as possible. I moderate discussion as I walk around theclassroom.I use a backchannel discussion throughout the whole class. This help students read the thoughts going on in other students minds.This also helps with collaboration. Students who are shy to verbally speak out find that they are more comfortable typing questionsor comments.I will differentiate my assessments as well. The students will need to demonstrate their understandings to exhibit mastery. If I findstudents struggling, I will allow them to take another test until they get it.AdaptationsIEP or SST/504 Goals-- Student(s) IEP goals or SST/504 accommodations have been reviewed and incorporated into instruction (identify within lesson byan asterisk/examples).Self-ReflectionWorkedThis is what worked: to achieve the academic content standard goalDidnt WorkThis is what did not work: to achieve the academic content standard goalChangesThis is what I will change: to achieve the academic content standard goal