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

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:

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:
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

Ms. Zozzaro The Constitution Checks and Balances
US History 9 -
Checks and Balances print out activity, white board
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.
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:
I will be printing out the “checks
and balances” activity
-
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

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:
- - -
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
Standards:
NCSS Thematic
Standards
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:

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:
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:
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

Ms. Zozzaro The Constitution The Constitution: A More Perfect
Union
US History 8 -
PowerPoint, projector, guided notes
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
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:
Preparing the presentation on the
laptop, printing out notes
Preparing to start a new unit
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

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:
- - -
Differentiation:
Adaptations for students needing additional support: Students will get a PowerPoint print out
Standards:
NCSS Thematic
Standards
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:
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:
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:
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

Ms. Zozzaro The American Revolution Lord Dunmore’s Proclamation
Day 3
US History 7 -
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
Lesson Overview:
Unit Objective:
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:
I will be printing out handouts Bringing their materials to class from
Dunmore’s activity day 2
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

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:
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
Standards:
NCSS Thematic
Standards
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:

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:
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:
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

Ms. Zozzaro The Constitution The Executive Branch
US History 9 -
PowerPoint presentation, guided notes, projector
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.
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:
I will be preparing the PowerPoint
presentation
Making sure they have their
PowerPoint notes for class
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
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

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:
- - -
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
Governance
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:
This standard is being addressed
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

Common Core State
Standards
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:
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

Ms. Zozzaro The Legislative Branch How does a bill become a law
and what is a Committee? Day 1
US History 9 -
PowerPoint Presentation, bill into a law rubric, notebook
Lesson Overview:
Unit Objective:
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:
 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
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

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:
- - -
Differentiation:
Adaptations for students needing additional support: I will give them pre-made notes from the
PowerPoint
Standards:
NCSS Thematic
Standards
Governance
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:
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:

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:
This activity addresses this standard
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

Ms. Zozzaro The Legislative Branch How does a bill become a law
and what is a Committee? Day 2
US History 9 -
Bill into a law rubric, drafted bills
Lesson Overview:
Unit Objective:
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:
 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
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

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:
- - -
Differentiation:
Adaptations for students needing additional support: -
Standards:
NCSS Thematic
Standards
Governance
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:
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:

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:
This activity addresses this standard
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

Ms. Zozzaro The Constitution Constitution Test 2 Review
US History 9 -
Jeopardy PowerPoint Game, Projector
Lesson Overview:
Unit Objective:
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:
I will be choosing the most
difficult questions to include in the
review
Preparing for the review game by
studying
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

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:
- - -
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
Standards:
NCSS Thematic
Standards
Institutions
three branches of government, checks
and balances, and how a bill becomes
a law
C3 Standards
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.
structure of our government as it
connects to the US constitution
Common Core State
Standards
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:

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

Ms. Zozzaro The Judicial Branch Investigating Federal and State
courts and Civil and Criminal
Cases
US History 9 -
Comparing State and Federal Courts Handout, State and Federal Jurisdiction Worksheet, Case Scenarios
strips
Lesson Overview:
Unit Objective:
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
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:
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
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

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

Assignments:
- - -
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
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:
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).
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:

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:
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.

Ms.Zozzaro The Judicial Branch Investigating Civil and Criminal
Court Cases
US History 9 -
Article 1, Article 2, Article 2, Guided Vocabulary , Student Worksheet Organizer, Teacher Answer Key
Lesson Overview:
Unit Objective:
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
prior knowledge of civil and
criminal cases, as well as applying
that knowledge to the case
articles they read
Procedures:
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
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

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:
- - -
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:

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.
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:
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).
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:
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:

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.

Ms.Zozzaro The American Revolutionary
War
The American Army’s Break-up
Letter
US History 7 119-139
Youtube video “Too Late to Apologize: A Declaration,” Break-Up letter Rubric, projector
Lesson Overview:
Unit Objective:
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:
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
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

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:
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:

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:
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:
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:

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.

