The document summarizes a lesson plan for teaching 11th grade special education students about the third and fourth amendments of the Bill of Rights. The class has 25 students, with 70% being white and 30% African American. Three students have ADHD and two have reading disabilities. The objectives are for students to understand the third and fourth amendments with 100% accuracy through lecture, discussion, and viewing an image from the teacher's Pinterest account. Students will participate by discussing real-life applications of the amendments during and after lecture, and by illustrating their interpretations of the first four amendments. The teacher will evaluate understanding through class discussion and by reviewing students' illustrations.

1. Tuesday
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 class will be able to know the third and fourth amendments in the Bill of Rights by way of lecture,
class discussion and the use of an image from my personal Pinterest with 100 percent accuracy by the
end of the day.
S: Select Methods, Media and Materials
Three methods will be used to ensure students accomplish a 100 percent success rate in knowing the
third and fourth amendments. First, students will hear a lecture regarding these two amendments and
participate in a brief discussion of their real life applications. Second, students will view a picture from
my Pinterest account that puts into words and pictures an easier understanding of these two
amendments. Finally, students can use a square diagram to illustrate their understandings of the first
four amendments from my personal Pinterest account.
U: Utilize Media and Materials
The goal of this lesson is 100 percent accuracy to be attained through the use of lecture and class
discussion, pictures and class illustrations. Students will be able to discuss the application of the third
and fourth amendments during class time and access a unique picture of the protected freedoms on the
class’s Smartboard. Toward the end of class, students will be given the assignment to illustrate their
interpretations of the first four amendments. If not completed, students will do it for homework to be
turned in the next day.
R: Require Learner Participation
The class participates in the lesson by discussing the applications of the amendments during and after
the lecture. Students will discuss these applications not only with the teacher but among themselves.
Students also participate in the illustration assignment by drawing their own interpretation and
illustration of how the first four amendments look to them.
E: Evaluate and Revise
Prior to the lesson’s beginning I will make sure my Pinterest account is accessible, that way I can show
the Bill of Rights picture on the Smartboard. During the class discussion I will evaluate just how the
students are able to apply these two amendments. The main form of assessment will be in the
illustration assignment. I will not be looking for exquisite drawing skills, but rather an appropriate
understanding of the amendments in the form of their personal illustrations.