Amendment Parody Song

By Kari Sparks
COURSE: History, Grade 8
GOAL: Stdents !i"" #e a#"e to $a%e a #asi& nderstanding t$e
Amendments to t$e Constittion'
OB(EC)*+ES: By t$e end o, t$e "esson t$e stdents !i"":
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and co!rehend h"#tory$#oc"a% #t&d"e# te't# "n the
grade# 6-8 te't co!%e'"ty (and "nde!endent%y and !rof"c"ent%y.
-. State Standard/Strand: Ci%i&s and Go%ernment
Content Standard ***: Stdents nderstand t$e idea"s, rig$ts, and
responsi#i"ities o, &iti0ens$ip and nderstand t$e &ontent and $istory o, t$e
,onding do&ments o, t$e United States !it$ parti&"ar emp$asis on t$e
United States and -e! .e1i&o &onstittions and $o! go%ernments ,n&tion at
"o&a", state, tri#a", and nationa" "e%e"s
.A)ER*ALS:
Hand/ots
Compter "a# a&&ess
A&&ess to 2is&o%ery Ed&ation )e&$#ook 3La# or )a#"ets4
AC)*+*)*ES:
*' O%er%ie! o, Lesson
A' Step 5: Lesson Set/p: E1p"ain prpose and $istory o,
Amendments, E1p"ain t$at stdents !i"" &$oose an
APPROPR*A)E song to parody !it$ t$e !ord e1pressing
t$e meaning o, t$e t$eir assigned Amendment, * !i""
dra! an Amendment t$en grop stdents 3!it$ name
sti&ks or spertea&$ertoo"s'&om4, and distri#te $and/
ots
B'
B'
B' Step 6: Reading and 7riting: Grops
!i"" a&&ess t$eir 2is&o%ery Ed&ation
)e&$#ook, ,i"" ot so&ia" stdies
intera&ti%e note#ook on t$eir
Amendment
C' Step 8: S$aring and Condensing: Grops
s$are t$eir de,initions and
interpretations
2' Step 9: Stdents !i"" &$oose a pop"ar
song and &reate "yri&s t$at re,"e&t
t$e de,inition o, t$eir assigned
amendment and t$en present t$e
song
E' )$is "esson &o"d take 9, 9:/;<
minte sessions
**' Lesson Set/p
A' E1p"ain to stdents t$at t$ere are many terms t$at re"ate
to t$e !estern e1pansion ta"k a#ot past &onte1t and
present &onte1t o, t$e !ords'
B' Step 5: Stdents !i"" #e &$osen random"y ,or grops
3sing digita" app, partner sti&ks et&'4 ea&$ grop !i"" #e
gi%en a ,o&s !ord to #e presented #y t$em at t$e end o,
t$e "esson in addition to de,ining t$e rest o, t$e !ords
C' Step 6: 2istri#te *ntera&ti%e note#ook page, Cootie
&at&$ers, s&issors, g"e et&' Ha%e stdents #egin
assem#"ing t$em !$i"e mode"ing $o! to ,o"d #ot$ o,
t$em' *ndi&ate !$en t$ey are ,inis$ed t$ey &an retrie%e
http://media-cache-
ak0.pinimg.com/originals/cc/90/b1/cc90b18310bb24a57
83be4d0b39d0ff3.pg
http://themiddleschoolmo"th.blogspot.ca/2012/05/more-
on-m#-social-st"dies-interacti$e.html
a ta#"et and #egin sear&$ing t$e &$apter ,or t$e
de,initions and de,ining e%ents'
2' E1p"ain to stdents t$e prpose and assignment o,
today' * !i"" mode" $o! to &$oose a pop"ar song 3,rom
!$en * !as in 8
t$
grade4 and per,orm an e1amp"e
3 Amendment 6:/ to 2ido song4 ' Ea&$ grop !i"" de,ine
t$eir Amendment ti"i0ing msi& and present it to t$e
&"ass'
E' )HE*R 7ORK: see r#ri&
CATEGORY 4 3 2 1
Content
Shows a full
understanding of the
topic.
Shows a good
understanding of the
topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the topic
ver well.
Preparedness
Student is completel
prepared and has
o!viousl rehearsed.
Student seems prett
prepared !ut might
have needed a
couple more
rehearsals.
The student is
somewhat prepared"
!ut it is clear that
rehearsal was
lac#ing.
Student does not
seem at all prepared
to present.
Enthusiasm
$acial e%pressions
and !od language
generate a strong
interest and
enthusiasm a!out the
topic in others.
$acial e%pressions
and !od language
sometimes generate
a strong interest and
enthusiasm a!out the
topic in others.
$acial e%pressions
and !od language
are used to tr to
generate enthusiasm"
!ut seem somewhat
fa#ed.
&er little use of
facial e%pressions or
!od language. Did
not generate much
interest in topic !eing
presented.
Listens to Other
Presentations
'istens intentl. Does
not ma#e distracting
noises or
movements.
'istens intentl !ut
has one distracting
noise or movement.
Sometimes does not
appear to !e listening
!ut is not distracting.
Sometimes does not
appear to !e
listening and has
distracting noises or
movements.
***' Reading and 7riting
Stdents !i"" #e gi%en a&&ess to a %ariety o, too"s to assist
t$em !it$ reading t$e &$apter and !riting t$e de,initions
*+' S$aring and Condensing
A' 7rite in #ig #o"d "etters: a"" Amendments
B' 7$en e%ery grop $as &omp"eted t$e tasks $a%e t$em
present as a grop t$eir Amendment'
C' 2E=*-*)*O- 2*SCUSS*O-: Ask: $o! did t$e
Amendment e,,e&t $istory> 2is&ss t$e &onte1t o, ea&$
Amendment> )$en, ask $o! !e &an re"ate it to &rrent
e%ents or modern time>
2' =AC*L*)A)E: A""o! t$e dis&ssion and de,ining to ,"o!
organi&a""y'
E' Post stdents &$arts papers on t$eir &"ass period
!a""'
+' Con&"sion and E%a"ation
A' Con&"sion 2is&ssion' )$e &"ass session &an &on&"de
!it$ ,rt$er dis&ssion'
B' E%a"ation: At &on&"sion o, &"ass and dis&ssion, &o""e&t
&$arts'
ASSESS.E-)S:
5' Parti&ipation Grade: Stdents !i"" #e assessed on t$eir
parti&ipation in t$eir grops %ia a r#ri& $anded ot at
t$e #eginning o, t$e year'
6' C$art Paper?Grop !orks: Stdents !i"" #e graded on
t$e &omp"etion o, t$eir song presentations'
8' *ntera&ti%e -ote#ook: Stdents !i"" #e graded on t$e
&omp"etion o, t$eir note#ooks !eek"y'