Ms. Zozzaro The Legislative Branch The Legislative Branch
US History 9 -
PowerPoint presentation, guided notes, projector
Lesson Overview:
Unit Objective:
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:
I will be preparing the PowerPoint
and printing out guided notes
-

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:
- - -
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
Governance
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:
This standard is being addressed
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:
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:
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

Ms.Zozzaro The American Revolutionary
War
Lord Dunmore
US History 7 -
Revolutionary War PowerPoint, Guided Notes, Lord Dunmore GIST Summary example, Lord Dunmore
biography, projector, overhead
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.
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
reading, note taking, and
summary skills with the GIST
summary
Procedures:
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

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:
- - -
Differentiation:
Adaptations for students needing additional rigor: I will let them exchange with a partner to suggest
modifications.
Standards:

NCSS Thematic
Standards
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:
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:
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:
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

Ms. Zozzaro The Constitution The Legislative Branch and
Checks and Balances
Interactive reading notes, flashcards
Lesson Overview:
Unit Objective:
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:
 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
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

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:
- - -
Differentiation:
Adaptations for students needing additional support: There is a Spanish translated version of each
chapter and supplementary notes offered on the
Tci website
Standards:
NCSS Thematic
Standards
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:
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:

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:
2c.1b. Students demonstrate appropriate
social and classroom behavior by
pairing up and working on the 9.6 and
9.8 notes together

Ms.Zozzaro The American Revolution Armies of the American
Revolution
Strength and Weaknesses worksheet
Lesson Overview:
Unit Objective:
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:
 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
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

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:
- - -
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.
Standards:
NCSS Thematic
Standards
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:
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:
present knowledge
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:

1C.3a. Set a short term goal and
make a plan for achieving it.
summarize a reading within that time
in order to keep stress levels low and
successfully complete the task

Ms. Zozzaro The Three Branches of
Government
The Three Branches of
Government Poster
Poster paper, scissors, glue, construction paper, star templates, projector, markers, colored pencils
Lesson Overview:
Unit Objective:
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:
I will be preparing the
presentation and gathering all
materials to one area of the
classroom
Preparing for PARCC testing
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

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:
- - -
Differentiation:
Adaptations for students needing additional rigor: Individual poster project
Standards:
NCSS Thematic
Standards
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:
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:
present knowledge
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:
2C.3b. Demonstrate cooperation
and teamwork to promote group
effectiveness.
Students will be completing these
posters in groups of four

Ms. Zozzaro The American Revolution Revolutionary Comic
Revolutionary Comic handout, example of Revolutionary Comic, projector, overhead, colored pencils
Lesson Overview:
Unit Objective:
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
comprehension and analysis of
the important individuals that
contributed to the Revolutionary
war
Procedures:
 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
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.”

Phase 1 (Body of Lesson) I will explain to the students how
to complete the Revolutionary
Comic activity and project my own
completed example
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:
- - -
Differentiation:
Adaptations for students needing additional support: I will help them locate the individuals that are
easier to focus the activity on
Standards:
NCSS Thematic
Standards
Institutions
highlighted individuals that made an
impact in the American Revolutionary
war
C3 Standards
standard:
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:
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:

1C.3a. Set a short term goal and
make a plan for achieving it.
summarize the significance of an
individual within that time in order to
keep stress levels low and successfully
complete the task

Ms. Zozzaro The Constitution The Bill of Rights
Parent Constitution handout, Prompt to challenge the Parent Constitution, Section 1 questions, Section 2 Reading Notes
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.
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:
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.
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.

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
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.

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.

Response Group Activity directions, Round 1 case 1, Section 3 Reading Notes
Lesson Overview:
Unit Objective:
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:
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.
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.

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.
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:
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:

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 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.

Round 1 case 2, round 1 discussion questions, section 4 Reading Notes, Video
Lesson Overview:
Unit Objective:
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:
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.
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.

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.
- - -
Differentiation:
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:
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 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.

Zozzaro 25 Lesson Plans

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