This document outlines a lesson plan for teaching 11th grade special education students about the 9th and 10th amendments to the Bill of Rights. The lesson plan involves using a webquest for the students to work through together as a class. They will draft their own class bill of rights and present it to the class using the smartboard. The teacher will evaluate the students as they work through the assignment and presentation to assess their understanding of applying the Bill of Rights. Revisions may include extending the assignment over the weekend if needed for the students to complete a quality presentation.

1. Friday
A: Analyze the Learner
The class is made up of 25 eleventh grade students, 12 boys and 12 girls. These students are special
education students as three have ADHD and two have a reading disability. Seventy percent of the
students are white while thirty percent are African-American.
S: State Objectives:
The students will be able to know and apply amendments nine and ten of the Bill of Rights as well as
draft their own class bill of rights by way of lecture, discussion and WebQuest activity with 100 percent
accuracy by the end of the day.
S: Select Methods, Media and Materials
Students will learn about amendments nine and ten by way of brief introduction. These amendments
are short, so the introduction will also be short. Students will then access the WebQuest assignment on
a school computer and work as a class to complete the task. This WebQuest provides all instructions
and links to sources to help complete the given assignment. Students will use the class’s Smartboard to
make presentation.
U: Utilize Media and Materials
The goal of this assignment is 100 percent accuracy of application of the Bill of Rights through the use of
a WebQuest and total class involvement. Students will work on the WebQuest together and to
complete the task of drafting their own class bill of rights. As per the WebQuest drafted by the teacher,
students will present their draft on the class’s Smartboard and use the calligraphy pen tool to sign the
document, giving it the distinct appearance similar to documents like the Constitution and Declaration
of Independence.
R: Require Learner Participation
Each member of the class is expected to be involved in this assignment. As per the WebQuest, the class
will select a leader or leaders to organize and oversee the completion of the assignment. Making this a
group project provides students the opportunity to work together, build and strengthen bonds, and it
promotes quality character education by instilling civic values and showcases what freedoms are valued
by the students. Students will showcase their ability to communicate effectively during the
presentation.
E: Evaluate and Revise
Prior to beginning the lesson I will make sure the WebQuest, Smartboard and school computers are
working properly. The class will be assessed as they complete the assignment in a group manner and
also during the presentation. The leader of the group will not be given any extra credit, but the group’s
assessment depends on the effectiveness of the representation. The overall assessment will be on how
the assignment is presented and how well the class is able to apply the lesson of the Bill of Rights.
Revisions could include lengthening the assignment. Extending the assignment to be completed over
the weekend is a foreseeable possibility as difficulties may arise in the drafting of a presentation. The
presentation itself could take longer than expected if the group is required to interact with the teacher

2. more than expected. If the assignment is to be extended, students will be expected to work together
over the weekend, likely making use of the class Facebook and Twitter accounts, to ensure a quality
product is presented when class meets on Monday.